Year:2023 | Volume:8 | Issue:13|Papers Count:8

Tests are an important tool to evaluate the learning and ability of Persian learners. The validity of the test is one of the most important factors that should be considered in the evaluation of the test. The main purpose of this research is to investigate the content and face validity of the supplementary level reading comprehension test of non-Iranian Farsi learners. The hypothesis of this research is based on the principle that this test has unfavorable face validity and favorable content validity. The respondents of this research are 10 teachers of Persian language teaching to non-Persian speakers and 24 male and female Persian learners of the Persian Language Center of Imam Khomeini International University with different nationalities in the age range of 20-30. In this research, to check the validity of the tests, two questionnaires of the tests related to Wiersma and Jours criteria and also adding additional indicators, according to Samuels model and Saliva-Haggis theory, were used. The content and face validity characteristics of both tests were measured. Statistical results have shown that these two tests have acceptable content validity, but they do not have good face validity.

Considering the importance of online teaching of Persian language to non-Persian speakers and the limitations and problems of this type of education such as such as decreasing teacher-student interaction, lack of motivation and reluctance of learners to participate in class discussions as well as distancing themselves from doing interactive tasks, the present applied research in a bid to deal with the mentioned issues and problems, attempted to focus on the proposal of Persian language teaching based on the conceptual model of education and to provide solutions for its online teaching. The conceptual model of education includes macro-cognitive competence (creative, critical, systemic and futuristic thinking), socialemotional (intra-personal and interpersonal management), sensoryperceptual (sensory and environment management) and values that are proposed for aligning educational activities with the education system. In this research, which was conducted in a qualitative manner, in order to teach the four language skills, i. e. listening, speaking, reading and writing through an online platform based on the components of the conceptual model of education, first, a sample lesson for the advanced level of teaching Persian language to non-Persian speakers was simulated based on the mentioned model and after that, solutions for teaching it effectively on an online platform have been presented. The findings of the present research indicate that Persian language teaching on an online platform based on the mentioned model is practical and applicable and can help to remove the problems and limitations of this type of teaching.

Iran and China, as two ancient lands in ancient Asia, have always had extensive relations for a long time. In the present era, regarding the political and economic necessities and the important role of the two countries in region and world alternation, increasing the level of transactions and communication between these two former neighbors is considered essential. The "One Road-One Belt" project, which was proposed by Chinese government in 2013, clearly shows China's determination to expand its political, economic and cultural relations with the countries, locating on the path of this project. Meanwhile, the role of Iran as one of the important countries in the region of the Silk Road is undeniable. Therefore, in recent years, efforts to understand and recognize as much as possible the language and culture of the two nations have become more essential for governments. In this article, we aim to study the condition of Chinese language instruction in Iran and Persian language instruction in China by using existing documents. We provide recommendations and ideas to solve the existing problems and to improve the conditions.

Students face difficulties in writing often due to lack of knowledge in the principles of writing. Such deficiencies are rooted in numerous factors. One of the most important factors is undoubtedly lack of appropriate and sufficient education in pre-university courses. On the other hand, the evaluation of this skill is somewhat subjective and finding a way to accurately measure it seems necessary. The purpose of this research was to find the strengths and weaknesses of Persian writing skills of students of different academic fields and to design a tool to measure Persian writing. This applied research was carried out in a descriptive-survey way. The participants of the study were students of English language teaching, Persian literature, electrical engineering, psychology, mathematics, urban planning and engineering sciences of Salman Farsi University. The participants in this study were 103 undergraduate students who were randomly selected based on available sampling. In order to carry out this research, students were given a topic "Describe your university" and they were asked to write a text about it in at least four paragraphs. Then the researchers evaluated the texts based on the style sheet and the scores of the students of different fields were compared. In the end, data analysis was carried out using SPSS version 21. The results of the research showed that there is a significant difference between the average scores of students' writing ability, the average scores of students in terms of writing norms and their writing skill scores. The subject in high school does not affect the level of students' writing skills. There is no significant difference between the average scores of writing skills in terms of linguistic and literary elements and the content of students' writing. There is also no significance difference between the writing skills of male and female students, the age of students with their level of writing skills and the level of writing skills of sophomores compared to freshmen in the university.

Using literary texts in teaching Persian to non-Persian speakers has always been the focus of material developers. Due to the metaphorical nature of the Persian language and the use of idioms and proverbs in both spoken and written forms of the Persian language by Persian speakers, mastering these idioms and cultural concepts by non-Persian speakers seems to be essential. Regarding language education, one of the important issues is paying attention to improving language skills. The four language skills i. e. listening, speaking, reading and writing play significant role in the learning process. In language education, to deal with these skills, the need for appropriate, relevant and purposeful educational materials is felt to be essential. In this research, the researches attempted has to provide a resource for teaching Persian language to non-Persian speakers through literary texts with an emphasis on improving reading skills. In this research, the method for compiling and developing these texts is simplifying the Persian texts and then developing exercises based on the task-based approach. To this end, some stories from Kalila and Demna by Mahdi Azarizdi (Scorpion Sting, Bear and Impatient Pigeon Friendship) have been selected and prepared for intermediate Persian learners. Accordingly, first original stories were presented, then their narrative elements were explained. In the next step, lexical simplification was conducted according to LEXenstein’, s lexical simplification framework. Finally, syntactic simplification was conducted according to Maxwell's ideas. To ensure the appropriateness of the texts for the intermediate level, these texts were given to three teachers with three years of experience teaching Persian to non-Persian speakers. In the end, by using the basics of the task-based approach which currently has found a significant place among other approaches, the pre, during, and post-reading activities have been designed.

The comparative study of Chinese and Persian proverbs can, on the one hand, increase the understanding of mutual culture between the people of China and Iran, and on the other hand, it can be used in the teaching of Chinese and Persian languages so that language learners can better understand the language and culture of the two countries. Due to the lack of research for the educational classification of Chinese and Persian proverbs, in this research, Chinese and Persian proverbs have been classified and described in four groups using formal and semantic features: the first group includes proverbs with similar literal and figurative meanings, the second group includes proverbs with similar literal meanings but different figurative meanings, the third group includes proverbs with different literal meanings but similar figurative meanings, and the fourth group includes proverbs with different literal and figurative meanings. The four-fold classification of Chinese and Persian proverbs, along with examples extracted from the selected source, indicates that proverbs with different literal and different figurative meanings rank first in terms of the highest number of proverbs, those with similar literal and similar figurative meanings in second rank, those with different literal meanings but similar figurative meanings in third rank, and those with similar literal meanings but different figurative meanings in fourth rank. The pedagogical implication of this research seems to be as follow: Persian proverbs with similar literal and figurative meanings to their equivalent Chinese proverbs are more effective for teaching at a basic level,Persian proverbs with different literal but similar figurative meanings to their equivalent Chinese proverbs are more effective for teaching at an intermediate level,Persian proverbs with similar literal but different figurative meanings to their equivalent Chinese proverbs are more effective for teaching at an advanced level,while Persian proverbs with different literal and figurative meanings are effective for teaching at all levels.

Persian language is developing among its enthusiasts, especially people who learn this language with special goals, including academic goals. These learners, whose first language is not Persian, turn to centers such as Jameh Al-Mustafa and other academic centers for research or study in their fields of interest and require skills in both language and specific knowledge. A proper and thoughtful response to this demand is an undeniable necessity. Therefore, a scientific approach with a research-based foundation should be adopted for curriculum development, syllabus design, and teaching to not only increase motivation in language learners and educators but also improve the quality of language learning while reducing financial resources consumption and preventing time waste. This article provides a descriptive method based on library studies that briefly reviews language teaching methods with an emphasis on teaching languages for specific academic purposes and two syllabus designs: "content-based" and "task-based". By collecting data on the task of Jameh Al-Mustafa Al-Alamiya, defining language for specific academic purposes, defining approach, method, syllabus design, types of languages for specific academic purposes, defining task-based and content-based syllabus designs, and measuring the correlation between languages for specific academic purposes and content-based approaches, it is suggested that a combination of task-based syllabus design at the elementary level with content-based syllabus design at higher levels be used.

The concepts of tense and aspect have a special place in grammar. Tense can be used to express an action or event in the past, present, or future, while aspect can indicate the beginning, progress, or completion of an action or event. Since these two concepts and their representation in Persian and Chinese have their own specific features, and very few comparative studies have been conducted in this domain, this research aims to find the features of these two concepts and discover their similarities and differences using corpus linguistics, statistics, and quantitative and qualitative analysis methods. The results of this study can be used in language teaching, grammar, and translation. In this research, 9189 propositions including 4172 Persian propositions with their corresponding translations into Chinese and 5017 Chinese propositions with their corresponding translations into Persian extracted from two novels "Blind Owl" in Persian and "Running through Beijing's Streets" in Chinese with their translations into Chinese and Persian were examined. Bilingual corpora of Persian-Chinese and Chinese-Persian were constructed. By observing the changes that occurred during the translation process in the structure of each proposition, the features related to them, similarities and fundamental differences and the type of representation of tense and aspect in these two languages were obtained. In Persian, verb plays a key role in sentence containing grammatical information such as tense and aspect. However, in Chinese noun plays a key role in sentence and the verb can be omitted. Therefore, it is not possible to pustulate a clear-cut classification for tense in Chinese.