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طراحی الگوی فرهنگ ایرانی در آموزش زبان فارسی به غیرفارسی زبانان بر پایه سلسله‌مراتب نیازهای مزلو از دیدگاه مدرسان | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| دوره 14، شماره 1 - شماره پیاپی 29، فروردین 1404، صفحه 39-68 اصل مقاله (1.63 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2025.21589.1689 | ||
| نویسندگان | ||
| طاهره عبداللهی پارسا1؛ بهزاد رهبر* 2 | ||
| 1دانشجوی دکترای آموزش زبان فارسی به غیرفارسی زبانان، دانشگاه علامه طباطبائی، تهران، ایران. | ||
| 2نویسندۀ مسئول، استادیار گروه زبان‌شناسی دانشگاه علامه طباطبائی، تهران، ایران. | ||
| تاریخ دریافت: 21 بهمن 1403، تاریخ بازنگری: 25 اسفند 1403، تاریخ پذیرش: 12 فروردین 1404 | ||
| چکیده | ||
| آموزش زبان فارسی به غیرفارسی‌زبانان فراتر از یادگیری ساختارهای زبانی است و مستلزم درک عمیق از فرهنگ ایرانی است. پژوهش حاضر با هدف بررسی نقش عناصر فرهنگی در یادگیری زبان فارسی، الگویی فرهنگی را براساس سلسله‌مراتب نیازهای مزلو (1970) طراحی کرده است. داده‌های این پژوهش از طریق مصاحبه نیمه‌ساختاریافته گردآوری شده است. این مصاحبه شامل ۸ پرسش اصلی بود که پس از طراحی اولیه جهت ارزیابی و اصلاح در اختیار ۵ مدرس حرفه‌ای آموزش زبان فارسی به غیرفارسی‌زبانان قرار گرفت و با اعمال نظرات آنها نهایی شد. سپس، مصاحبه‌ها با ۲۳ مدرس باتجربۀ آموزش زبان فارسی به غیرفارسی‌زبانان انجام شد و داده‌های به‌دست‌آمده از طریق روش تحلیل کیفی بررسی گردید. نتایج نشان داد که هر یک از سطوح نیازهای انسانی در هرم مزلو تأثیر مستقیمی بر یادگیری زبان فارسی دارند و توجه به این ابعاد می‌تواند روند آموزش را بهبود بخشد. یکی از دستاوردهای قابل توجه این پژوهش، افزودن لایه «هویت» به هرم مزلو است. این پژوهش نشان داد زبان‌آموزانی که هویت فرهنگی ایران را درک می‌کنند، ارتباط بهتری با جامعه هدف برقرار کرده و فرآیند یادگیری را مؤثرتر طی می‌کنند. بنابراین، ادغام عناصر فرهنگی در آموزش زبان نه‌تنها باعث تسهیل یادگیری می‌شود، بلکه به درک عمیق‌تر زبان‌آموزان از بافت اجتماعی و فرهنگی نیز کمک می‌کند. بر همین اساس، این مدل برای مدرسان زبان فارسی، طراحان برنامه‌های درسی، نویسندگان کتاب‌های آموزشی و سیاست‌گذاران حوزه آموزش زبان فارسی مفید است و می‌تواند به بهبود روش‌های تدریس و تولید محتوای آموزشی منطبق بر فرهنگ ایرانی کمک کند. | ||
| کلیدواژه‌ها | ||
| آموزش زبان فارسی به غیرفارسی زبانان؛ الگوی فرهنگ ایرانی؛ فرهنگ؛ هرم سلسله مراتب نیازهای مزلو | ||
| عنوان مقاله [English] | ||
| Designing a Persian Cultural Model for Teaching Persian to Non-Persian Speakers Based on Maslow's Hierarchy of Needs:Teachers' Perspective | ||
| نویسندگان [English] | ||
| Tahereh Abdollahi Parsa1؛ Behzad Rahbar2 | ||
| 1PhD Candidate of Linguistics-Teaching Persian to Speakers of Other Languages, Allameh Tabataba’i University, Tehran, Iran | ||
| 2Corresponding Author, Assistant Professor of Linguistics, Teaching Persian to Speakers of Other Languages, Allameh Tabataba’i University, Tehran, Iran | ||
| چکیده [English] | ||
| Teaching Persian to non-Persian speakers goes beyond merely learning linguistic structures; it requires a profound understanding of Iranian culture. This study aims to investigate the role of cultural elements in Persian language acquisition and develop a cultural model based on Maslow’s hierarchy of needs (1970). Data for this research were collected through semi-structured interviews. The interview included eight main questions, which were initially designed and then reviewed by five professional Persian language instructors for non-Persian speakers. After incorporating their feedback, the finalized questions were used in interviews with 23 experienced Persian language teachers. The obtained data were analyzed using an qualitative analysis method. The findings indicate that each level of human needs in Maslow's hierarchy has a direct impact on Persian language learning, and attention to these dimensions can improve the teaching process. A significant achievement of this research is the addition of the "identity" layer to Maslow's pyramid. This research demonstrated that language learners who understand Iranian cultural identity establish better connections with the target community and experience a more effective learning process. Therefore, integrating cultural elements into language education not only facilitates learning but also contributes to a deeper understanding of the social and cultural context. Accordingly, this model is valuable for Persian language teachers, curriculum designers, textbook authors, and policymakers in the field of Persian language education, and it can help improve teaching methods and the production of educational content aligned with Iranian culture. :Extended Abstract Introduction The acquisition of Persian by non-native speakers is a multifaceted endeavor that transcends the mere mastery of linguistic structures. It necessitates a profound comprehension of the intricate tapestry of Iranian culture, which is inextricably interwoven with the language itself. This research is predicated on the fundamental premise that language and culture are not discrete entities but symbiotic components of a holistic communicative system. Consequently, the effective pedagogy of Persian as a foreign language mandates a comprehensive approach integrating cultural insights into the curriculum. This study endeavors to investigate the pivotal role of cultural elements in the pedagogy of Persian as a foreign language. By employing Maslow's hierarchy of needs as a theoretical framework, this research aims to develop a cultural model that can serve as an invaluable tool for language instructors, curriculum developers, and policymakers in the realm of Persian language education. The significance of this research is underscored by its potential to augment the efficacy of Persian language instruction through the seamless integration of cultural insights into the curriculum, thereby fostering a deeper understanding of the Persian language and its cultural underpinnings. The research is grounded in the notion that language and culture are inextricably intertwined, with each shaping and influencing the other. Consequently, it is indispensable for language learners to not only grasp the linguistic facets of Persian but also familiarize themselves with the cultural subtleties, nuances, and idiosyncrasies that underpin communication in Iran. This extended abstract offers a comprehensive overview of the research methodology, salient findings, and implications of this study for the advancement of Persian language education, with a particular emphasis on the development of a culturally responsive pedagogical framework. Methodology This research adopted a qualitative research design, employing semi-structured interviews as the principal data collection instrument. The interviews were meticulously crafted, comprising eight primary questions that were designed to elicit rich and nuanced insights from the participants. The interview protocol was initially formulated and subsequently validated by five seasoned instructors of Persian as a foreign language, whose expertise and experience ensured the relevance and rigor of the research instrument. Their invaluable feedback was integrated into the final version of the interview protocol, thereby enhancing its validity and relevance to the research objectives. The interviews were then conducted with 23 experienced Persian language instructors in Iran, who were selected based on their extensive experience in teaching Persian to non-native speakers. The data culled from these interviews were subjected to thematic analysis, a rigorous and systematic method that facilitates the identification of recurrent patterns, themes, and salient insights within the data. The thematic analysis entailed a meticulous process of coding and categorizing the interview transcripts, which enabled the researchers to discern key cultural elements that exert influence on Persian language learning, as perceived by the instructors. The identified themes were then meticulously mapped onto Maslow's hierarchy of needs, culminating in the development of a cultural model that elucidates the intricate relationship between cultural factors and language acquisition. Results The findings of this study corroborate that each stratum of Maslow's hierarchy of needs plays a consequential role in the process of learning Persian. The fundamental needs, such as physiological and safety needs, underscore the exigency of acquainting learners with facets of daily life in Iran, encompassing cuisine, architectural styles, and social conventions. Addressing these needs not only augments learners' vocabulary but also cultivates a sense of security, belonging, and cultural immersion. The needs for love and belonging accentuate the significance of social interactions, interpersonal relationships, and communal values in Iranian culture. Instructors emphasized the importance of incorporating cultural activities that foster social engagement, such as partaking in Iranian festivals, participating in traditional ceremonies, and learning about Iranian hospitality, which is deeply ingrained in the cultural ethos. Esteem needs, which encompass self-esteem, self-worth, and respect from others, underscore the importance of comprehending Iranian social etiquette, hierarchical structures, and ethical values. Instructors underscored the necessity of educating learners about appropriate forms of address, gender roles, and religious customs to facilitate effective communication, foster intercultural understanding, and avert misunderstandings that may arise from cultural differences. At the higher echelons of the hierarchy, cognitive and aesthetic needs accentuate the role of Iranian literature, art, and philosophy in language learning. Instructors observed that learners who are exposed to these cultural domains tend to cultivate a deeper appreciation for the Persian language and its expressive capabilities, as well as a more profound understanding of Iranian cultural heritage. Self-actualization and transcendence needs, which pertain to personal growth, self-fulfillment, and spiritual enlightenment, underscore the importance of understanding Iranian belief systems, values, and aspirations. Instructors suggested incorporating cultural content that delves into Iranian mysticism, ethics, and social justice to provide learners with a holistic and comprehensive understanding of Iranian culture, encompassing its tangible and intangible dimensions. One of the notable contributions of this study is the introduction of a "cultural identity" layer to Maslow's hierarchy. This layer, positioned between esteem and self-actualization, underscores the salience of cultural identity in the process of language learning. Instructors noted that learners who cultivate a robust sense of connection to Iranian culture are more motivated, engaged, and invested in their language studies, as they perceive the language as an integral part of their own cultural identity. Conclusion This study furnishes invaluable insights into the role of cultural elements in Persian language education. By developing a cultural model grounded in Maslow's hierarchy of needs, this research proffers a comprehensive and culturally responsive framework for integrating cultural content into the curriculum. The findings of this study bear significant implications for language instructors, curriculum developers, and policymakers, underscoring the imperative to adopt a holistic, integrated, and culturally sensitive approach to language education that encompasses both linguistic and cultural dimensions, thereby fostering a deeper understanding of the Persian language and its cultural underpinnings. Conflict of Interest The authors declare that there is no conflict of interest. Acknowledgment The authors wish to express their sincere gratitude to the Persian language instructors who generously participated in this study and contributed their valuable insights. | ||
| کلیدواژه‌ها [English] | ||
| Culture, teaching Persian to speakers of other languages, Iranian cultural method, Maslow', s hierarchy of needs | ||
| مراجع | ||
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