اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 348 |
| تعداد مقالات | 2,872 |
| تعداد مشاهده مقاله | 3,266,303 |
| تعداد دریافت فایل اصل مقاله | 2,402,358 |
ارزیابی محتوای دستور در منابع آموزش زبان فارسی به غیرفارسی‌زبانان برپایه ی رویکرد دستورآموزشی | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 5، دوره 7، شماره 2 - شماره پیاپی 16، مهر 1397، صفحه 45-68 اصل مقاله (826.01 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2018.1540 | ||
| نویسندگان | ||
| محمد جواد هادی زاده* 1؛ محمد جواد مهدوی2؛ رضامراد صحرایی3؛ علی علیزاده4 | ||
| 1دانش‌آموخته‌ی دکتری زبان و ادبیات فارسی،دانشگاه فردوسی | ||
| 2استادیار گروه زبان و ادبیات فارسی،دانشگاه فردوسی | ||
| 3دانشیار گروه زبان‌شناسی،دانشگاه علامه طباطبائی | ||
| 4دانشیار گروه زبان‌شناسی،دانشگاه فردوسی | ||
| تاریخ دریافت: 22 فروردین 1397، تاریخ بازنگری: 01 تیر 1397، تاریخ پذیرش: 01 مرداد 1397 | ||
| چکیده | ||
| این مقاله می‌کوشد با معرفی اصول دستور آموزشی که رویکردی نوین در آموزش دستور به زبان‌دوم‌آموزان بهشمار می‌رود، به ارزیابی محتوای دستور در متنهای آموزش زبان فارسی به غیرفارسی‌زبانان بپردازد. برای دست‌یابی به این هدف نخست اصول دستور آموزشی معرفی شده‌اند. این اصول مبانی نظری پژوهش حاضر بهشمار می‌روند. در ادامه بازبینه‌ای بر پایه‌ی توجه به شکل اجرایی همین اصول طراحی شده است و پس از تأیید رواییِ محتوایی آن، دویست و شش عنوان از متنهای آموزش زبان فارسی به غیرفارسی‌زبانان (1334-1396) که در کتاب‌شناسی‌های معتبر معرفی شده‌اند و آموزش دستور بخشی از محتوای این آثار بوده است، براساس بازبینه ارزیابی شده‌اند. براساس یافته‌های این پژوهش و مطابق بررسی کتاب‌های آموزش زبان فارسی به غیرفارسی‌زبانان بیش از شصت درصد آثار منتشر شده در این زمینه یا به آموزش دستور توجه نداشته‌اند یا برپایه‌ی سلیقه و تجربه‌ی مؤلف به موضوع دستور پرداخته‌اند. همچنین در میان حدود یازده درصد از آثار نسبتاً مطلوب، هیچ کتابی به سطح میانی یا پیشرفته اختصاص ندارد، از همین رو پژوهش و تدوین کتاب‌های کاربردی مبتنی بر دستور آموزشی در زمینه‌ی آموزش زبان فارسی به غیر فارسی‌زبانان بیش از پیش ضرورت دارد. | ||
| کلیدواژه‌ها | ||
| دستور آموزشی؛ منابع آموزش زبان فارسی به غیرفارسی‌زبانان؛ دستور؛ ارزیابی محتوایی | ||
| عنوان مقاله [English] | ||
| Evaluating the grammar content of TPSOL materials based on pedagogical grammar approach | ||
| نویسندگان [English] | ||
| Mohammad Javad Hadizadeh1؛ Mohammad Javad Mahdavi2؛ Reza Morad Sahraei3؛ Ali Alizadeh4 | ||
| 1Corresponding author, PhD Graduate in Persian Language and Literature, Faculty of Literature and Humanities, Ferdowsi University, Mashhad, Iran. | ||
| 2Assistant Professor, Department of Persian Language and Literature, Faculty of Literature and Humanities, Ferdowsi University, Mashhad, Iran. | ||
| 3Associate Professor, Department of Linguistics, Faculty of Literature and Foreign Languages, Allameh Tabatabai University, Tehran, Iran. | ||
| 4Associate Professor, Department of Linguistics, Faculty of Literature and Humanities, Ferdowsi University, Mashhad, Iran. | ||
| چکیده [English] | ||
| The present study attempts to evaluate the grammar content in teaching Persian to speakers of other languages materials by introducing the principles of pedagogical grammar, which is considered as a new approach for teaching grammar to learners of a second language. To this end, the pedagogical grammar principles have been first introduced, which are the theoretical frameworks of the present study. A checklist has been then developed and after measuring its content validity, two hundred and six(1334-1396) the TPSOL materials have been evaluated based on the checklist, which they have introduced in the authentic bibliographies, and teaching grammar is expected to be a part of these material's content. Results indicate that there is still no definite and specific approach for teaching Persian language grammar to speakers of other languages after more than sixty years of writing the early works in this field as well as the subject of grammar has been studied based on the style and experience of the author in more than thirty-two percent of such works and no attention have been paid to teaching grammar in thirty percent of them. Extended Abstract: The current study attempted to evaluate the content of grammar in Persian language teaching to non-Persian speakers’ materials by introducing the principles of pedagogical grammar which is considered as a new approach in teaching grammar to second language learners. This article is composed of a basic theoretical section and an applied section. In the theoretical section, the attempt is made to introduce one of the best and most effective methods in teaching grammar in second language by providing a particular approach to teaching grammar and stating the principles of this approach which is called pedagogical grammar. Then, in the main part of the article with an applied aspect, the answer to the following question is examined: Which educational approach to grammar is superior in the existing texts for teaching Persian language to non-Persian speakers? Based on the study of reliable resources, the main features of pedagogical grammar include: 1- simultaneous teaching of vocabulary and grammar; 2- being corpus-based; 3- the need to provide feedback; 4- simultaneity of explicit and implicit instruction; 5- considering processing considerations and learning capability; 6- compliance of form, meaning and function; 7- teaching grammar based on tasks and communication exercises; 8- combination of extensive and intensive methods in teaching grammar; 9- filling the gap of attention and eliminating the gap between declarative and applied knowledge. The sources of Persian language teaching to non-Persian speakers used in this research consisted of Persian language teaching to non-Persian speakers books published from 1955 to 2017. To prepare a reliable list of these books, second edition of Descriptive Bibliography of Persian Language Teaching to Non-Persian Speakers (Dabir Moqaddam, Qare Gazi, Asgharpour, 2017) was used. To analyze the books, a checklist consisting of 49 items was designed which evaluated the compliance and non-compliance of Persian language teaching to non-Persian speakers’ materials with the principles of pedagogical grammar (these items had a score between -24 and 168).The checklist used in this study was a researcher-made one. Thus, it is necessary to provide explanations about it. This checklist was developed based on the study of over 40 different checklists and various evaluation models and textbooks and its validity and reliability were examined based on valid models. By examining the text and exercises of Persian language teaching to non-Persian speakers books, these books were divided into five main categories based on the designed checklist: 1. First group: Relatively desirable books which have paid attention to the principles of pedagogical grammar. 2. Second group: Average books (these books have received a score of 40 to 79 in quantitative terms.) 3. Third group: Books based on the author’s experience and styles (these books have received a score between 10 and 39.) 4. Fourth group: Books with no attention to grammar (these books were recognized by a score between 0 and 9.) 5. Fifth group: Books that teach grammar through a traditional approach and thegrammar translation approach (this group was recognized by a score between -1 and -24.) In the first cluster, we had relatively desirable books with a score of 80 to 130. In this cluster, The Book of Mina (Sahraei, 2017) achieved the first rank by obtaining 130 points. From a total of “two hundred and six” titles of books reviewed, “twenty three” titles of books (11.1%) were placed in this group. “Twenty four” titles of books (11.6%) were put in the second cluster, which partly complied with the principles of pedagogical grammar. The third cluster included the books of Persian language teaching to non-Persian speakers with a score ranging from 10 to 39 and amounted to 66 books. Books of this cluster expressed grammatical points based on the author’s experience and styles and made up 32% of all books. Although this category of books was in a better condition in terms of scoring and rating compared to the fifth cluster books, it was even weaker than the books in the fifth cluster in qualitative terms since the fifth cluster books were mainly based on long-standing teaching traditions such as grammar translation and hence obtained numerous negative scores from the first part but at least followed a specific method and model in second language teaching. The fifth cluster, which covered the range from -1 to -24, was dedicated to books in which teaching grammar followed traditional patterns and grammatical points were taught from beginning to end regardless of Persian language learners’ need and the practical and actual form of Persian language. This cluster comprised of 31 titles of books and totally covered 16% of all books. With regard to the evaluation of Persian language teaching books and the overall findings of this article, it can be concluded that although many efforts have been made in the compilation of basic texts in Persian language teaching to non-Persian speakers, there is still a long way until the achievement of applied and ideal texts in the field of Persian language teaching to non-Persian speakers_ especially teaching grammar. To achieve this goal, a graded list of required and widely used grammatical structures should first be developed, whose realization involves the enjoyment of a rich and reliable corpus of today’s spoken and written Persian language. In addition to this list, the meaning and function of these target grammatical structures should also be developed and various examples and exercises tailored to each level should be designed. Further, practical guides and suggestions should be prepared to make teaching more applicable. Original texts should also be provided for teachers so that they can experience more successful teaching using these guides. | ||
| کلیدواژه‌ها [English] | ||
| pedagogical grammar, TPSOL materials, grammar, content evaluation | ||
| مراجع | ||
|
پورنامداریان، تقی. (1373). درس فارسی برای فارسی آموزان خارجی. تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی. تکستن، ویلر. (1357). درآمدی بر دستور زبان فارسی. تهران: سروش. توکلی، حسین. (1378). می‌خوام فارسی یاد بگیرم. تهران: نشر ترمه. التونجی، محمد. (1967). اللغه الفارسیه و قواعدها. دمشق: دار الطباعه الکبری. ثمره، یدالله. (1367). آموزش زبان فارسی. دورهی مقدماتی(کتاب اول). تهران: ادارهی کل روابط و همکاریهای بین‌الملل وزارت فرهنگ و ارشاد اسلامی. ثمره، یدالله. (1367). آموزش زبان فارسی. دورهی مقدماتی(کتاب دوم). تهران: ادارهی کل روابط و همکاریهای بین‌الملل وزارت فرهنگ و ارشاد اسلامی. ثمره، یدالله. (1367). آموزش زبان فارسی. دورهی مقدماتی(کتاب سوم). تهران: ادارهی کل روابط و همکاریهای بین‌الملل وزارت فرهنگ و ارشاد اسلامی. حاج‌سیدرضایی، اکرم بیگم. (1393). دستور آموزشی زبان فارسی؛ ویژه‌ی فارسی‌آموزان خارجی، پایان‌نامه‌ی کارشناسی ارشد، دانشگاه علامه طباطبایی. خدانمائی، محمد تنویرالدین سیف (آ). (2003). آموزش زبان فارسی جلد اول. حیدرآباد: انتشارات دانشگاه عثمانیه. خدانمائی، محمد تنویرالدین سیف (ب). (2003). آموزش زبان فارسی جلد دوم. حیدرآباد: انتشارات دانشگاه عثمانیه. دبیرمقدم، محمد، قره‌گزی، مهری و اصغرپورماسوله، مهرداد. (1396).کتابشناسی توصیفی آموزش زبان فارسی به غیرفارسی‌زبانان. تهران: دانشگاه علامه طباطبایی. رضایی، والی و کوراوند، آمنه. (1393). ارزیابی دستور آموزشی در کتاب‌های آموزش زبان فارسی به غیرفارسی‌زبانان. پژوهش‌نامه‌ی آموزش زبان فارسی به‌غیر فارسی‌زبانان، 3 (8)، صص: 117-141. صحرایی، رضامراد (1394). «جایگاه دستور در نظریه‌ها و برنامه‌های زبان دوم آموزی: در جستجوی طرحی برای آموزش دستور زبان فارسی». فصلنامه‌ی روان‌شناسی تربیتی 35 (11)، صص: 1-23. صیاد، فؤاد عبدالمعطی. (1986). القواعد و النصوص الفارسیه، بی تا، بی جا. هادیسورمقی، روحالله. (1382). فارسی آسان برای عربزبانان (الفارسیه المبسطه للعرب). تهران: الهدی.
References: Abdelwahab, M. M. (2013). Developing an English Language Textbook Evaluative Checklist. IOSR Journal of Research & Method in Education, 1(3), 55-70. Altunji, Mohammad. (1967). Persian language and it's structures, Damascus: Dar Atebaah Alkkobra. Adams, R. (2007). Do second language learners benefit from interacting with each other? In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition (pp. 29–51). Oxford: Oxford University Press. Allen, J.P.B. (1974). Pedagogic Grammar in Allen, J. P., & Corder, P. S. (Eds.). The Edinburgh course in applied linguistics (Vol. 35). Oxford University Press, 59-92. Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge. Byrd, P. (2001). Textbooks: Evaluation and selection and analysis forimplementation. In M. Celce-Murcia (2nd Ed.), Teaching English asa second or foreign language (pp. 432-453). Boston: Heinle &Heinle. Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3), 459–480. Celce-Murcia, M. (2002). Why it makes sense to teach grammar in context and through discourse. In E. Hinkel & S. Fotos (Eds.), New Perspectives on Grammar Teaching in Second LanguageClassrooms (pp. 119–133).Mahwah, NJ: Lawrence Erlbaum Associates. Corder, S. P. (1971). The significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 4, 161–170. Corder, S. P. (1973). The elicitation of interlanguage. Errata: Papers in error analysis, 36-48. Cunningsworth, A. (1984). Evaluating and selecting EFL teachingmaterials. London: Heinemann, Educational Books. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann. Dabir Moghadam, Mohammad et. al. (2015). Descriptive Biblography of Teaching Persian to Non Persian Speaker's Books, Tehran: Allameh Tabataba'i University. Demir, Y., & Ertas, A. (2014). A suggested eclectic checklist for ELT coursebook evaluation. Reading, 14(2). Dulay, H. C., & Burt, M. K. (1974). Errors and strategies in child second language acquisition. TESOL Quarterly, 8, 129–136. Ellis, R. (1997). SLA research and language teaching. Oxford, England: Oxford University Press. Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32, 39–60. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press Ellis, N. C. (2006a). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 92, 232–249. Ellis, R. (2006b). Current issues in the teaching of grammar: An SLA perspective. Tesol Quarterly, 40(1), 83-107. Ellis, R. (2009). Explicit form-focused instruction and second language acquisition. In B. Spolsky & F. M. Hult, The Handbook of Educational Linguistics. Malden MA: Blackwell. Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons. Garinger, D. (2002). Textbook selection for the ESL classroom. Center for Applied Linguistics Digest. Retrieved from. Hadi Sourmaghi, Rohollah. (2001). Easy Persian for Arabic Speakers, Tehran: Alhoda. Haj Seyed Rezaee, Akram Beygom. (2014). Pedagogical grammar of Persian language for non Persian students, MA Thesis, Allamah Tabatabaee university. Hinkel, E., & Fotos, S. (Eds.). (2001). New perspectives on grammar teaching in second language classrooms. Routledge. Keck, C., & Kim, Y. (2014). Pedagogical grammar. John Benjamins Publishing Company. Kim, Y. (2012). Task complexity, learning opportunities and Korean EFL learners’ question development. Studies in Second Language Acquisition, 34, 627–658. Krashen, S. D. (1981). Second-language acquisition and second language learning. Oxford: Pergamon Press. Krashen, S. D. & TERRELL, T. (1983). The natural approach: language acquisition in the classroom. Oxford: PergamonPress. Khodanamaee, Mohammad, TanvirAldin Sief A (2003). Teaching Persian Language. HeydarAbad: Osmanid University. Khodanamaee, Mohammad, TanvirAldin SiefB (2003). Teaching Persian Language. HeydarAbad: Osmanid University. Larsen-Freeman, D. (2009). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27, 590–619. Larsen-Freeman, D., & Long, M. (1991). An Introduction to Second Language Acquisition Research. London: Longman. Litz, D. R. A. (2005). Textbook evaluation and ELT management: a South Korean case study.Asian EFL Journal. Loewen, S., & Nabei, T. (2007). Measuring the effects of oral corrective feedback on L2 knowledge. In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A Collection ofEmpirical Studies (pp. 361–377). Oxford: Oxford University Press. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. ForeignLanguage Research in Cross-cultural Perspective, 2, 39–52 Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82, 338–356. Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557–587. Mackey, A. (2006). Feedback, noticing and second language development: An empirical study of L2 classroom interaction. Applied Linguistics, 27, 405–430. Mackey, A. (2012). Input, interaction and corrective feedback in L2 classrooms. Oxford: Oxford University Press. McCarthy, M. (2008). Accessing and interpreting corpus information in the teacher education context. Language Teaching, 41, 563–574. Mukundan, J. & Ahour, T. (2010). A review of textbook evaluation checklists across four decades (1970-2008). In Tomlinson, B., Masuhara, H. (Eds.). Research for materials development in language learning: Evidence for best practice (pp. 336-352). London: Continuum. Nassaji, H., & Fotos, S. (2011). Teaching Grammar in Second Language Classrooms: Integrating Form- Focused Instruction in Communicative Context. London: Routledge. Noblitt, J. S. (1972). Pedagogical grammar: Towards a theory of foreign language materials preparation. IRAL-International Review of Applied Linguistics in Language Teaching, 10(1-4), 313-332. Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta‐analysis. Language learning, 50(3), 417-528. Norris, J. M. (2009). Task-based teaching and testing. In M. Long & C. Doughty (Eds.), Handbook of Language Teaching (pp. 578–594). Malden, MA: Blackwell. Newby, D. (2015). The role of theory in pedagogical grammar: A Cognitive+ Communicative approach. Eurasian Journal of Applied Linguistics, 1 (2), 13-34. Nunan, D. (2006). Task-based language teaching. Ernst Klett Sprachen. Odlin, T. (Ed.). (1994). Perspectives on Pedagogical Grammar. Cambridge: Cambridge University Press. Pienemann, M. (Ed.). (2005). Cross-linguistic Aspects of Processability Theory. Amsterdam: John Benjamins. Pienemann, M. (2013). Processability theory and teachability. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics. Hoboken, NJ: Wiley-Blackwell. Purnamdarian, Taqi. (2001) Persian for Foreigners (An Elementary Course): Institute for Humanities and Cultural Studies. Tehran Razmjoo, S. A., & Raissi, R. (2010). Evaluation of SAMT ESP textbooks for the students of medical sciences. Asian ESP Journal,6 (2), 108-150. Robinson, P. (2011a). Task‐based language learning: A review of issues. Language Learning, 61, 1–36. Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. Norris, & L. Ortega (Eds.), Synthesizing Research onLanguage Learning and Teaching (pp. 133–164). Amsterdam: John Benjamins. Sahraei, Reza morad. (2015). Grammar Position in Second Language Learning Theories and Plans: Searching a Plan for Farsi Grammar Teaching, Educational Psychology: 1-23. Samareh, Yadollah. (2010). Persian Languge Teaching, Tehran: Alhoda. Sayyad, Fuad Abd al-Muti. (1986). Persian Structurers and Texts. Thackston, Wheeler. (1975). An introduction to Persian, Tehran: Soursh. Tavakoli, Hossein. (1978). I want to learn Persian, Tehran: Termeh. Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives. Educational Research and Review, 5(9), 508-517. Ur, P. (2011). Grammar teaching. Handbook of research in second language teaching and learning, 2. Valdman, A. (1975). Error analysis and pedagogical ordering. The determination of pedagogically motivated sequences. In S. P. Corder & E. Roulet (eds.), 105-26. Vali Rezei; Kuravand Amene. (2015). Evaluating the Pedagogical Grammar in Teaching Persian Language Coursebooks. Journal of Teaching Persian to Speakers of Other Languages: 117-141. Cheng, W., Chien-Hung, L., & Chung-Chieh, L. (2011). Thinking of the Textbook in the ESL/EFL Classroom. English Language Teaching, 4(2), 91-96. Widodo, H. (2006). Approaches and procedures for teaching grammar.English teaching, 5 (1), 121. Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3), | ||
|
آمار تعداد مشاهده مقاله: 933 تعداد دریافت فایل اصل مقاله: 777 |
||