اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 360 |
| تعداد مقالات | 2,962 |
| تعداد مشاهده مقاله | 3,779,690 |
| تعداد دریافت فایل اصل مقاله | 2,554,011 |
ارزیابی متون ادبی مجموعه های منتخب آموزش زبان فارسی به غیرفارسی زبانان برپایۀ رویکردی تلفیقی (مقاله علمی پژوهشی) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 9، دوره 9، شماره 2 - شماره پیاپی 20، مهر 1399، صفحه 203-233 اصل مقاله (1.07 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2020.12043.1461 | ||
| نویسندگان | ||
| هدی حسین پور بوانلو1؛ احسان قبول* 2 | ||
| 1دانشجوی دکترای زبان و ادبیات فارسی، دانشگاه فردوسی مشهد | ||
| 2نویسنده‌ی مسئول، استادیار زبان و ادبیات فارسی، دانشگاه فردوسی مشهد | ||
| تاریخ دریافت: 29 آبان 1398، تاریخ بازنگری: 22 بهمن 1398، تاریخ پذیرش: 24 فروردین 1399 | ||
| چکیده | ||
| کاربرد ادبیات به منزله‌ی یکی از ابزارهای طبیعی آموزش زبان و همچنین به‌عنوان یکی از غایتهای زبان‌آموزی، نقش مهمی در ارتقای مهارتهای زبانی دارد. به همین سبب طراحی و تدوین مواد آموزشی و ارزیابی و ارتقای منابع موجود از این منظر، امری اجتنابناپذیر است. پژوهش حاضر به ارزیابی متون ادبی مجموعههای آموزش زبان فارسی به غیرفارسیزبانان، با هدف یاری رساندن به بهبود و ارتقای کیفیت آموزش زبان فارسی میپردازد. در این بررسی بر اساس رویکردی تلفیقی، الگویی متشکل از دو قسمت صوری و محتوایی برای ارزیابی متون ادبی در کتابهای آموزش زبان فارسی به غیرفارسیزبانان معرفی و سپس بر اساس این الگو، متون ادبی از ابعاد مختلفی نظیر مهارتهای زبانی، مفاهیم فرهنگی، کارکرد ارتباطی، اصالت، نوع و گونه‌ی متن، نوع مشارکت در انجام تکالیف، دلالت بر نکات دستوری و محل قرارگیری متن ادبی بررسی گردید. ارزیابیهای انجام شده گویای این مطلب است که به مهارت گفتن دریافتی- حرکتی توجهی نشده و اغلب متون ادبی در شاخه‌ی بینافرهنگی طبقهبندی شدهاند. همچنین اغلب متون ادبی هیچ ارتباطی با نکته‌ی دستوری مطرح شده در درس ندارند و میزان کارکرد ارتباطی در متون ادبی نیز در سطح بسیار پایینی قرار دارد. افزون بر این مشخص شد که بهکارگیری متون ادبی در منابع آموزش زبان فارسی به غیرفارسیزبانان در ابعاد کارکرد ارتباطی، مهارت گفتن دریافتی- حرکتی، مفاهیم برونفرهنگی، تبیین ماهیت زبان ادبی، روش تدریس متون ادبی، نیازسنجی از مخاطبان و اتخاذ رویکردی یکپارچه نسبت به مهارتهای زبانی با ضعف و نقصانهایی روبه‌رو است. | ||
| کلیدواژه‌ها | ||
| متون ادبی؛ شاخص های ارزیابی؛ رویکرد تلفیقی | ||
| عنوان مقاله [English] | ||
| Evaluation of Literary Texts Derived from Teaching Persian to non-Persian Books: An Integrated Approach | ||
| نویسندگان [English] | ||
| Hoda Hoseynpour Bovanlo1؛ Ehsan Ghabool2 | ||
| 1PhD Graduate, Department of Persian Language and Literature, Ferdowsi university, Mashhad, Iran. | ||
| 2Corresponding author, Assistant Professor, Department of Persian Language and Literature, Ferdowsi university, Mashhad, Iran. | ||
| چکیده [English] | ||
| Literary texts can be used in language teaching/learning programs as a means of teaching the language. Moreover, potent language learners consider reading literature as a language-learning goal. In this regard, it is of utmost importance to design, develop, and re-evaluate language learning materials with regard to the literature. The present study was thus motivated to evaluate the literary texts in teaching Persian to non-Persian books in order to help the improvement of Persian teaching programs. To this end, an integrated approach was employed to investigate different aspects of the mentioned books in terms of language skills, cultural concepts, communicative functions, type and genre of the texts, type of homework, grammatical structures, and presentation of literary texts. The obtained results indicated that the perceptual-motor speaking skills were ignored in most cases. Moreover, most literary texts were indicative of intercultural aspects rather than cross-cultural or intercultural ones. In addition, most literary texts were not related to the the grammatical point raised in the unit, and the communication functions in literary texts were presented at a low level. Therefore, there were some weaknesses in the presentation of literary texts, especially communicative functions, perceptual motor speaking practices, and intracultural concepts. Moreover, all language skills were not equally presented in the investigated books. Extended Abstract: The literary texts of each culture and language have their own unique forms and content. The implementation of such unique and authentic texts can provide learners with the opportunity to improve their language learning skills. Persian literature with the ancient history, variety of subjects, and different genres is a rich source of Persian language, which can effectively contribute to Persian teaching programs designed for non-Persian learners. Therefore, it is of utmost importance to design and develop appropriate training materials and evaluate existing resources from this perspective. In this regard, the present study was conducted on five Persian language teaching books, entitledPersian Language Teaching(Samareh, 2005), Let’s Learn Persian (Zolfaghari, et al., 2003), Persian Language (Saffar Moghadam, 2008), Learning Persian in Persian(Fardi, et al., 2015), Novin Persian Teaching(Ghabool, 2016). It is worth mentioning that the main criterion for selecting these books was their being taught in accredited educational centers to a large number of students with a variety of backgrounds. The employed framework for the material evaluation was an integrated approach which could address both the form and the content of the literary texts in the mentioned books. The approach was inspired by the theories put forward by Cunningsworth (1995), McDonough, J., & Shaw (2013), Mukundan, Nimehchisalem, and Hajimohammadi (2011) and Tomlinson (2011). The proposed model for the evaluation of literary texts in Persian language teaching books to non-Persian speakers consists of two main parts of form and content evaluations. The evaluation of the form aims to examine the structure and organization of the material, the claims made by the authors in the introduction section of the books considering the form. Accordingly, the following issues were investigated. Does the book have a well-prepared introduction, including the author's view of the literary nature of the language and the methods of teaching literary texts in language teaching? Are the audiences and context of the book identified? Have the literary texts been compiled based on the needs assessment of the audience? And has this point been mentioned in the introduction section of the book? Do the literary texts indicate the grammatical points raised in the lesson? Are the employed literary texts at different levels original authentic texts or simplified texts? Has the question of the authenticity of the text been taken into account considering literary texts? Have teaching materials, such as teacher guides and multimedia files, been used to teach literary texts? The content evaluation, on the other hand, considers the following points: What are the types (i.e., classical and contemporary) and genres (prose and verse) of the literary texts used in the books? Which language skill the literary texts are used mainly for? In other words, to what extent are language skills taught by literary text? What is the use of literary texts? What is the frequency of the concepts of cross-cultural, intercultural, and intracultural in the literary texts used in the book? Do the literary texts of the book have a communicative function? How are the assignments designed for literary texts? What were the criteria for the organization of the content? Are these items classified based on any specific criterion? In order to answer the questions in the proposed model for evaluating literary texts in Persian language teaching books to non-Persian speakers, the variables of language skills, cultural concepts, communicative functions, type and genre of the texts, type of homework, grammatical structures, as well as presentation and authenticity of literary texts were investigated. Therefore, the proposed model was composed of 16 statements, out of which 7 are bipolar indices (yes/no) and 9 are Likert-type statements ranging from many to none. In order to determine the validity and reliability of the evaluation indices, two evaluators were asked to re-evaluate the indices. The obtained results indicated that there was no instruction about the nature of literary language and the method of teaching literary texts in the investigated books. In other words, the selection of literary texts was not based on the needs assessment of the learners and readers. However, the authors of all the books clearly defined the context expected for Teaching Persian in Persian. It should also be mentioned that all the investigated books have a teachers’ guide but not Novin Teaching Persian Language. Regarding the authenticity of the texts, it was found that Learn Persian and Novin Teaching Persian Language utilized original sources. Moreover, the close examination of the books indicated that prose is the most preferred type of literary texts in all the books except for Learn Persian. Considering culture, the obtained results were indicative of no intracultural presentation of literary texts. The findings also suggested that literary texts were not presented as highly communicative and the texts did not present any specific grammatical structure. As was observed, learners’ reading skill was highly focused in these literary texts followed by writing, listening, and speaking skills. Although literary texts were mostly used as the main text of the unit, the designed assignments and practices in the books encourage individual participation rather than teamwork or group work. To conclude, it is important to re-consider the implementation of literary texts in Persian language teaching books. | ||
| کلیدواژه‌ها [English] | ||
| Literary texts, Evaluation criteria, Integrated approach | ||
| مراجع | ||
|
تفنگدار، همهناز. (1395). طراحی مشاهدهنامه‌ی ارزشیابی آزمایشی برای درسنامههای ادبیات فارسی ویژه‌ی گویشوران دیگر زبانها. مجموعه مقالات همایش واکاوی منابع آموزش زبان فارسی به غیرفارسیزبانان. (صص 1052-1039). تهران: خاموش. جامی، مهدی. (1394). درآمدی بر نگره‌ی آموزش ادبیات. چاپ اول. لندن: H & S Media. حسینپور بوانلو، هدی، قبول، احسان، غفاری، مهبد. (1398). «رویکردهای آموزش زبان فارسی بر پایه‌ی ادبیات فارسی». در مجله‌ی پژوهشهای ادبی. ش 63، بهار 1398، صص 61-37. حقی، معصومه و عبدالکریمی، سپیده. (1395). بررسی میزان بهرهگیری از متون ادبی در درسنامههای آموزش زبان فارسی به غیر فارسیزبانان. مجموعه مقالات همایش واکاوی منابع آموزش زبان فارسی به غیرفارسیزبانان. (صص 500-470). تهران: خاموش. ثمره، یدالله. (1388). آموزش زبان فارسی. چاپ چهارم. 4 جلد. تهران: انتشارات بینالمللی الهدی. ثمره،یدالله. (1372). آموزش زبان فارسی، راهنمای تدریس. چاپ سوم. تهران: انتشارات بینالمللی الهدی. ذوالفقاری، حسن، غفاری، مهبد، محمودی بختیاری، بهروز. (1381). فارسی بیاموزیم. چاپ اول. 5 جلد. تهران: مدرسه. ذوالفقاری، حسن، غفاری، مهبد، محمودی بختیاری، بهروز. (1382).فارسی بیاموزیم، کتاب کار. چاپ اول. 3 جلد. تهران: مدرسه. ذوالفقاری، حسن، غفاری، مهبد، محمودی بختیاری، بهروز. (1383). فارسی بیاموزیم: کتاب راهنمای معلم. چاپ دوم. 3 جلد. تهران: مدرسه. سجودی، فرزان؛ عروجی، نفیسه؛ فرحزاد، فرزانه. (1390). «بررسی روابط بینامتنی در ترجمه‌ی بینانشانهای فیلم کنعان از داستان کوتاه تیر و تخته». در دوفصلنامه‌ی مطالعات تطبیقی هنر. ش1، بهار و تابستان 1390، صص 90-77. شعبانی، سعید. (1397). راهنما و روش تدریس کتابهای آموزش فارسی به فارسی . چاپ اول. قم: ترجمه و نشرالمصطفی. صفارمقدم، احمد. (1391). زبان فارسی. چاپ چهارم. 4 جلد. تهران: شورای گسترش زبان فارسی. صفارمقدم، احمد. (1387). زبان فارسی، کتاب کار. چاپ اول. 4 جلد. تهران: شورای گسترش زبان فارسی. صفارمقدم، احمد. (1387). زبان فارسی، کتاب راهنما. چاپ اول. تهران: شورای گسترش زبان فارسی. فردی، اصغر، زهرایی، احمد، ناطق، محمد. (1394). آموزش فارسی به فارسی. چاپ سوم. 7 جلد. قم: ترجمه و نشرالمصطفی. فردی، اصغر، زهرایی، احمد، ناطق، محمد. (1394). آموزش فارسی به فارسی، کتاب کار. چاپ ششم. 7جلد. قم: ترجمه و نشرالمصطفی. قبول، احسان. (1395).آموزش نوین زبان فارسی. چاپ اول. 5 ج. مشهد: دکتر احسان قبول. References: Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
Demir, Y, Ertas, A. (2014). A Suggested Eclectic Checklist for ELT Coursebook evaluation. The Reading Matrix: an International Online Journal, 14 (2), 243-252.
Fardi, A., Zahrayi, A., & Nateq, M. (2015). Learning Persian in Persian (3rd ed.), (as in Vols. 1-7), Qom: Almustafa International Translation and Publication Center. [In Persian]
Fardi, A., Zahrayi, A., Nateq, M. (2015). Work Book for Learning Persian in Persian (6th. ed.), (as in Vols. 1-7), Qom: Almustafa International Translation and Publication Center. [In Persian]
Ghabool, E. (2016). Novin Persian Teaching books (1st. ed.), (as in Vols.1-5), Mashhad: Dr. Ehsan Ghabool. [In Persian]
Haghi, M. & Abdolkarimi, S. (2016) A Research on the amount of Literature Texts in the Textbooks of Teaching Persian to Non-persian Speakers. In M. Mirdehghan (Ed), First National Conference on Investigating TPSOL Textbooks (pp. 470-500). Tehran: Khamoush. [In Persian]
Hall, G. (2005). Literature in language education. New York: Palgrave Macmillan.
Hoseynpour Bovanlo, H., Ghabool, E., & Ghaffari, M. (2019). Approaches to teaching Farsi Language based on Farsi Literature. Literary Research. 63(16), 37-61.[In Persian]
Jami, M. (2015). An Introduction to the Theory of Teaching Literature, London: H & S Media Ltd.
Littlejohn, A. (2011).The analysis of language teaching materials: Inside the Trojan horse, In B.Tomlinson (Ed.), Materials Development in Language Teaching. , (2nd ed., pp. 179–211). Cambridge: Cambridge University Press.
McDonough, J. & Shaw, C. (2013). Materials and Methods in ELT. Oxford: Blackwell.
Mukundan. J., Nimehchisalem. V., & Hajimohammadi. R. (2011). Developing an English Language Textbook Evaluation Checklist: A Focus Group Study. International Journal of Humanities and Social Science. 1 (12), 100-106.
Saffar-Moqaddam, A. (2008). Persian Language: a Guide Book (1st. ed.), Tehran: Council for Promotion of Persian Language and Literature. [In Persian]
Saffar-Moqaddam, A. (2008). Persian Language: Work Book (1st. ed.), (as in Vols. 1-4). Tehran: Council for Promotion of Persian Language and Literature. [In Persian]
Saffar-Moqaddam, A. (2012). Persian Language (4th ed.), (as in Vols. 1-4). Tehran: Council for Promotion of Persian Language and Literature. [In Persian]
Samare, Y. (1993). A guide to Persian Language Teaching (3rd ed.). Tehran: Alhoda Publisher and Distributors. [In Persian]
Samareh, Y. (2005). Persian Language Teaching (4th ed.), (as in Vols. 1-4). Tehran: Alhoda Publisher and Distributors. [In Persian]
Shabani, S. (2018). A Guide and Methods for the books Learning Persian in Persian (1st ed.), Qom: Almustafa International Translation and Publication Center. [In Persian]
Sojoodi, F., Orooji. N., & Farahzad, F. (2011). Study of Plot in Intersemiotic Translation of ‘Canaan’ from ‘Post and Beam’. Journal of Motaleate Tatbighi Honar, 1 (1), 77-90. [In Persian
Tofangdar, H. (2016) Designing an Observation Evaluation Sheet for the Syllabus of Persian Literature for Non-native Speakers. In M. Mirdehghan (Ed), First National Conference on Investigating TPSOL Textbooks (pp. 1039-1052). Tehran: Khamoush. [In Persian]
Zolfaghari, H., Ghaffari, M., & Mahmoudi-Bakhtiari B. (2003). Let’s Learn Persian (1st ed.), (as in Vols. 1-5). Tehran: Madreseh. [In Persian]
Zolfaghari, H., Ghaffari, M., & Mahmoudi-Bakhtiari B. (2003). Let’s Learn Persian: Work Book (1st ed.), (as in Vols. 1-3). Tehran: Madreseh. [In Persian]
Zolfaghari, H., Ghaffari, M., & Mahmoudi-Bakhtiari B. (2004). Let’s Learn Persian: Teacher’s Guide (2st ed.), (as in Vols. 1-3). Tehran: Madreseh. [In Persian] | ||
|
آمار تعداد مشاهده مقاله: 360 تعداد دریافت فایل اصل مقاله: 352 |
||