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ارزیابی ساختار و محتوای کتاب آموزش زبان فارسی در ترکیه براساس چارچوب ارزیابی «کِم» | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 11، دوره 12، شماره 2 - شماره پیاپی 26، مهر 1402، صفحه 241-262 اصل مقاله (1.33 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2024.19923.1661 | ||
| نویسندگان | ||
| امید مجد* 1؛ بولنت آکداغ2؛ فاطمه زمانی3 | ||
| 1نویسنده مسئول، دانشیار گروه زبان و ادبیات فارسی، دانشگاه تهران، تهران، ایران. | ||
| 2دانش آموخته دکتری زبان و ادبیات فارسی، دانشگاه تهران، تهران، ایران. | ||
| 3استادیار گروه زبان و ادبیات فارسی، دانشگاه کوثر بجنورد، بجنورد، ایران. | ||
| تاریخ دریافت: 14 بهمن 1402، تاریخ بازنگری: 22 فروردین 1403، تاریخ پذیرش: 19 اردیبهشت 1403 | ||
| چکیده | ||
| دستور زبان علمی است که به بررسی قواعد و نظم حاکم بر روابط همنشینی و جانشینی کلمات در یک زبان میپردازد. یکی از فواید نگارش دستور زبان، کمک به یادگیری یک زبان به غیرگویشوران آن است. در خصوص آموزش زبان فارسی به غیرفارسی زبانان نیز کتاب های زیادی نوشته شده است. این کتاب ها عموماً به خاطر عدم تسلط و تخصص نویسندگان آنها دچار خطاهایی ساختاری و محتوایی شده اند که موجب سردرگمی زبان آموزان خواهد شد. از این روی، مقاله حاضر می کوشد کتاب آموزش زبان فارسی نعمت ییلدریم را از لحاظ ساختار و محتوای براساس چارچوب ارزیابی کک و کیم (ارزیابی «کِم») مورد تحلیل قرار دهد. نتیجه این بررسی نشان می دهد این اثر به خاطر تقلید از سبک نگارش دستورنویسان سنتی ایران مانند انوری و گیوی، خیامپور و خانلری از حیث ساختاری و ارائه مباحث دستوری به سطح زبان‌آموزان عنایتی نداشته است و مباحث دستور تاریخی زبان فارسی نیز در آن راه یافته است. در مقوله بندی مباحث دستوری با دستور زبان‌های فارسی در مباحث مربوط به «ضمیر» و «حروف» متفاوت است. همچنین، ارائه تقسیم بندی های متنوع از اقسام کلمه و بسامد زیاد اصطلاحات دستوری بر دشواری کتاب افزوده است. علاوه بر این، از لحاظ محتوایی، نقص در تعاریف، شاهد مثال های نادرست، استفاده از جملات غیرکاربردی، درآمیختگی با دستور زبان عربی و دستور زبان تاریخی، کاربرد اصطلاحات پیچیده و غیرضروری در این اثر مشاهده میشود. در نهایت باید گفت عدم استفاده از قواعد دستوری در قالب مکالمه از کاربرد آموزشی این کتاب کاسته است | ||
| کلیدواژه‌ها | ||
| ارزیابی کِم؛ آموزش دستور زبان؛ نقد ساختاری؛ نقد محتوایی؛ کک و کیم | ||
| عنوان مقاله [English] | ||
| critique on the structure and content of the Persian language teaching book In Türkiye based on the evaluation method of Keck & Kim (KM) | ||
| نویسندگان [English] | ||
| Omid Majd1؛ Bulent akdag2؛ fatemeh zamani3 | ||
| 1Corresponding author, Associate Professor, Persian Language and Literature, Department of Persian Language and Literature, University of Tehran, Tehran, Iran. | ||
| 2PhD in Persian language and literature, University of Tehran, Tehran, Iran | ||
| 3Assistant Professor of Persian language and literature, Department of Persian Language and Literature, Kosar University of Bojnord, Bojnord, Iran. | ||
| چکیده [English] | ||
| Grammar examines the rules and order governing the relations of association and substitution of words in a language. One of the benefits of writing a grammar is to to help non-native speakers learn a language. Many books have been written about teaching Persian to non-Persian speakers. These books generally have structural and content errors due to the lack of mastery and expertise of their authors, which confuse students. Therefore, this article tries to analyze the structure and content of the Persian grammar book written by Nemat Yıldırım, which is used to teach non-Persian speakers in Turkey based on Keck and Kim (KM). The result of this study shows that in terms of the structure of this book, first of all, it did not take care of the level of language learners. Secondly, the organization of grammatical topics is different from Persian grammar in topics related to "pronouns" and "letters". Thirdly, the presentation of various divisions of word types and the high frequency of grammatical terms have added to the difficulty of the book. In addition, in terms of content, there are defects in definitions, false examples, use of non-practical sentences, mixing with Arabic grammar and historical grammar, and the use of complex and unnecessary terms in this work. Finally, it should be said that the absence of grammatical rules in the form of everyday conversation has reduced the practical aspect of this book. Extended Abstract: Introduction The Persian language is one of the oldest languages in the world, which dates back to seven hundred years BC. Nowadays, the learning of the Persian language has been paid attention, especially among researchers of the Turkish language. After the establishment of the Republic of Turkey (1923), in universities such as Ankara University, Seljuk University, Kirik Qala University, and Atatürk University, Persian language and literature courses were established and books for teaching Persian language were written and edited. Unfortunately, in the books that were written to teach Persian grammar, there are defects in the structure and order of the contents, as well as problems in the content of the definitions and examples. Reviewing, criticizing, and evaluating these books can improve educational methods to use more practical texts in Persian language educational books. One of these is a book by Nemat Yildiram, which is compiled into four chapters. The first chapter of this book is dedicated to the introduction of the Persian alphabet and the sounds of the Persian language; the second chapter is dedicated to the types of words and their grammatical roles. The third chapter is about the types of sentences in the Persian language. The fourth chapter deals with the historical evolution of Persian grammar (see, Yldem: 1-382). In this article, with a critical approach, the structure and content of this book have been examined to answer the questions of how the author arranged the chapters of the book and to what extent his plan was successful in teaching the Persian language. The other question of this research is that in terms of content, which of the definitions of grammatical topics has slipped in the mentioned book, or whether incorrect examples have been used? Methodology This research is based on the qualitative method and content analysis. In this way, firstly, the definitions and grammatical topics in the Persian language teaching book, by Nemat Yildiram have been carefully studied; then, its differences with Persian language grammar, especially the Detailed Grammar of Today by Khosrow Farshidvard, Grammar Persian by Khayampour, Persian grammar by Natal Khanleri and Persian grammar by Anwari and Ahmadi Givi have been evaluated in terms of structure and content. Finally, the structure and educational content of the book have been evaluated based on the educational approach of Keck and Kim (KM). Results In terms of structure, this work has not paid attention to the level of language learners; the first chapter includes the sounds of the Persian language and written language, the second chapter is the classification of word types, the third chapter is the types of sentences, and the fourth chapter is the evolution of historical grammar. It seems that the first chapter is suitable for beginners, but the remaining chapters of the book are not suitable for them. The second chapter is suitable for intermediate and the third chapter is suitable for advanced level learners. However, the fourth chapter, which examines the evolution of the historical order, is suitable for students of the Persian language and literature. Therefore, it can be said that the lack of levelling of the contents of this book has made it out of practical use. Another issue that has caused the structural weakness of the present book is the breadth and complexity of the classifications that the author has presented in each of the categories of nouns, verbs, adjectives, and adverbs in the second chapter. In most grammar books of the Persian language, words are classified into six types: noun, verb, adjective, adverb, letter, and sound. However, Yildirim has separated pronouns from the subject nouns and conjunctions from the subject letters and examined them in a separate grammatical class. In terms of content, problems such as defects in definitions, grammatical errors, mixing of Persian and Arabic rules, use of non-practical sentences, wrong examples, complex terms, ungrammatical topics, and unnecessary historical order are observed in this work. In the reviewed work, the author has not been able to provide accurate definitions of word types such as nouns, adjectives, verbs, sounds, nominal roles, and derived adjectives. Also, in some cases, the author has slipped in understanding the rules of Persian grammar; for example, you can see things like "Yai Nekre sign of knowledge", "at the sign of Arabic plural", "verb instead of infinitive", "noun in the role of the verb", "to be and are", "past participle instead of past participle continuous ", "bringing infinitive and noun infinitive under the category of the verb, "indicative infinitive" and "infinitive infinitive". In some cases, it can be seen that the author has used incorrect examples to explain a grammatical category. Conclusion Finally, it should be said that the complexity and breadth of terms that the author has used to explain grammar topics like the types of verbs in compound sentences, and the types of divisions provided about nouns, adjectives, verbs, and adverbs can prevent the speed of language learning. Also, in some cases, the author has used non-practical sentences that have mostly advanced literary content and taken from older Persian literary texts, which is not compatible with the purpose of practical Persian language education. In a few cases, rhetorical topics have been mentioned, such as metaphor and simile addition. Conflict of Interest This research has been carried out at all stages, including design, collection, analysis, and interpretation of data and publication, at personal expense, and the authors are not affiliated with any organization that affects any of the goals or actions of the research. . | ||
| کلیدواژه‌ها [English] | ||
| structural criticism, content criticism, Persian language teaching, keck and Kim | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 132 تعداد دریافت فایل اصل مقاله: 132 |
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