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آموزش حرف اضافه فارسی «به» به غیرفارسی‌زبانان برپایۀ رویکرد شناختی | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 7، دوره 12، شماره 1 - شماره پیاپی 25، فروردین 1402، صفحه 75-102 اصل مقاله (1.24 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.18525.1634 | ||
| نویسندگان | ||
| شهلا رقیب دوست1؛ شهره مختاری* 2 | ||
| 1دانشیار زبان شناسی، دانشگاه علّامه طباطبائی (ره)، تهران، ایران. | ||
| 2نویسندۀ مسئول، دانشجوی دکتری آموزش زبان فارسی به غیر فارسی زبانان، دانشگاه علّامه طباطبائی (ره)، تهران، ایران. | ||
| تاریخ دریافت: 22 اسفند 1401، تاریخ بازنگری: 11 اردیبهشت 1402، تاریخ پذیرش: 23 اردیبهشت 1402 | ||
| چکیده | ||
| از آنجاکه فراگیری حروف اضافه، یکی از حوزه‌های چالش‌برانگیز آموزش و یادگیری زبان تلقی می‌شود و برخی از محققان اعتقاد دارند که این معانی به صورت تصادفی ایجاد‌شده و تنها روش یادگیری آنها حفظ‌نمودن این معانی است، پژوهش حاضر سعی دارد به کمک رویکرد معنی‌شناسی واژگانی شناختی، ابتدا شبکۀ معنایی حرف اضافۀ «به» را به دست آورد و سپس محتوایی منسجم برای آموزش کاربردهای گوناگون این حرف اضافه در ساختارها و بافت‌های گوناگون ارائه دهد. در این تحقیق همچنین، ویژگی‌های محتوای درسی آموزش حروف اضافه با رویکرد شناختی مطرح گردیده و درس‌نامه‌ای با محوریت حروف اضافه پیشنهاد شده است. محتوای آموزشی تدوین‌شده برای این حرف اضافه به دو کلاس 15 نفره از فارسی‌آموزان عرب زبان سطح میانی زن آموزش داده شد، به این صورت که برای گروه آزمایش درسی با رویکرد شناختی تهیه شد اما در گروه کنترل درسی به شیوۀ سنتی آموزش داده شد. سپس در آزمونی، درک و کاربرد مفاهیم گوناگون حرف اضافۀ «به» سنجیده شد. نتایج به دست‌آمده گویای آن است که گروه آزمایش نسبت به گروه کنترل عملکرد بهتری داشته است. این نتایج نشان‌دهندۀ این نکته است که چنین محتوا و طرح درسی که مبتنی بر طرح‌واره تصویری حرف اضافه است به درک و فراگیری منسجم کاربردهای گوناگون حروف اضافه در قالب یک مقولۀ شعاعی کمک فراوانی می‌کند. | ||
| کلیدواژه‌ها | ||
| آموزش فارسی به غیرفارسی‌زبانان؛ رویکرد معنی‌شناسی شناختی؛ حرف اضافۀ «؛ به»؛ شبکۀ معنایی؛ محتوای آموزشی | ||
| عنوان مقاله [English] | ||
| Teaching The Persian Preposition “Be” to Non-Persian Speakers Based on Cognitive Approach | ||
| نویسندگان [English] | ||
| Shahla Raghibdoust1؛ Shohreh Mokhtari2 | ||
| 1Associate Professor in Linguistics, Dept. of Linguistics, Allameh Tabataba'i University, Tehran, Iran. | ||
| 2Corresponding author, PhD candidate in Teaching Persian to Non-Persian Speakers, Allameh Tabataba'i University, Tehran, Iran. | ||
| چکیده [English] | ||
| Since learning of prepositions is considered one of the challenging areas of language teaching and learning and some researchers believe that these meanings are created randomly and the only way to learn them is to memorize these meanings, the present study tries to use the Cognitive lexical semantics approach to obtain the semantic network of the preposition "be" and then provides a coherent content to teach the multiple senses of this preposition in various structures and contexts. Also, in this research, the features of the curriculum of teaching prepositions with a cognitive approach are presented and a textbook focusing on prepositions is proposed. The educational content compiled for this preposition was taught to two classes of 15 female intermediate Farsi learners, in such a way that for the experimental group, a lesson was prepared with a cognitive approach, but in the control group, the lesson was taught in a traditional way. Then, in a test, the understanding and application of various concepts of the preposition "be" were measured. The obtained results show that the experimental group performed better than the control group. These results show that such content and lesson plan, which is based on the visual schema of prepositions, helps a lot to understand and learn the multiple senses of prepositions in the form of a radial category. Extended Abstract: Prepositions play a significant role in language as they join words and phrases in a sentence. prepositions have traditionally been seen as unpredictable, implying that the best way to learn them would be through rote learning. Cognitive approach in the other hand, argues that the distinct meanings associated with a particular preposition are systematically related in principled ways, which may have important ramifications for second language instruction. In the present study, at first, the prototype meaning of Persian preposition “be” (to) is represented by using Tyler and Evans (2003) framework. Then, semantic network of this preposition is drown. according to the semantic network provided for the preposition “be” a lesson content is prepared. In this lesson content, all the concepts mentioned in the semantic network are covered as much as possible and in various contexts. This lesson content emphasizes on training the prototypical meaning of the preposition. The grammar instruction in this cognitive content is started by teaching the various concepts of the semantic network in a meaningful way and with a specific order of presenting more physical concepts before objective concepts. This lesson content is presented in such a way that is easy for Persian learners who have no knowledge of cognitive approach. The content is arranged in such a way that the Persian learners can understand the possible reason of formation of more abstract applications, relate abstract concepts to their daily experience, understand the various contents in a unified way, and not to be obliged to memorize all the meanings of the prepositions to use them in different contexts. The first part of each lesson includes one of the conversations used by the Persian speakers with a little modification to enhance the quality of the lesson and use the various linguistic applications of the preposition in the dialogue. Teaching expressions is the second part of each lesson. In this section, learners become familiar with some of the metaphorical applications of the preposition “be” used in the target language and are located in the ultimate layers of the radial structure of prepositions. These expressions are presented in linguistic context. The next section consisted of reading comprehension text, in which a lot of prepositions are provided in various applications. This section is designed to familiarize learners with Persian texts and besides teaching different concepts of prepositions, it can increase their reading comprehension skills. The grammar is the last educational part of this lesson content in which the various concepts in the semantic network of the preposition are given in a clear and understandable way. In this section, the material implemented in the previous sections is presented directly and in an organized process, from the most common and physical meanings towards the metaphorical and abstract meanings in the semantic network. In the last part of each lesson, a verse of a Persian poetry containing the preposition “be” is presented to familiarize the learners with Persian literature. This lesson content is taught in two 90 minute sessions to a group of 15 intermediate female learners at Qom University, while the other 15 learners in control group are taught the rote meanings in a traditional way. Then a test was taken from experimental and control groups and the results are analyzed. As According to the test results obtained from the experimental and control groups, teaching prepositions by using the cognitive approach improved students’ performance significantly more than the traditional approach, it is determined that using cognitive approach to teach the concepts of prepositions can be effective and has a significant impact on the process of learning the different concepts of the prepositions in the learners` mind and the different applications of these linguistic elements. Accordingly, It seems that a cognitive educational material for teaching the various concepts of prepositions should have the following features: To cover the concepts in the semantic network as much as possible in different textures. To emphasize on the primary spatial meaning of the prepositions. to start teaching of preposition grammar by presenting the various concepts in the semantic network in a meaningful process with a particular order of teaching more physical concepts first and objective concepts next. Content arrangement should be in such a way that the learner can understand the potential reason of formation of more abstract applications and can relate abstract concepts to their daily experiences, understand the various content in a unified way, understand the various contents in a unified way, and not to be obliged to memorize all the meanings of the prepositions to use them in different contexts. | ||
| کلیدواژه‌ها [English] | ||
| teaching Persian to non-Persian speakers, cognitive semantics approach, preposition ", be", semantic network, lesson content | ||
| مراجع | ||
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