JOURNAL OF PERSIAN LANGUAGE TEACHING TO NON-PERSIAN SPEAKERS
Year:2022 | Volume:11 | Issue:1 (23)|Papers Count:14

Fundamental and exploratory researches on second language teaching accompany each other. The more we contemplate about second language teaching and researching the educational foundations, the more we find the importance of many subtopics that have a huge impact on second language teaching. For example, the greater the link between the second language and the first (or mother) language of the language learner (in terms of language or linguistic proximity or the cultural communication of the first and second language speakers), the more the fields of reinforcement of second language education are provided. Strong links between Persian and Arabic, mutual borrowing of many words between these two languages, and cultural and religious communication between Arabic and Persian language speakers have a great positive effect on teaching the Persian language to Arabic learners. On the other hand, the myriads of common vocabulary between Turkish and Persian makes the work of Persian language teaching a little easier for Turkish learners,Therefore, it is appropriate to pay attention to this important point in the development of educational material and provide content that is made up of linguistic commonalities, especially common vocabulary. Persian morphological construction, the importance of prepositions, and the strong link between prepositions and verb phrases are among subtle tips in teaching the Persian language,That is, the morphological structure of Persian makes its syntagmatic axis more flexible in the phrasal movement transformations, in comparison to other languages. So, the things that demonstrate the importance of paying attention to prepositions in Persian language teaching are what implications and concepts have prepositions in sentences and with which verbal phrases are they more proportional? The use of vocabulary music, proportion, and balance in the construction of symmetries and sentences have been and still are the focus of teachers, and in some dialects, it has created a particular type of musical symmetry in their oral literature. In second language teaching, the use of such symmetries and proportional, balanced, and musical sentences are of great educational value. The special culture and ideas of the people of every nation towards humans and the world are of cultural importance that has not been left out by language analysts and scholars, and we have witnessed various research in this field. Paying attention to the male or female gender in a text and their polyphonic presence can increase the motivation to read and learn a text prepared as educational content. Of course, it is very clear that every target text that is prepared for teaching a second language has a certain dominant worldview, and in analyzing its language and thought, we can find that particular worldview or thought that the speaker is conveying. Therefore, such a view toward the male or female gender shows itself in educational or selected texts for language teaching. Therefore, this type of cultural and cosmological discussion, as a satellite and secondary discussion in the field of language education, can facilitate the process for the benefit of the language learner.

The speakers of each language borrow from other languages for various reasons. Sometimes, due to social and psychological reasons, the speakers of a language, even though they have original native words with the intended meaning and meaning in their language, still use loanwords (Shaghaghi, 2007: 132). Borrowing may lead to changes in the language of the borrower Such as changes in the number of phonemes in the language or acceptance of new phonemes. These borrowings may lead to changes in the spelling, syntax and meaning of words in the language of the borrower. Therefore, the teacher should pay attention to these things in the process of teaching Persian students and introduce the language learner with the help of common words and their usages in a step by step, classified manner. Also, one of the important topics is the issue of "transformation of meaning. Linguistic borrowing is the spread of elements from one language to another language, through encounter or imitation. Since the words of any language are the most unstable part of any language, they are the most common type of exchange between languages. In the process of borrowing words, the meaning and signification are not always preserved, and sometimes when the word is transferred to the second language or the Target language, it undergoes a "change of meaning". The word may completely lose its meaning or evoke a new feeling (Kata, 1979: 360). Changes made in the meaning of Arabic words in Persian or vice versa include semantic expansion, semantic assignment and semantic transformation. Semantic studies first focused on identifying the beginning of semantic change in the field of linguistics diachronically. Now, in historical semantics, the factors of meaning evolution are discussed (Riemer, 2010: 379). Words are containers of meaning. In language teaching, after teaching the phonological system and the sounds of the language, vocabulary should be taught to the language learner. If in the production of educational content and text, an effort is made to use the familiar vocabulary of the language learner in language teaching, the speed of teaching and the progress of the language learner in learning the language will increase a lot. Among the semantic changes, word changes are divided into difficult, medium and easy in educational classifications. Sometimes the new meaning of the word involved is completely unrelated to the original meaning or meanings of the word, which is considered one of the difficult words to find. Sometimes the new meaning of the word involved is one of the original and assigned meanings of the word, but other meanings of the word in the language of the borrower are deleted or dead. Sometimes the new meaning of the word involved is based on the connection of different meanings of the word in mind. Although the other primary meanings of the word are dead and abandoned,As a rule, it will not be difficult to understand this word and its new meaning. The proximity and similarity of meanings in the mind is the basis of many semantic evolutions of words, and reflecting on it can make it easier to understand the meaning of a word. The statistical population of this research is 70 Iraqi, Syrian, and Lebanese Persian language learners at the intermediate and advanced levels of writing, listening, and reading courses, as well as the beginner level courses of the same nationalities in the oral expression and reading,they were selected through convenience sampling method. Their errors were often collected through the spontaneous method. These participants were selected from the ages of 18 to 28, regardless of their gender. Data collection has been done in the form of online chat, dictation, essays and assignments of language learners during the years of 2021-2022. After collecting the data, it has been tried to categorize the different meanings of common loanwords and involved words and make suggestions for teaching methods based on the levels of language learners from beginner to advanced for teachers of Persian language and Arab Persian learners. Language should be shared. Also, identifying the origin of errors (intra-lingual and inter-lingual) as well as the strengths of language learners through the detection of spelling (writing skills) and phonemic (listening and speaking) errors, analysis and their frequency has been determined. In this research, our main goal is not only to investigate semantic changes, rather, it is the identification of the concept of loanwords that have a specific meaning in the source and target language, their meanings have evolved, and in a better way, their meaning has changed. Moreover, our goal is to introduce the formulas and types of transformations of common Arabic words in the Persian language so that the learner and the teachers of the Persian language get to know the differences in the usage of the common words of Persian and Arabic, so that, and the teacher will correct the errors in their skills. It explains speaking, writing and comprehension for Persian learners who have achieved it. In the production of Persian language text or educational content, it is appropriate to use Arabic and Persian common words that are present,because the Arab learner is familiar with these words and at least knows how to pronounce them. Therefore, the speed of language learning increases,especially, if we include the cognate and co-family words in content production. Considering that the teaching and learning of language is based on the three basic pillars of the teacher, the language learner and the educational content, it is necessary for the teachers to teach the Persian language with the comparative methods of the vocabulary of the two languages (loan words) and comparing the frequency of errors caused by the interference of the mother tongue (intra-linguistically). In this classification and comparison of the two languages, the teacher should choose similar items by mentioning examples from the first and second languages and show them to the learner. In this field, the teaching method, educational content, and the teacher's knowledge of the Arabic language and its use during teaching are very essential. Therefore, finding the mistakes of the language learners by the teacher, the strategies of the teaching method, the way of communication with the language learners, and the classification of the materials are very effective in accelerating the learning of Arabic speakers.

Because of its fundamental role in improving learners’,communicative competence, willingness to communicate (WTC) has been the focus of attention in the field of second language acquisition (SLA). A bulk of SLA research has investigated the antecedents of WTC in the English-as-a-Foreign-Language setting. However, this construct has not received much attention with respect to the learners of other foreign languages. As an attempt to shed more light on this domain of research, the present study sought to investigate the effects of grit and ideal self as predictors of second language (L2) WTC among learners of Persian as a Foreign Language. For this purpose, a number of 153 learners of the Persian language among the international students majoring in the University of Kurdistan were sampled as the participants. The sampled participants were of different genders, ages, and academic backgrounds. The required data were collected by distributing the instruments measuring the three target constructs (i. e., WTC, grit, and ideal L2 self). For the purpose of data analysis, a structural equation modeling (SEM) approach was utilized to test the hypothesized structural models for the relations between these variables. The SEM results obtained in this study indicated that although both variables significantly affected WTC, the unique effects of the ideal L2 self were greater than those of grit with respect to Persian-as-a-Foreign-Language learners. This means that those learners of the Persian language that have a clearer image of their future ideal self as L2 learners and users will have a greater tendency to communicate in the Persian language in the classroom context. Further, according to the findings, learners with higher levels of grit would tend to exhibit greater perseverance when faced with opportunities to participate in communicative activities in the classroom, despite the various setbacks they encounter in the course of learning Persian as a Foreign Language. Overall, the findings of the current study highlight the important role of both ideal L2 self and grit in communicating via the L2 Persian inside the instructional context. There were a number of limitations in this study that would constrain the generalizability of the findings. First of all, the data collected in this study were based on the participants’,self-report responses,the problem is that the participants might have yielded responses that were socially desirable and would save their face. In addition, the quantitative data of the study would not provide a chance for assessing the incentives behind the participants’,L2 communication behaviors in the classroom (e. g., the reasons for being reticent and unwilling to communicate in the Persian language). Therefore, a natural progression of this quantitative study is to triangulate its findings with qualitative data collection and analysis through, for example, semi-structured interviews or focus-group discussion. Nonetheless, the obtained findings on the relationship between the ideal L2 self and grit, on one hand, and L2 WTC, on the other hand, provide us with fruitful insights into the psychology of learning Persian as a foreign or an additional language within instructional settings. In addition, the topic of the study would give impetus to further exploration of the role that other individual difference factors play in learning Persian as a Foreign Language, with potentially significant repercussions for research on foreign languages other than English. The findings of this study also have a number of significant pedagogical implications for the practice of L2 Persian teaching and learning. Given that the construct of ideal L2 self was found to be positively associated with the participants’,WTC, L2 Persian teachers should be more sensitive about helping their learners develop a vision of a future self as a competent and confident learner and user of the Persian Language. It follows that the pedagogical strategies for achieving this goal should enhance L2 Persian learners’,WTC, both within the L2 classroom and beyond. For example, having students meet tangible and achievable objectives for L2 Persian learning through more active participation in the classroom communication can be particularly helpful. In a similar vein, teachers should equip themselves with repertoires of classroom activities aimed at enhancing L2 Persian learners’,ideal L2 self and grit. The existing literature (e. g., Dö, rnyei, 2018) can help L2 Persian teachers with developing positive L2 selves in their learners. For boosting L2 Persian learners’,awareness of the importance of grit, narrating stories about gritty individuals who are fluent in the L2 and holding meeting sessions with fluent nonnative speakers of the Persian language can be very inspiring (see Lee, 2020,Keegan, 2017).

1. Introduction: The present study intends to investigate preposition errors made by Arab students learning Persian based on the theory of error analysis. To conduct the study, 50 Arab speakers learning Persian as a second language in the Center of Teaching Persian to non-Persian speakers at Ferdowsi University of Mashhad participated in the study. The gathered data from their composition writing were divided into three categories of errors in terms of their origin to “, inter-lingual”, , “, intralingual”,and “, ambiguous”, , and into three categories in terms of their type including “, substitution”, , “, deletion”,and “, addition. ”,Thus, according to what has been said, the questions of this research are: 1-In which of the following types (omission, addition, replacement) are the most errors produced by non-Persian language learners? 2-For the errors made in using Persian prepositions by non-Persian learners, what is the main source of the occurrence? 2. Review of literature: Numerous researches have been done in the field of analysis of errors made by nonnative Persian language learners, however, no study has been carried out to examine and analyze the errors of Persian learners in the use of Persian prepositions. Some of the researches done in this field are: Norbakhs Beydokhti (2015), Monshizadeh and Khanbabazadeh (2014), Motavaliyan Naieni and Malakiyan (2014), Pahlavanezhad and Khaleghizadeh (2014), Motavaliyan Naeini and Ostovar Abarghoee (2013), Hashemzadeh (2009). 3. Theoretical Foundation: Error analysis is one of the approaches used to achieve the features of the learners’,interlanguage. Second language researchers believe that the errors which a person makes in the process of learning a new language system need to be carefully analyzed since they are a significant key to understand the nature of learning a second language. Error analysis which deals with the identification and classification of language learners’,errors based on the origin of the errors, the process in which they are made and the language area to which they belong form the theoretical frame of our analysis in the present study. 4. Results of data analysis : The gathered data from the composition writings prepared by Arab students learning Persian in the Center for Teaching Persian to non-Persian Speakers at Ferdowsi University of Mashhad were divided into three categories of errors in terms of their origin to “, inter-lingual”, , “, intra-lingual”,and “, ambiguous”, , and into three categories in terms of their process including “, substitution”, , “, deletion”,and “, addition”, . Regarding the first question of this research, most errors produced by non-Persian learners, are categorized in the form of “, addition”,(65. 36%) in terms of their process in which a non-required preposition is inserted to the sentence produced by the learners. Also, in relation to the second question of the research, the main source of the errors has been the target language itself namely intralingual errors (79. 50%) in terms of the origin which have nothing to do with the knowledge and the system of the mother tongue of the leaners, in this case Arabic.

Persian language education centers in Iran have made efforts to develop and improve Persian language education curricula, especially the production of standard educational content. They have also presented works in this field, but most of the works in this field are general and do not suit the diverse linguistic needs of Persian language learners. Some educational books are designed without considering the level of learners, linguistic elements of the target language, expected language skills, type of educational content, and cultural indicators. One of the educational books for Persian-speaking Arabs who are learning Persian in recent years is the two-volume book "Rihlah Ma Al-Farsiya". Although this book has video files and is designed based on different situations, it seems that it has not been written in accordance with some indicators of the preparation of foreign language educational content. The aim of this research was to introduce this book, analyze its content based on the indicators of preparing the content of foreign language teaching books, and finally, according to these indicators, provide suggestions for improving the content of this book and similar books. To achieve the goals of this research, the following questions were considered: 1. Based on the basics of foreign language education, what are the indicators of educational content for Arabic speakers who learn Persian? 2. How is the book "Rihlah Ma Al-Farsiya" in terms of educational content indicators for Arab speakers who learn Persian? To carry out this research, descriptive-analytical and qualitative content analysis techniques were used. In this way, first by referring to the sources related to the indicators of the preparation of educational content of foreign languages, five essential indicators in the preparation of educational content (including assessment of needs and attention to the level-type of educational content, language skills, linguistic elements, and culture) were extracted in the form of a checklist made by the researcher, and then the aforementioned book was analyzed based on those indicators. Of course, the validity of the mentioned checklist was also confirmed by two expert professors in the field of language education. The findings of this research were in accordance with the research questions: With regard to the first research question, the findings showed that it is necessary to consider five indicators of "linguistic needs and attention to levels", "linguistic skills", "linguistic elements", "type of educational content" and "culture" to prepare the educational content of Persian language teaching books for Arab speakers. Concerning the second research question, the results showed that in terms of paying attention to the language needs of the learners and determining their level, this book is at the basic language levels (level 1-3) and is not suitable for teaching at an advanced level because it only deals with the basic and essential topics of Persian grammar such as recognizing the tenses of verbs and most of the vocabulary, and the selected sentences in the book are related to the needs and daily situations of human life, such as "asking about status, shopping, going to the bank, etc. " In terms of paying attention to the "language skills" index, this book pays the most attention to strengthening speaking and listening skills because each lesson contains two conversations along with video files. In the selection of content, the book "Rahleh Ma'al Farsiyya" has mostly followed situation-oriented content among the six types of content (structure-oriented, concept-oriented, situation-oriented, skill-oriented, task-oriented, and topic-oriented). Based on the table of contents of the book, it could be figured out that each lesson includes a situation from everyday life (for example: in the bank, in the gym, in the vegetable market, etc. ). In terms of dealing with language skills, this book has paid attention to all four language skills to the extent of meeting the language needs of elementary-level learners. However, more attention has been paid to strengthening some skills, such as listening and speaking skills, because each lesson contains two audio-video conversations that help a lot strengthen the listening and speaking skills of the learners. This book, from the point of view of paying attention to the linguistic elements in the three sections of "vocabulary", "grammar" and "pronunciation", has been done in such a way that in the vocabulary section, most of the words are suitable for the level of beginner learners, in a sensory way and related to everyday situations, and the exercises related to vocabulary strengthening are also presented based on the comparative approach, the discovery of semantic relationships and synonyms. In the grammar section, grammar tips which are suitable for beginner levels are not provided at the end of each lesson, regardless of language roles and situations. Furthermore, the category of pronunciation of letters has not been given special attention, and criteria such as the simplicity of pronunciation, the shortness of the word in terms of the number of phonemes and syllables, have not been considered. In this book, in terms of paying attention to the category of "culture" in the two parts of macro and micro cultural elements, some cultural indicators have been given a lot of attention. The most important macro-cultural indicators included in this book are artistic, geographical, historical, and literary indicators,indicators such as religious beliefs, daily life and family issues, interpersonal relationships, and food are also among the most important intellectual cultural indicators that are included in this book.

1. Introduction: Listening is one of the four main skills of language learning, which is less studied than the other skills. Learning a second language is not possible without receiving comprehensible input in the form of writing or listening. Among the four skills of listening, reading, writing, and speaking, listening is the most fundamental. Listening is even more important than reading. Although they both deal with input, they are essentially different. In listening, it is not possible to stop and listen again, while in reading, it is possible to pause or re-read. Another reason for the importance of listening skills is that, in the early stages of education, when the learner does not have the ability to read, he or she may only strengthen their learning through listening skills. Due to the high importance of listening skills in language teaching, this research tries to take a step towards developing listening skills and further facilitating language learning by examining activities that may improve the listening comprehension of language learners. One of these is the use of pre-listening activities. The purpose of this research is to investigate the effect of three prelistening activities on listening comprehension, including previewing questions, providing background knowledge about the topic, and vocabulary instruction. Specifically, this research aims to determine which of these activities may help Persian learners more than the others in listening comprehension. It is said that the importance of pre-listening activities is that they activate the learners' existing knowledge about the topic. Previewing questions before listening is a type of activity that may help improve understanding and also lead to more and easier comprehension. Regarding vocabulary instruction, it is said that from the perspective of language learners, segmenting words or identifying separate words in speech is one of the main difficulties in listening comprehension. Additionally, language learners who recognize less than 80% of the different words of a listening text, are more likely to have difficulty with listening comprehension. Listening involves both linguistic knowledge (e. g., phonology) and non-linguistic knowledge (e. g., experience or previous knowledge) that are necessary for the construction of meaning. Current views on listening comprehension emphasize the significance of prior knowledge or background knowledge in listening comprehension. Based on the research background, the following hypothesis may be proposed: The pre-listening activity of providing background knowledge about the topic in contrast of previewing questions and vocabulary instruction has a greater effect on the listening performance of foreign Persian learners. 2. Review of Literature: Among the research conducted in the field of pre-listening activities is the research of Berne (1995), which examines the effect of such activities on Spanish listening performance. A comparison of the listening comprehension performance of second language learners of Spanish who completed three different pre-listening activities after one and two exposures to the listening passage shows that the scores for subjects completing the question preview activity were significantly higher than the scores for subjects completing the fillering activity and that additional exposure to the listening passage improves listening comprehension performance significantly, irrespective of pre-listening treatment. Chang and Reed (2006) also looked into the impact of pre-listening activities on listening performance. In their research, four activities were studied: previewing questions, providing background knowledge about the topic, providing vocabulary instruction, and repeating input. 3. Theoretical Framework: In the 1960s, a hypothesis was proposed in which language learning begins with comprehension and then leads to production. Speaking will emerge automatically after the learner understands the function of the target language. At first, the language learners' speech may not be perfect, but it will gradually become similar to the target language. The comprehension approach, which focuses on understanding language, shows the importance of listening comprehension ability. One of the ways to teach listening comprehension is to use pre-listening activities that may help listeners understand better. This research use comprehension approach to investigate about The Effect of Pre-Listening Activities on the Listening Comprehension of the Foreign Persian Learners. 4. Data Analysis Results: In this research, eight intermediate Persian learners who were studying in the Persian language teaching center for non-Persian speakers, at Allamah Tabataba'i University participated. The ages of the learners ranged from 20 to 25 and they were of Russian and Turkish nationalities. This research was conducted in three sessions, each dealing with one of the pre-listening activities. The learners were asked to answer text-related questions after listening, and the listening content was played for them two times. Using statistical indicators, including mean and standard deviation, the data of the three tests were compared, indicating that the difference between the mean scores of the language learners was significant. Moreover, the results showed that the effectiveness of each of the three activities on the Persian learners' listening comprehension was different, with the order of effectiveness of the three types of pre-listening activities on the Persian learners' listening comprehension being "vocabulary instruction", "providing background knowledge about the topic", and "previewing questions".

Throughout history, Pakistan has been one of the main spheres of influence of Persian culture, literature, and language in the Indian subcontinent and the people of this region have always been interested in learning Persian language and literature and getting acquainted with Iranian culture. This cultural affiliation has led to the accumulation of historical experiences in the field of teaching the Persian language and literature in this region. In the contemporary era, and especially after the victory of the Islamic Revolution, macro-cultural policies became more and more focused on deepening cultural relations and the spread of the Persian language and literature in this region which has led to the teaching of Persian language and literature in this country. Considering that any new policy in this field requires obtaining accurate information about the general situation of Persian language and literature education in this country, this study has tried to use the method of the descriptive-analytical method to determine the status of centers, methods, courses and examine and analyze Persian language and literature teaching resources in Pakistan. The results show that in Pakistan, public and private university centers, the House of Culture of Iran, and some seminaries and private institutions teach Persian language and literature using face-to-face, virtual, correspondence, etc. methods, in short-term and long-term courses. They spend their time using textbooks written inside Iran or in Pakistan (which is described in detail in the article). Statistical studies show that the cultural motivations of Pakistani Persian learners encourage them to learn Persian language more than other motivational factors and the frequency of learners who want to learn Persian language in Iran is significantly higher. By reviewing the status of Persian language and literature education in Pakistan, we found that the region's long history of Persian language and literature has influenced its people's interest in Iranian language, literature, and culture. The background and experience of teaching the Persian language and the variety of its methods and resources in this system are sometimes even more than in Iran. Because the interest, need and cultural necessity of familiarizing with the Persian language and literature and Iranian culture has always existed among the people of the sub-continent. However, the native language of the residents of these countries is not Persian and the learning of Persian language in these countries, especially Pakistan, should have been done through formal education. Therefore, the historical continuity of Persian language and literature education in Pakistan, the accumulation of practical experience in this field, the establishment of several educational centers, the use of various and sometimes innovative and unique methods, the production of various teaching resources and teaching aids, taking into account the goals and methods of teaching Persian language and literature in this country and most importantly, a series of successive generations of Persian language and literature teachers and trainers have been trained in this country,this tradition has continued until today. According to what was mentioned in the previous sections, the methods of teaching Persian language in this country are face-to-face, virtual (online), correspondence, four-skill, one-skill, two-skill, and education through literature. In Pakistan, many colleges teach Persian language, and also a large number of public, goverment, semi-govermental universities, and religious schools also offer Persian language classes. It should be noted that some universities in Pakistan have an independent department of Persian language and literature, and some universities have Persian language and literature courses in different fields, in addition to the main, specialized, compulsory, and optional courses of other humanities fields, like Islamic Studies, History, Philosophy, Iqbal Studies, art, Urdu & Punjabi language and literature, etc. Institutions related to the Islamic Republic of Iran, like the Iranian Cultural center, by establishing educational centers and activities during the last four decades, has carried out worthy measures for the growth and expansion of the Persian language and literature in Pakistan. Regarding the motivational factors in Pakistani Persian learners, it can be concluded from the statistical studies that they learn Persian mostly with cultural motivations. The interesting point is that despite the existence of academic and non-academic centers with a proven track record in the field of Persian language education in Pakistan, the number and percentage of people who want to learn Persian language in Iran's educational centers is significantly higher. Although part of this desire is not related to the category of education or language learning, it is caused by the historical and cultural attractions of Iran for Pakistani nationals. In the end, it is suggested that researchers focus on the subject of Persian language education, through literature, especially poetry, and the opportunities and challenges of using it and analyze this method in Pakistan and other countries in a scientific way.

1. Introduction: This research aims at investigating the effect of shared vocabulary of Persian and Istanbul Turkish on the reading comprehension of Persian-learners of Turkey (PLT), and to analyze at which level of language-learning (beginner, intermediate, or advanced) this shared vocabulary (i. e. the words with phonological and semantic resemblance) facilitates the reading comprehension process. As our main research problem, we focused on the possible effect of using the shared vocabulary of Standard Persian and Istanbul Turkish on the reading comprehension skill of Persian-learners of Turkey. There are two hypotheses which are followed in this research: 1) the reading comprehension increases as we increase the usage of shared vocabulary,and 2) as we move towards more advanced levels of language-learning, the effect of shared vocabulary increases. 2. Theoretical concepts The shared words have approximately similar form and meaning in the two languages. Either they come from the same genetic (i. e. family) origin, or they are a consequence of language contact and lexical borrowing. These words have the same linguistic origin and are generally similar and have a similar meaning. They do not necessarily have to appear in the same form, and there may be slight phonetic differences between them. There may also be a semantic difference between them. Borrowing is a process which is triggered as a result of language contact and through bilingual people, during which phonetic, lexical and even syntactic elements are introduced from one language to another. Then, due to various factors, these elemments are accepted by the majority of a language community and become commonly used. Generally, there are three types of linguistic borrowing: phonological, lexical and grammatical. Phonological or phonetic borrowing is a process in which the phonetic elements and patterns of a language are adopted by another language, and they make changes in the phonetic system of the target language. Lexical borrowing at the vocabulary level is the most common type of borrowing, and therefore, it can be seen in most languages. Finally, grammatical borrowing is the transfer of morphological or syntactic elements and patterns, grammatical roles or grammatical relations from one language to another. 3. Review of literature: As a result of geographical proximity of Persian-and Turkish-speaking people for thousands of years, a large amount of shared vocabulary between them is observed as a consequence of lexical borrowing. They have borrowed a lot of words from each other throughout their history, or both have borrowed the same words from other languages, e. g. Arabic, French and English. Ahmadkhani & Rashidian (2016), Nazari & Asadollah-pour Araqi (2015), Pourmohammadi Amlashi & Ghafourian (2020a), Pourmohammadi Amlashi & Ghafourian (2020b), Rasuli-nejad et al. (2021), Meshkin-fam et al. (2021), and Taheri & Ghafurian (2022) can be mentioned as studies on borrowing and/or second-language learning. They show that loanwords can have a facilitating or interfering effect on foreign language learning. Some researchers emphasize the advantage of cross-linguistic similarity in foreign language learning, and consider loanwords as great resources in language learning. 4. Methodology: For the aims of the research, an accessible sample of 75 PLTs (25 for each level, i. e. beginner, intermediate, and advanced) was selected randomly. The data gathering instruments were separate exams of reading comprehension for each level. To prepare the exam materials, we selected a text for each level from Dehkhoda Institute couresbook series “, Reading and Understanding Persian for Non-Persian language Learners”,(Jafari et al., 2014,Jafari & Navvabi, 2017). Then, each text was divided into two almost equal parts. In the first part, the shared words were substituted by non-shared words, so that the usage of shared vocabulary is reduced as much as possible, without changing the meaning in the text. In the second part, more shared words were employed to increase the usage of shared vocabulary in the text. PLTs of each level participated in two parallel exams with shared and non-shared vocabulary texts on two separate times with one day interval. 25 questions were designed for the beginner group and 30 questions for each group of the intermediate and advanced learners. They had to recognize the practical meaning of the words from the sentential context. Furthermore, for the beginners, the questions were translated to Turkish as well, so that the learners could answer the questions more easily, without much problem. In order to extract the examples of shared and non-shared words in Persian and Turkish, we relied on Anvari (2002) and Kanar (2012), respectively. 5. Data analysis: Participants’,scores of the exams were analyzed through paired t-tests and two-factor Ingroup/Out-group design. These statistical analyses were employed to verify or reject the two hypotheses which were mentioned in Section 1 (Introduction). 6. Conclusion: The results confirmed the first research hypothesis: the reading comprehension increases as we increase the usage of shared vocabulary. Furthermore, the second research hypothesis was confirmed for the beginners: as we moved towards more advanced levels of language-learning, the effect of shared vocabulary increased. However, we could not observe any significant change for the intermediate and advanced learners with regard to this hypothesis.

Educational books and especially language education books, that include the cultural aspects of different nations, transmit cultural and social values and attitudes to learners. The effects of books are sometimes directly and, in many ways, indirectly through topics, concepts and even images in the form of natural facts. These seemingly natural facts gradually make the necessary changes in the learners' attitudes and behaviors. Second language teaching books can act as a very important tool in the transmission of beliefs, values and cultures such as the issue of gender. Therefore, the representation of gender and both sexes in a fair way in educational books is very important and should be taken into consideration by the authors. The way gender is presented in textbooks can influence students' beliefs about their goals in the future. It is expected that educational books represent the language and culture of the target society according to the facts in the society and also away from any gender bias. It is also expected that educational materials reflect a kind of gender and social balance about both genders and use neutral language instead of denigrating one gender. The present research studies the representation of family and career roles of men and women in Persian and Arabic books. First, two books were selected from among the Persian and Arabic language teaching books, named "Mina 1" and "Attariq ilal Arabiat". Then, all reading texts and pictures in these books were examined to analyze the representation of gender in them with both quantitative and qualitative methods. In order to achieve this goal, the present study tries to answer the question of how the family and career roles of men and women have been represented in the two books "Mina 1" and "Attariq ilal Arabiat". This research has used the method of content analysis based on two quantitative and qualitative models. A quantitative method has been used to collect and analyze explicit and direct themes, and a qualitative method has been used for implicit themes. Data collection was done using quantitative and qualitative methods. All images and texts of both books were analyzed quantitatively and qualitatively. In the quantitative section, data was collected using coding, then the percentages were determined and the results were shown in tables and graphs. After analyzing these two books, we saw gender discrimination and inequality in the representation and presence of women in images and jobs. In other words, the results of this research show many examples of gender bias and stereotyping of the female gender, while the main focus in both books is on the male gender. We did not observe fair behavior between men and women. As the quantitative and qualitative analysis showed, women were less visible or in some cases invisible and excluded. In the pictures section, the presence of men was more than women. Also, the results of this research indicate that men have appeared in various jobs such as: police, employee, manager, doctor, professor, engineer, etc., but the presence of women in both books is less frequent. If women are present in jobs outside the home, they are introduced only in a few unique and special jobs, jobs that are stereotyped and less important compared to male jobs,for example: teacher, nurse, housekeeper, secretary, etc. Therefore, in general, it can be said that the jobs introduced for the women are not very consistent with the current reality of the modern society of Iran and even Qatar. It was also seen that almost in both books, females were discussed in terms of doing household chores and in terms of playing the role of mother and wife, while they could show men doing some household chores too. In addition, the present research shows that the two books "Mina 1" and "Attariq ilal Arabiat" not only suffer from gender imbalance, but men have been shown with a wider range of activities such as exercising, singing, acting, cycling and men's hobbies are reading, traveling or sports but women's hobbies are limited to shopping or cleaning the house. The authors' suggestion for all Persian and Arabic language teachers is that although the current books may contain gender stereotypes, teachers can make critical remarks in their classes in addition to imparting knowledge and skills. Teachers can discuss gender in these books in order to give students a true and fair understanding of gender representation and to enhance their critical thinking skills.

The use of literature in language teaching is an example of the oldest language teaching methods in the Middle Ages and has been used to teach classical Latin and Greek languages. In addition, in the 14th century AD, due to the expansion of the conquests of the Ottoman Empire, the Persian language became popular in different parts of the world, and classical texts of Persian literature have been used as a tool for teaching the language in these regions. Nowadays, literature can also be used as a valid and reliable educational tool for creating communication skills in learners. The discussion of using rhyme and music in education is not new. There are many texts with various topics that have taught special knowledge with the tool of rhyme. Therefore, if poetry is considered to be rhythmic and rhyming, it can be used as a tool to transmit special sciences such as medicine, syntax, astronomy, etc., and its purpose is to facilitate and deepen memorization. Poetry completely engages the learners. Learners can exchange their cultural information in class to confirm what they have learned with the help of poetry. This helps to improve the communication skills of the learners. Therefore, poetry has been considered an effective and reliable material in language teaching, which provides wonderful opportunities for language learners to practice reading, writing, speaking and listening. Research Methods: This research has been carried out in a descriptive way and with library tools and provides a model based on theoretical findings for teaching Persian language through music of poetry and themes of poems. Discussion: The model, designed based on theoretical findings, is threefold: types of music of poetry, poetry themes, and communicative language teaching (CLT) steps of pre-reading, reading, and post-reading activities. The proposed model is a three-stage process to teach Persian language using music of poetry. The three-stage: 1. Selection of poems: In selecting poems, special attention should be paid to the level of linguistic knowledge of the learners as well as their age,Because if the poems are not chosen correctly, the learners will face a serious disorder and the learning process will be very slow or will not be finished. For this reason, poems should be chosen consciously as language teaching tools. The selected poems in the application section of the template are considered for medium language level. 2. Familiarizing the teacher with the types of music of poetry to prepare the activity: Before starting teaching, it is necessary for the language teacher to be familiar with the types of music in the selected poems and their characteristics. This familiarity is to fully encompass the text and what they are going to teach through it. This makes the template activities to be more suitable and show better performance. Therefore, in the present research, the author has examined the poems from this point of view at the beginning of using the model and then designed activities based on this. 3. Compilation of class activities: at this stage, the activities are divided into three general stages of the communication approach based on the music of the poem and the theme in it, which form the main foundations of this model: pre-reading: Laying the groundwork for getting to know the music of poetry and theme. reading: Getting to know and using the music of poetry and theme. post-reading: Deepening through music of poetry and theme. In the application section of the model, after analyzing the Persian poems from the perspective of the music of the poem, the compilation of class activities is discussed. These activities are based on the theoretical foundations, i. e., the types of poetry music, the themes of the poems, and the stages of CLT Approach activities. Conclusion: After examining and analyzing four Persian poems from the point of view of the music of poetry in the section of model application and compiling activities according to the model for these poems. The results show that by using this model, Persian language can be learned due to repetition, word rhythm, phonetic similarities, language creativity, repetition of language patterns, etc., so that the learners have the ability to communicate outside the classroom.

1. Introduction Despite the variety of electronic resources, the textbook can be considered as the main language teaching tool. The purpose of this research is to investigate and analyze semiotic information, elements and components based on the approach of "Cultural Semiotics of the Moscow-Tartu School" in the "Learn Persian" book series. The study of culture is related to cognitive sciences,culture is the manifestation of human cognitive abilities, and today human societies present all aspects of human life and especially cognitive activities in the form of culture. Cultural semiotics describes some special sign systems as symbolic forms and these symbolic forms of society create the culture of that society. Cultural semiotics is a sub-branch of semiotics whose subject is culture. An attempt is made to conduct a comprehensive analysis of how cultural semiotics is presented in this collection and to express the role of one's own culture and another's culture in Persian language education from the concepts of cultural semiotics. Therefore, according to what was said, the questions of this research are: 1-From the perspective of cultural semiotics of the Tartu-Moscow school, how is the representation of "self" and "other" culture in the "Learn Persian" book series? 2-What are the strengths and weaknesses of the "Learn Farsi" book series from the perspective of cultural semiotics of the Tartu-Moscow school? 2. Review of literature: The Numerous researches are presented in the field of semiotics and especially cultural semiotics. In the review of the educational texts based on cultural semiotics, no significant researches have been done, and works have been done mostly based on visual signs. Some of the researches done in this field are: Asaberger (2000: 83 and 84), Chandler (2008: 20), Posner (2011), Saussure (2011), Senson (2011: 76), Little John (2011), Sharifian (2017), and Lionberg (2017, p. 126). 3. Theoretical Foundation: The method of this research is based on the approach of cultural semiotics. In the review of texts within the framework of cultural semiotics, which is a branch of semiotic science, there is freedom to use other methods of semiotics, which is based on the nature of this knowledge. Semiotics interacts with many fields such as sociology, ethnography, psychology, anthropology, cognitive linguistics and biology. From the cultural codes in two cultures, "self" and "other" culture and the dimensions of culture, we considered the basis of classification for the analysis of the texts of the "Learn Persian" collection. After collecting cultural codes from this collection, we discussed how to represent each of them in relation to "self" and "other". 4. Results of data analysis: The research showed various cultural signs throughout the history and area of this land, and communication and interaction are the result of knowledge. In Iranian culture, assimilation and internalization is more than rejection, negation, and escape. Although this culture has been exposed to other cultures, it has kept its precious heritage and by combining with other cultures, it has introduced positive points into its cultural sphere. This power of interaction and attraction states that it has cultural evolution and has reached the understanding and reception of another's presence. In the social and cultural context, an interesting point that the authors of this series wanted is the attention and importance of greeting, which is well drawn in the social relations of the Iranian society and the position of the family.

In language teaching, there are three different perspectives on grammar teaching. Extreme focus on grammar, which equates to language teaching,Emphasis on the meaning that we removed the grammar from the language,And a logical focus on the grammar, at which point grammar returned to language teaching and became important alongside meaning. Learners also have different perspectives on grammar and feedback training, some of which are rooted in their culture. Language learners of some nationalities still equate grammar with language teaching and prefer feedback to their mistakes to be direct. Language learners of some other nationalities prefer the grammar to be removed from language teaching or to pay less attention to it. 1. Materials and Methods: Participants in the study were 22 teachers and 44 Russian, Iraqi and Korean teachers. The data collection tool in this study was a questionnaire extracted from Schultz (2001). The study consisted of two separate questionnaires corresponding to the Likert scale distributed among Persian students and teachers with 13 statements about "respondent's view on grammar teaching and error correction". 2. Results and Discussion: Reliability was 0. 71 for teachers 'answers and 0. 66 for Persian students' answers. The modified Lilforce Kolmogorov-Smirnov test examined the normal distribution, and the data distribution of teachers and Persian students was not normal. We used the nonparametric Wilcoxon test for instructors and the parametric t-test for the Persian students' data according to the central limit theorem. According to table1, The following can be extracted: •,All language learners believe that communication skills improve with learning grammar, but no group of educators believes so. Also, all language learners believe that grammar is reminded by writing or reading. •,Both teachers and language learners believe that learning grammar helps to learn Persian. •,Iraqi and Russian language learners have a more positive approach to direct instruction, but this approach is less common in Korean language learners. •,The approach of Russian language teachers to direct instruction in grammar is more favorable than the other two groups of teachers. •,In general, language learners 'approach to grammar teaching is more favorable than teachers' approach. According to table, The following can be extracted: •,All groups of language learners generally have a negative attitude towards correction by the teacher. However, they have a positive attitude towards correcting writing and speaking mistakes. •,Russian language teachers have the most positive approach to feedback. In contrast, Iraqi language teachers have a more negative approach. •,Except for two groups (Russian language learners and Korean language teachers), the rest of the groups believe that Persian students are not interested in correcting their mistakes in the classroom. 3. Conclusion: Contrary to the first hypothesis, teachers generally do not have a very positive approach to direct instruction. The difference in the attitude of language learners towards direct instruction of grammar is correct, but contrary to the hypothesis, Iraqi language learners prefer direct instruction of instruction more than other language learners. Instructors' approach to feedback cannot be summarized in general. Russian language learners have a more positive approach to corrective feedback than other language learners, but we cannot talk about Russian language teachers. It is not possible to talk about the approach of Korean language learners and their instructors to corrective feedback. The approach of Iraqi language learners to feedback cannot be summarize.

The main purpose of this study is to analyze and evaluate the educational content of multimedia software in the field of cultural tourism texts. In this research, we have tried to evaluate the educational content of cultural tourism texts based on Bloom's revised classification theory. Educational content can play an important role in promoting language learning. According to the objectives of this study, qualitative content analysis was used as a research method. In order to analyze the data, a coding system was defined based on Bloom's classification and the data were coded and then calculated based on Bloom's classification. Chi-Square Test (X2) was used to determine different levels of cognitive and emotional skillsFindings show that the highest dispersion of verbs in pre-and post-reading activities in the field of cognitive learning is at the level of comprehension and less attention is paid to the levels of analysis and evaluation. The results of research in the emotional field show that the highest scatter of verbs at the level of response was more frequent and language learners at this level felt satisfied with the activities and the lowest frequency scatter of verbs was more pronounced at the levels of organization and personality. In future research, the findings of this study can be used for Persian language teaching centers, education organizations, teacher training centers and universities in the field of curriculum planning, teaching methods, assessment and evaluation to improve the performance of authors, evaluators. And be efficient for language students. 1. Introduction: The main purpose of this study is to evaluate and analyze the educational content of multimedia software for teaching Persian to non-Persian speakers in the field of reading skills with the aim of cultural tourism based on Bloom's revised classification model. The choice of educational content was due to the novelty, availability and applicability of the educational content of cultural tourism in Persian for non-Persian speakers. Hence, the content of researcher-made cultural tourism was selected as a sample. The present study seeks to examine and evaluate the content of cultural tourism of Persian language teaching to non-Persian speakers to show which of the revised classification levels of Bloom is more considered and which levels are less considered, in order to answer the questions. To be answered in research. The most famous classification of educational goals developed by a group of experts in education, assessment, and evaluation is called Benjamin Bloom et al. (Bloom et al., 1956). In Bloom's classification, educational purposes are divided into three domains: cognitive, emotional and psychomotor. In other words, Bloom's educational and learning objectives are categorized into three areas: learning-cognitive (knowledge and cognition), emotional (attitudes and values), and psychomotor (skills). 2. Materials and methods: The research methodology is a descriptive-analytic study. In this study, the statistical sample consists of a researcher-made educational content in the field of Persian language education with the goals of cultural tourism. The method of sampling educational content is due to the novelty, availability and applicability of cultural tourism content in Persian for non-Persian speakers. Therefore, the content of research texts on e-tourism was selected as a sample. The measurement tool used in this research is a coding system based on Bloom's cognitive classification which includes educational goals, course content, practice assessment questions and comprehension of Persian language teaching. The chi-square (X2) test was used to determine different levels of cognitive and emotional competence. 3. Results and discussion: In summary, as shown in the data on cognitive learning, the highest level of cognitive learning is related to the level of understanding with a frequency of 31% and the lowest level is related to assessment with a frequency of 11%. In other words, the levels of cognitive learning attention in cultural tourism texts are: the level of understanding, memorization, application, innovation, analysis and evaluation, respectively. Data related to emotional levels show that the highest level of attention to emotional levels in 10 lessons are: 47% response level with the highest frequency and the lowest level of acceptance personality with 10% frequency is found. 4. Conclusion: In general, as shown in the data related to cognitive learning in Table 1, the highest level of cognitive learning is related to the level of understanding with a frequency of 31% and the lowest level is related to assessment with a frequency of 11%. In other words, the levels of attention to cognitive learning in texts on cultural tourism are: the level of understanding, memorization, application, innovation, analysis and evaluation, respectively. In addition, the data on emotional levels in Table 2 show that the highest level of attention to emotional levels in 10 lessons are: 47% with the highest frequency of response and the lowest level of personality acceptance with 10%. In the multimedia software, during the outbreak of Quid 19 diseases, when it was not possible for nonPersian speakers to travel, and travel in person, it was possible to provide virtual travel and group interaction and group participation for Persian learners to go through high processes. Achieve cognitive levels, such as creativity, curiosity, and rational reasoning, and enable language learners to actively engage in learning and enjoy cultural tourism content. Therefore, multimedia educational content has a good ability to provide the ground for the development of high-level cognitive and emotional processes. The authors of this study have tried to include some higher learning goals to develop cognitive skills in the course content and change the exercises to achieve higher cognitive skills and pay much attention to the growth of learners' understanding of high levels of cognition.