Page 2 - بررسی و شناسایی روش‌ها و رویکردهای کارآمد آموزش زبان‎فارسی برای اهداف عمومی زبان آموزان غیر‌ایرانی

Journal of Teaching Persian to Speakers of Other Languages

Vol. 10, No. 2 (Tome 22), Spring & Summer2021 Print Issn:5394-2322
Electronic Issn:2676-3354

Investigating and Identification of Effective Methods and Approaches for
Teaching General Language Persian to Speakers of Other Languages

Amirreza Vakilifard1

Corresponding Author, Associate Professor of Teaching Persian Language to speakers of other
languages Imam Khomeini International University,Qazvin, Iran.

Abstract:

Learning a foreign language is a complicated process. There are various methods and approaches
to teaching a second/foreign language. The main common concern of these apprroaches is to help
learners improve their language proficiency. The introduction of effective methods or approaches
could remarkably motivate learners to improve their language ability level. While there are some
research-based approaches to upgrade the quality of language teaching profession, the relevant
literature documents no investigation evaluating their effectiveness in teaching Persian to non-
Persian language learners.

Nunan (2003) believes that methodology is a set of procedures that a teacher needs to follow
in the classroom. It is grounded based on the teacher's beliefs about the nature of language and
language learning. Educational researchers claim that there could be various approaches to
teaching language since the language itself is a complex and dynamic system.

Language teaching methods are classified into three principal views: (a): Structural methods
(grammar-translation, audio lingual), (b) Functional methods (oral-situational, guided practice)
and (c) Interactive methods (direct, series, communication, immersion, silent way, group
learning, hypersensitivity, natural approach, total physical response, teaching proficiency in
reading and storytelling, dogme, and participatory approach).

Structural approach views the language as a system comprised of interrelated structural
components to decode meanings (e.g., grammar).

Functionalist approach sees language as a means of expressing or performing a particular
function, such as "asking for something."

Interactive perspective was introduced in the 1980s. It regards language as a means of
establishing and sustaining social relationships, focusing on patterns of movement, actions,
negotiation, and interaction in dialogue (Richard & Rogers, 2003).

Besides this classification, there are two further categories as well, namely, (1) Proprietary
methods (Pimsler, Michael Thomas) and others (learning by teaching, teacher-centered, and
appropriate to class conditions).

It seems that a language teaching method might be considered a significant issue in planning
Persian language teaching to non-Persian speakers. Hence, one may ask this question: "which of
the proposed methods or approaches could be contributive in upgrading the quality of teaching
the Persian language for general purposes? The results of such analysis can be helpful in selecting
and implementing sound methods and approaches for teaching the Persian language profession.

The field method design was employed to investigate and analyze the teachers' perspectives;
accordingly, a questionnaire was distributed among 43 teachersteaching Persian as a second
language to non-Persian language learners at different Persian language centers across several
universities. This instrument was divided into five sections (e.g., structural view, functional view,

Received on: 24/01/2020 Accepted on: 29/07/2020
1. Email:vakilifard@hum.ikiu.ac.ir

DOI: 10.30479/jtpsol.2020.12538.1467

pp.21-52