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اهمیت و نقش مشترکات و پیوندهای زبانی در آموزش زبان فارسی به غیرفارسیزبانان (مطالعه‌ی موردی زبان‌آموزان هندی و اردوزبان) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| دوره 9، شماره 2 - شماره پیاپی 20، مهر 1399، صفحه 307-329 اصل مقاله (1.4 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2022.15248.1524 | ||
| نویسندگان | ||
| مریم غفوریان2؛ | ||
| 1نویسنده‌ی مسئول، دانشیار گروه تاریخ، دانشگاه بین المللی امام خمینی(ره) | ||
| 2پژوهشگر پسا دکتری دانشگاه بین المللی امام خمینی(ره) | ||
| تاریخ دریافت: 27 اسفند 1399، تاریخ بازنگری: 03 مهر 1400، تاریخ پذیرش: 07 مهر 1400 | ||
| چکیده | ||
| مسئله‌ی آموزش زبان همواره براساس دستور یا واژه بوده است و این دو به مهارتهای ارتباطی معنا می‌بخشند. ازآنجا که در فرایند یادگیری زبان دوم، وسعت دادن دایره‌ی واژگان تکنیک است، بنابراین آموزش هرچه بیشتر واژگان مشترک زبان اول و زبان دومی که زبانآموز قصد یادگیری آن را دارد، ضروری و در تسریع امر آموزش بسیار مهم است. بخش قابل‌توجهی از واژگان هندی (سانسکریت) و زبان میانجیِ اردو با زبان فارسی، مشترک و همریشه هستند. بنابراین، ریشهشناسی و یادگیری واژگان مشترک به افزایش دانش واژگانی اردوزبانان کمک میکند. شناخت تحولات زبانی در سطح آوایی، واجی و واژگانی زبان فارسی و شبهقاره نشان میدهد که چگونه شناخت ریشهها و واژگان مشترک دو زبان، افرایش، کاهش و تغییر معنای آنها در سیر تحولات تا به امروز در کاربرد واژهها توسط زبانآموز، پس از یادگیری در فواصل مختلف بااهمیت و مؤثر است. ما چگونگی نحوه‌ی تولید آوا و انواع تلفظ را هم بررسی کردیم. جامعه‌ی آماری حدود ده نفر از زبان‌آموزان شبهقارهی دانشگاه بینالمللی قزوین بودند. واژگان از دو طریق ریشهشناسی و ارائه‌ی واژگان مشترک به آنها تدریس شد. نتایج این بررسی نشان‌دهنده‌ی تأثیر قابل‌توجه واژگان مشترک در افزایش دانش واژگانی در حافظه‌ی کوتاهمدت و بلندمدت آنهاست. | ||
| کلیدواژه‌ها | ||
| زبان فارسی؛ هندی؛ اردو؛ ریشه‌ی واژگان؛ واژگان مشترک | ||
| عنوان مقاله [English] | ||
| The importance and role of shared language items and linguistic links in teaching Persian to non-Persian speakers: Case study of Hindi and Urdu language learners | ||
| نویسندگان [English] | ||
| maryam Ghafourian2؛ | ||
| 1Corresponding author, Associate Professor, History Department, Imam Khomeini International university, Qazvin, Iran | ||
| 2Postdoctoral Researcher, Imam Khomeini International university, Qazvin, Iran. | ||
| چکیده [English] | ||
| he issue of language teaching has always been based on grammar or vocabulary, and the two give meaning to communication skills. Since in the process of learning a second language, the breadth of the vocabulary is a technique, so teaching as many words as possible to second language learners is also very necessary and inevitable in accelerating learning. A significant part of Hindi (Sanskrit) and Urdu-mediated languages are common to Persian.Therefore, etymology and learning common words help to increase the lexical knowledge of orthodox speakersRecognition of linguistic changes in the phonetic and lexical level of Persian and subcontinental languages shows how to recognize the common roots and words of two languages, increase, decrease and change their meaning in the course of changes to date in the use of words by language. The learner is important and effective after learning at different distances.Recognition of linguistic changes in the phonetic and lexical level of Persian and subcontinental languages shows how to recognize the common roots and words of two languages, increase, decrease and change their meaning in the course of changes to date in the use of words by language. The learner is important and effective after learning at different distances. Recognition of linguistic changes in the phonetic and lexical level of Persian and subcontinental languages shows how to recognize the common roots and words of two languages, increase, decrease and change their meaning in the course of changes to date in the use of words by language. The learner l. Extended Abstract: The issue of language teaching has always been either grammatical or word-based and the two give meaning to communication skills. Since, in learning a second language, the breadth of vocabulary is a technique, so teaching more words to second language learners is also very necessary and inevitable in accelerating learning. A significant part of Hindi (Sanskrit) and Urdu (as a lingua franca) vocabularies are common with Persian language and have the same roots. Therefore, etymology and learning common vocabulary help to increase the lexical knowledge of Urdu speakers. Understanding the linguistic changes in the phonetic and lexical level of Persian and sub continental languages shows how to recognize the roots and common vocabulary of the two languages, increase, decrease and change their meaning which is important and effective in the course of changes up to now in the use of words by the learner, after learning at different time intervals. We surveyed sounds production and the types of pronunciations. The population of this study was about ten students of Qazvin International University. Vocabulary was taught to them through etymology and common vocabulary. The results of this study show the significant effect of common vocabulary in increasing lexical knowledge in their short- and long-term memory. Express the problem and the importance of research In this study, we have tried to examine the level of language skills (middle and later) and the choice of the type of words in teaching (common roots and words) and time (short-term) on the performance of language learners. In fact, this study seeks to answer the following questions: What is the effect of recognizing the common roots and vocabulary of Persian ('s words) and Indian and Urdu languages in the process of teaching Persian to students of the Indian subcontinent? The results show that recognizing common roots and words reduces the time of learning Persian language and paying attention to increasing the meaning, decreasing and changing the meaning of words and words has a great effect on the process of teaching Persian language; At the same time, recognizing phonetic changes and their causes is very effective in facilitating education. The main question, given the importance of the role of words in learning languages, especially languages close to Persian such as the subcontinent, is what techniques we can use to learn Persian faster and easier and also increase Use the vocabulary that is part of the educational content and language materials and show how the technique of enumerating cultural commonalities, common and co-rooted words, in raising excitement, learning intelligence, relieving stress and It is effective in raising the level of motivation of language learners. According to Norman 1980), emotions play an important role in dealing with the environment and they place the learner between the coordinating system and the cognitive system, and their mental events are formed according to these cognitions, experiences, and emotions. Also, presenting common vocabulary to them in the classroom can be a technique of encouragement by the teacher. Results of data analysis This research is of experimental type and seeks to find various educational techniques to find solutions to improve the level of language learners, which is based on the method of library studies and direct observation. In the process of learning a second language, the breadth of the vocabulary is a technique, so the more common or quick vocabulary training, the more effective it is in accelerating the learning process; therefore, more commonly used words should be taught. In the discussion of teaching Persian to sub continental learners, especially for reading and writing skills, it is better to start the teaching process by teaching the common words of the two languages with the same meaning and a slight difference in pronunciation; Then explain the common words that have acquired semantic expansion, distribution, and assignment over time, and finally deal with similar words that have common semantic roots. Teaching common Arabic words common to both languages by preserving or changing the meaning between common words can make the learning process easier for these learners. According to the statistical community, international language learners in the reading skills department, in the pre-reading stage, learning these words were very effective in education. In writing skills, the effect of categorizing words with or without changing the meaning was effective in mastering the speed of writing. Thus, the remarkable frequency of common words, not all of which can be mentioned in this article, can itself be clear evidence of the very close resemblance between the two languages and the possibility of accelerating learners' reading, comprehension, listening, and even writing skills. Therefore, observing these steps and also paying attention to the curriculum design section, both facilitates the learning process and increases the efficiency of education for sub-continental Persian learners. Reading poems and talking about Persian cultural, historical and poetic celebrities of the subcontinent and referring to the history of connection and similarities between these lands and Iran, especially in the field of education, especially in the middle and advanced level, especially for students of literature. In the production of educational content, the use of short texts (short stories), focusing on common words (with the same meaning in the source and target language), especially at the intermediate level, is very useful and fast; Because these words are present in the mother tongue of learners of India, Pakistan and Bangladesh, and the learner easily recounts what he has already learned. In the second place, if we focus on their vocal skills and singing, it is effective; because interlinguistic errors are also reduced or eliminated and at least one of the reading problems is solved in the next stages of training. After that, it is the turn of common words with different meanings (meaning change, meaning reduction and semantic expansion) that are taught in the background of the story or methods between exercises; Such as vocabulary substitution, sentence construction, etc., make the learning process easier. | ||
| کلیدواژه‌ها [English] | ||
| Persian language, Indian, Urdu, Vocabulary root, Common | ||
| مراجع | ||
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