critique on the structure and content of the Persian language teaching book In Türkiye based on the evaluation method of Keck & Kim (KM)

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Majd Omid; Akdag Bulent; Zamani Fatemeh

Title

critique on the structure and content of the Persian language teaching book In Türkiye based on the evaluation method of Keck & Kim (KM)

Author(s)

Majd Omid | Akdag Bulent | Zamani Fatemeh | Issue Writer Certificate

Keywords

structural criticism

Content Criticism

Persian language teaching

keck and Kim

Abstract

Grammar is a science that examines the rules and order governing the relations of association and substitution of words in a language. One of the benefits of writing a grammar is to help non-speakers learn a language. Many books have been written about teaching Persian to non-Persian speakers. These books generally have structural and content errors due to the lack of mastery and expertise of their authors, which will confuse students. Therefore, this article tries to analyze the structure and content of the Persian grammar book written by Nemat Yıldırım, which is used to teach non-Persian speakers in Turkey based on Keck and Kim (KM). The result of this study shows that in terms of the structure of this book, first of all, it did not take care of the level of language learners. Secondly, the organization of grammatical topics is different from Persian grammar in topics related to "pronouns" and "letters". Thirdly, the presentation of various divisions of word types and the high frequency of grammatical terms have added to the difficulty of the book. In addition, in terms of content, there are defects in definitions, false examples, use of non-practical sentences, mixing with Arabic grammar and historical grammar, and the use of complex and unnecessary terms in this work. Finally, it should be said that the non-use of grammatical rules in the form of conversation has reduced the practical aspect of this book. Extended Abstract: Introduction The Persian language is one of the oldest languages in the world, which dates back to seven hundred years BC. Nowadays, the learning of the Persian language has been paid attention, especially among researchers of the Turkish language. After the establishment of the Republic of Turkey (1923), in universities such as Ankara University, Seljuk University, Kirik Qala University, and Atatürk University, Persian language and literature courses were established and books for teaching Persian language were written and edited. Unfortunately, in the books that were written to teach Persian grammar, there are defects in the structure and order of the contents, as well as problems in the content of the definitions and examples. Reviewing criticizing and evaluating these books can improve educational methods and use more practical texts in Persian language educational books. One of these books is the Persian language teaching book by Nemat Yildiram, which is compiled into four chapters. The first chapter of this book is dedicated to the introduction of the Persian alphabet, the sounds and sounds of the Persian language, the second chapter is dedicated to the types of words and their grammatical roles. The third chapter is about the types of sentences in the Persian language. The fourth chapter deals with the historical evolution of Persian grammar (see, Yldem: 1-382). In this article, with a critical approach, the structure and content of this book have been examined to answer the question of how the author arranged the chapters of the book and to what extent his plan was successful in teaching the Persian language. what are the disadvantages of the structure of his book? the other question of this research is that in terms of content, which of the definitions of grammatical topics has slipped in the mentioned book, or incorrect examples have been used? Methodology This research is based on the method of qualitative and content analysis. In this way, firstly, the definitions and grammatical topics in the Persian language teaching book, by Nemat Yildiram have been carefully studied Then its differences with Persian language grammar, especially the detailed grammar of today, by Khosrow Farshidvard, Grammar Persian by Khayampour, Persian grammar by Natal Khanleri and Persian grammar by Anwari and Ahmadi Givi have been evaluated in terms of structure and content, Then, the structure and educational content of the book have been evaluated based on the educational approach of Keck and Kim (KM). Results In terms of structure, this work has not paid attention to the level of Turkish language learners, because the first chapter includes the sounds of the Persian language and written language, the second chapter is the classification of word types, the third chapter is the types of sentences, and the fourth chapter is the evolution of historical grammar. It seems that the first chapter is suitable for beginners, But the remaining chapters of the book are not useful for them. The second chapter is suitable for intermediate learners and the third chapter is suitable for advanced level. However, the fourth chapter, which examines the evolution of the historical order, is suitable for students of the Persian language and literature. Therefore, it can be said that the lack of leveling of the contents of this book has made it out of practical use. Another issue that has caused the structural weakness of the present book is the breadth and complexity of the classifications that the author has presented in each of the categories of nouns, verbs, adjectives, and adverbs in the second chapter. The season is dedicated. In most grammars of the Persian language, words are classified into six types: noun, verb, adjective, adverb, letter, and sound. However, Yildirim has separated pronouns from the subject of nouns and conjunctions from the subject of letters and examined them in a separate grammatical class. In terms of content, problems such as defects in definitions, grammatical errors, mixing of Persian and Arabic rules, use of non-practical sentences, wrong examples, complex terms, ungrammatical topics, and historical order are observed in this work. In the reviewed work, the author has not been able to provide accurate definitions of word types such as nouns, adjectives, verbs, sounds, nominal roles, and derived adjectives. Also, in some cases, the author has slipped in understanding the rules of Persian grammar; For example, you can see things like "Yai Nekre sign of knowledge", "at the sign of Arabic plural", "verb instead of infinitive result", "noun in the role of the verb", "to be and are", "past participle instead of past participle continuous ", "bringing "infinitive" and "noun infinitive" under the subject of the verb, "indicative infinitive" and "infinitive infinitive". In some cases, it can be seen that the author has used incorrect examples to explain a grammar topic. Conclusion Finally, it should be said that the complexity and breadth of terms that the author has used to explain grammar topics; Like the types of verbs in compound sentences, and the types of divisions provided about nouns, adjectives, verbs, and adverbs can prevent the speed of language learning. Also, in some cases, the author has used non-practical sentences that are mostly literary and taken from Persian literary texts, which is not compatible with the purpose of practical Persian language education. In a few cases, rhetorical topics have been mentioned, such as metaphorical addition and simile addition. Conflict of Interest This research has been carried out at all stages, including design, collection, analysis, and interpretation of data and publication, at personal expense, and the authors are not affiliated with any organization that affects any of the goals or actions of the research.

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ISSN: 2588-4824

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critique on the structure and content of the Persian language teaching book In Türkiye based on the evaluation method of Keck & Kim (KM)