Page 2 - ادبیات منظوم و منثور فارسی برای دانشجویان غیرایرانی ادبیات فارسی: درجستجوی معیاری برای سازماندهی محتوای درس‌نامه‌های آموزشی

Literary Interdisciplinary Research, Institute for Humanities and Cultural Studies (IHCS)

Semiannual Journal, Volume 2, Issue 4, Winter and Spring 2021, Pages. 346- 391

DOI: 10.30465/LIR.2020.30367.1128

Persian Poetry and Prose Literature for Non-Persian
Languages: In Search of a Criteria for Organizing the Content

of Textbooks

Dr. Amir Reza Vakili fard ∗
Zoya Rezaei Mahallati ∗∗
Fatemeh Jannati Rad ***

Abstract
It seems that content sequencing upon empirical work is the most significant steps for
upgrading the quality of educational resources in the literature teaching. This investigation
focuses on content sequencing in Persian literary texts. The principles for content sequencing
are literary genre, chronology, stylistic periods etc. It seems that there are not appropriate
criteria for sequencing the content of materials for teaching Persian literature to non-Iranian
language learners. This investigation attempts to answer this question “what is the most
appropriate criterion for sequencing the content of resources in the teaching of Persian poetry
and prose to to speakeres of other languages?” To this goal, a researcher-made questionnaire,
after being piloted, was randomly distributed among 52 Persian language teachers teaching
Persian to non-Iranian Persian language learners. The results showed that the participants
significantly preferred the chronological content sequencing as the most appropriate criteria
in teaching Persian prose literature; they considered the literary genre and stylistic periods as
the second and third criteria in this regard. Unlike Persian poetry literature, the participants
did not show statistically significant difference concerning the use of existing criteria, and
they considered all criteria appropriate for content sequencing in teaching Persian prose.

Keywords:Teaching Persian literature, Content Organization, Literary genre, Chronology,
Stylistic periods.

∗ (Corresponding Author): Associate Professor, Department of Persian to Non-Persian Languages, Faculty of
Humanities, Imam Khomeini International University, Qazvin, Iran. vakilifard@hum.ikiu.ac.ir
∗∗ M. A of Persian Language Teaching to Non-Persian Speakers, Faculty of Humanities, Imam Khomeini
International University, Qazvin, Iran. z.rezaei@edu.ikiu.ac.ir
***M. A of Persian Language Teaching to Non-Persian Speakers, Faculty of Humanities, Imam Khomeini
International University, Qazvin, Iran. f.janatirad@edu.ikiu.ac.ir

Date of receipt: 2020-05-11, Date of acceptance: 2020-09-13
Copyright © 2010, IHCS (Institute for Humanities and Cultural Studies). This is an Open Access article. This
work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this
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