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نقش کاربرد وامواژه های عربی وفارسی در آموزش زبان فارسی (مطالعۀ موردی فارسی آموزان عرب زبان) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 2، دوره 11، شماره 1 - شماره پیاپی 23، فروردین 1401، صفحه 3-28 اصل مقاله (1.05 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2022.16585.1568 | ||
| نویسندگان | ||
| حمید طاهری* 1؛ مریم غفوریان2 | ||
| 1نویسنده ی مسئول، دانشیار گروه زبان و ادبیات فارسی، دانشگاه بین المللی امام خمینی(ره) | ||
| 2دانش آموخته دکتری زبان و ادبیات فارسی و مدرس مدعو دانشگاه بین المللی امام خمینی(ره) | ||
| تاریخ دریافت: 09 آذر 1400، تاریخ بازنگری: 17 اسفند 1400، تاریخ پذیرش: 23 اسفند 1400 | ||
| چکیده | ||
| ارتباطات گستردة فرهنگی ایران و کشورهای عربی، باعث شده، واژگان بسیاری بین دو زبان فارسی و عربی مبادله شود که سهم ونحوة ورود واژگان (وامواژههای) عربی در فارسی به مراتب بیشتر و قابل توجه است. گاهی این واژگان مشترک با حفظ معنا ومدلول اول( در زبان عربی)، باعث تسریع روند یادگیری فارسی آموزان می‌شوند؛ اما واژگان متعددی هم هستند که علی‌رغم حفظ شکل ظاهری، در طول قرن‌ها دچار تحولات معنایی و کاربردی شده‌اند. در برخی موارد این واژگان از نظر دایره شمول معنا، تخصیص و کاهش و گاهی نیز گسترش داشته اند.واژگان قرضی عربی در فارسی،به گونه های مختلف دستخوش تحول در معنا،آوا وگاه صورت نوشتاری واملایی شده اند درصورت عدم دقت در فرایند ونوع تحول معنای این واژگان قرضی، به دلیل تداخل با زبان مادری (خطاهای درون‌زبانی) روند یادگیری عرب‌زبانان دچار اختلال می شود. برخی وام‌واژگان فارسی هم در زبان عربی وجود دارند که به دو صورت مشاهده می شوند:1. واژگان دخیل بدون تغییر در صورت آوایی و2. واژگان دخیل معرب . این کلمات درچرخه‌ی بومی‌سازی با فرایندهای واجی متنوع و متعدد، در زبان عربی کاربرد پیدا کرده‌اند. در این پژوهش بر آنیم تا ضمن بیان نوع تحول وام واژه ها-بویژه واژگان عربی درفارسی- ، نشان دهیم که چگونه مدرسان می‌توانند با شناخت این واژگان، از آن ها به عنوان یک ابزار وتکنیک موثر در آموزش زبان فارسی به عرب زبانان استفاده کنند و با استفاده از آن ها در تدریس و تولید محتوا، روند یادگیری زبانآموزان را در مهارت درک متون، افزایش دایرۀ لغات بهبود بخشد. | ||
| کلیدواژه‌ها | ||
| آموزش واژگان فارسی؛ فارسی‌آموزان عرب؛ وام‌واژگان؛ تغییر معنا؛ جایگزینی | ||
| عنوان مقاله [English] | ||
| The role of Arabic usage and words in Persian language teaching (Case study of Persian language learners of Arabic language) | ||
| نویسندگان [English] | ||
| hamid taheri1؛ Maryam GHaforyan2 | ||
| 1Corresponding author, Associate professor, Persian Language and Literature, Imam Khomeini International University, Qazvin, Iran. | ||
| 2Ph.d. in General linguistics Persian Language and Literature and Lecturer at Imam Khomeini International University, Qazvin, Iran. | ||
| چکیده [English] | ||
| Extended Abstract: The speakers of each language borrow from other languages for various reasons. Sometimes, due to social and psychological reasons, the speakers of a language, even though they have original native words with the intended meaning and meaning in their language, still use loanwords (Shaghaghi, 2007: 132). Borrowing may lead to changes in the language of the borrower Such as changes in the number of phonemes in the language or acceptance of new phonemes. These borrowings may lead to changes in the spelling, syntax and meaning of words in the language of the borrower. Therefore, the teacher should pay attention to these things in the process of teaching Persian students and introduce the language learner with the help of common words and their usages in a step by step, classified manner. Also, one of the important topics is the issue of "transformation of meaning. Linguistic borrowing is the spread of elements from one language to another language, through encounter or imitation. Since the words of any language are the most unstable part of any language, they are the most common type of exchange between languages. In the process of borrowing words, the meaning and signification are not always preserved, and sometimes when the word is transferred to the second language or the Target language, it undergoes a "change of meaning". The word may completely lose its meaning or evoke a new feeling (Kata, 1979: 360). Changes made in the meaning of Arabic words in Persian or vice versa include semantic expansion, semantic assignment and semantic transformation. Semantic studies first focused on identifying the beginning of semantic change in the field of linguistics diachronically. Now, in historical semantics, the factors of meaning evolution are discussed (Riemer, 2010: 379). Words are containers of meaning. In language teaching, after teaching the phonological system and the sounds of the language, vocabulary should be taught to the language learner. If in the production of educational content and text, an effort is made to use the familiar vocabulary of the language learner in language teaching, the speed of teaching and the progress of the language learner in learning the language will increase a lot. Among the semantic changes, word changes are divided into difficult, medium and easy in educational classifications. Sometimes the new meaning of the word involved is completely unrelated to the original meaning or meanings of the word, which is considered one of the difficult words to find. Sometimes the new meaning of the word involved is one of the original and assigned meanings of the word, but other meanings of the word in the language of the borrower are deleted or dead. Sometimes the new meaning of the word involved is based on the connection of different meanings of the word in mind. Although the other primary meanings of the word are dead and abandoned; As a rule, it will not be difficult to understand this word and its new meaning. The proximity and similarity of meanings in the mind is the basis of many semantic evolutions of words, and reflecting on it can make it easier to understand the meaning of a word. The statistical population of this research is 70 Iraqi, Syrian, and Lebanese Persian language learners at the intermediate and advanced levels of writing, listening, and reading courses, as well as the beginner level courses of the same nationalities in the oral expression and reading; they were selected through convenience sampling method. Their errors were often collected through the spontaneous method. These participants were selected from the ages of 18 to 28, regardless of their gender. Data collection has been done in the form of online chat, dictation, essays and assignments of language learners during the years of 2021-2022. After collecting the data, it has been tried to categorize the different meanings of common loanwords and involved words and make suggestions for teaching methods based on the levels of language learners from beginner to advanced for teachers of Persian language and Arab Persian learners. Language should be shared. Also, identifying the origin of errors (intra-lingual and inter-lingual) as well as the strengths of language learners through the detection of spelling (writing skills) and phonemic (listening and speaking) errors, analysis and their frequency has been determined. In this research, our main goal is not only to investigate semantic changes, rather, it is the identification of the concept of loanwords that have a specific meaning in the source and target language, their meanings have evolved, and in a better way, their meaning has changed. Moreover, our goal is to introduce the formulas and types of transformations of common Arabic words in the Persian language so that the learner and the teachers of the Persian language get to know the differences in the usage of the common words of Persian and Arabic, so that, and the teacher will correct the errors in their skills. It explains speaking, writing and comprehension for Persian learners who have achieved it. In the production of Persian language text or educational content, it is appropriate to use Arabic and Persian common words that are present; because the Arab learner is familiar with these words and at least knows how to pronounce them. Therefore, the speed of language learning increases; especially, if we include the cognate and co-family words in content production. Considering that the teaching and learning of language is based on the three basic pillars of the teacher, the language learner and the educational content, it is necessary for the teachers to teach the Persian language with the comparative methods of the vocabulary of the two languages (loan words) and comparing the frequency of errors caused by the interference of the mother tongue (intra-linguistically). In this classification and comparison of the two languages, the teacher should choose similar items by mentioning examples from the first and second languages and show them to the learner. In this field, the teaching method, educational content, and the teacher's knowledge of the Arabic language and its use during teaching are very essential. Therefore, finding the mistakes of the language learners by the teacher, the strategies of the teaching method, the way of communication with the language learners, and the classification of the materials are very effective in accelerating the learning of Arabic speakers. Abstract: Extensive cultural relations between Iran and the Arabs have led to the exchange of many words between Persian and Arabic, which the share and manner of entering Arabic words (loanwords) in Persian is much more and significant. Sometimes these common words, by preserving the meaning of the first language (Arabic), accelerate the learning process of Persian learners; but there are several words that, despite maintaining their appearance, have undergone semantic and practical changes over the centuries. In some cases, these words have been allocated, reduced, and sometimes expanded in meaning in terms of scope and the inclusion of meaning, which increases the vocabulary of the Arabic learner in the target language (Persian), and finally, sometimes we observe the semantic change of the involved Arabic words as a change of meaning, which in this case, due to interference with the mother tongue (intralingual errors), the learning process of Arabic speakers is disrupted and reduced.There are also some Persian loanwords in Arabic that are observed in two ways: 1. Involved words without change in phonetic form. 2. Arabicized involved words. With localization, these types of words have been used in Arabic with various phonological processes. In this study, while categorizing and introducing them to learners, we show how teachers can also enhance the learning process of language learners in the skills of understanding texts, vocabulary as well as speaking and writing skills by increasing their knowledge of words and their uses in teaching and content production. | ||
| کلیدواژه‌ها [English] | ||
| Vocabulary training, Common words, Arabic Language Learners, Loanwords, Change of meaning, Replacement | ||
| مراجع | ||
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