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بررسی بازخورد آموزش زبان فارسی با تکیه بر قصه در مناطق دو زبانه (مطالعه موردی مدارس ابتدایی مناطقی از کرمانشاه) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 3، دوره 13، شماره 1 - شماره پیاپی 27، فروردین 1403، صفحه 61-77 اصل مقاله (1.14 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2024.20852.1678 | ||
| نویسنده | ||
| الیاس نورایی* | ||
| گروه زبان و ادبیات فارسی، دانشکده ادبیات و علوم انسانی، دانشگاه رازی، کرمانشاه، ایران. | ||
| تاریخ دریافت: 08 شهریور 1403، تاریخ بازنگری: 24 شهریور 1403، تاریخ پذیرش: 28 شهریور 1403 | ||
| چکیده | ||
| هدف از انجام پژوهش حاضر، بررسی مهارت های زبانی در آموزش زبان فارسی با تاکید بر قصه خوانی در دوره ابتدایی در منطقه دو زبانه (برخی مدارس کرمانشاه) و تأثیر منابع داستانی در آموزش زبان فارسی در این مناطق و بازخوردها و چالشهای این روش است. دو زبانگی و دو زبانه بودن پدیده ای جهانی است که در اکثر کشورهای جهان وجود دارد و آن عبارت از حالتی است که فرد به زبان دیگری غیر از زبان مادری خود آموزش ببیند. چالش های زبانی تدریس در ایران به طور عام و در مناطق دو زبانه به صورت خاص، یکی از موانع یادگیری در اغلب دروس به ویژه در درس هایی است که با خواندن و نوشتن و درک مطلب ارتباط مستقیمی دارند. هدف پژوهش حاضر بررسی مهارت های زبانی درآموزش زبان فارسی با تکیه بر قصه در مدارس ابتدایی مناطقی از شهر کرمانشاه است و نگارنده سعی کرده است بازخوردها و چالش های آموزشی تدریس با تمسک به قصه را ارایه دهید. نتایج پژوهش حاضر نشان می دهد که تمسک به قصه در آموزش زبانی غیر از زبان مادری به دلیل ظرفیت های بافتی، امکان مقایسه و قرابت واژه گانی و معادل یابی برابری در زبان مادری و زبان آموزشی را برای کودکان آسان می کند، در نتیجه این فرایند بازخورد مثبت در آموزش زبان و وسعت دایره واژگانی زبان آموز ایفا می کند. | ||
| کلیدواژه‌ها | ||
| زبان فارسی؛ قصه؛ قرابت معنایی؛ دوره ابتدایی؛ دوزبانگی | ||
| عنوان مقاله [English] | ||
| Reviewing the feedback of Persian language teaching by relying on stories in bilingual areas (Case Study of Primary Schools in Kermanshah Region) | ||
| نویسندگان [English] | ||
| elyas norayi | ||
| Corresponding Author, Associate professor, Department of Language and Literature, Razi University, Kermanshah, Iran. | ||
| چکیده [English] | ||
| The purpose of the present study، Study of language skills in Persian language teaching with emphasis on storytelling and storytelling in elementary school in bilingual area (some schools in Kermanshah) and the impact of story sources on Persian language teaching In these areas and feedback and challenges of this method. The phenomenon of multilingualism has long been one of the main issues of Iranian society. In our country, every year, a large number of students enter primary school with their native and ethnic language proficiency and with little familiarity with Persian؛ But from the past, our educational system has had a single linguistic encounter with all these children, and considers them all Persian-speaking .Bilingualism and bilingualism is a global phenomenon that exists in most countries of the world, which is the state in which a person is educated in a language other than their mother tongue. Language challenges of teaching in Iran in general and in bilingual areas in particular, One of the barriers to learning in most courses is especially in lessons that are directly related to reading, writing and comprehension. The purpose of this study is to study language skills in teaching Persian language by relying on stories in elementary schools in areas city and Negar has tried to provide feedback and educational challenges with Tomsk Give the story. The results of the present study show that the focus of the story on teaching a language other than the mother tongue due to the textural capacities, It makes it easy for children to compare the word Gani and to find equality in their mother tongue and educational language, As a result, this process plays positive feedback in language teaching and the breadth of the vocabulary of the learner. Extended Abstract: Introduction One of the causes of educational decline in our country, especially in areas that speak local dialects, is the problem of bilingualism of children in these areas. This has caused problems for teachers in these areas at the elementary level, which has caused problems, including academic decline, The students' disdain for the lesson and the school and the dropout has been made. Of course, this problem does not include all bilingual areas, but includes children who can only speak their native language and have no familiarity with the standard language They do not have Persian language, and unfortunately, in the issue of education, both in the training of teachers and the determination of the content of books and at the same time teaching and teaching methods to these areas and the problems of these students are less attention has been. The twenty first century world of the world produces and advances science and knowledge, overpopulation, globalization and . is. The process of globalization has challenged the importance of the borders and the country of nations. So that all national governments have sought to maintain their integrity in the form of the nation's government, and they have raised their integrity in the form of the nation's government, ^________. One of the important issues related to the process of globalization is the issue of the survival or continuation of ethnic and linguistic national identities during the great movement of the global economy and culture. Language in the most basic sense is a means of communication that causes communication between people with any ethnic or racial group, in which language can be understood to some extent It is identical with the means of communication of other beings and animals, but human language is not just a means of communication, but an expression of thoughts, thoughts, and thoughts,Their attitudes and recognition of the outside world is also (Sadeghi, 1391). Methodology In this research, the method of describing and analyzing content for teaching Persian language in the elementary levels of Kermanshah has been done. The method of working was to read short stories and anecdotes in class, Then the vocabulary of the story was equivalent from the beginning and the student was asked to say the Kurdish word against the Persian word. Then it was arranged that, for example, the rooster was to the Kurdish Klasher, so whenever they wanted to say the clasher to Persian, they should use the rooster instead. At a higher stage, some words even the Kurdish equivalent were unfamiliar to the student, Therefore, at first, the Kurdish equivalent was facilitated for them, then the Persian equivalent was established through the context of the Word. The statistical population includes 10 schools and 300 male and female students, and the method of choosing stories is also short stories such as foxes and dogs, foxes and roosters, lying shepherds, Hasanak where are you and. It has been past elementary books. Students were also from all five elementary school classes. Results Stories, due to their abundant capacities such as validity, effectiveness and durability, play a significant role in teaching Persian in general and in bilinguals in particular. This research was conducted to study the application of Persian language story and teaching with its help in some elementary schools in Kermanshah and brought with it the following achievements. Initially relying on stories within the frame, objects and animals and fruits and The students were shown and their Persian equivalent was questioned, then the same words were studied in stories from old books. The students first heard the story in their mother tongue, studied its vocabulary, learned Persian and Kurdish semantic connotations, then were asked to speak from the Persian text, The Kurdish equivalent would write Persian words, repeat them and put them into memory, because they knew the whole story, wherever there was a little learning interruption, Garlic of narrative would smooth their problem. That is, they could figure out from incident which animal it is now that speaks in the context of the Word and Another achievement of the present study was that due to bilingualism, the pronunciation of Persian vowels for Kurdish speakers was a little difficult, So we asked the students to read the story in Persian, Even pronounce words with Kurdish avangari as much as possible and pronounce vocabulary by practicing as much as possible with Persian voice. Another achievement of the current study was that we asked students to start writing short single-sentence sentences, Then write internal adverbs and expressions in parentheses according to their perception of the text, then the Persian equivalent of that state or adverb was taught to Persian and their sentence was completed. Conclusion Stories, due to their abundant capacities such as validity, effectiveness and durability, play a significant role in teaching Persian in general and in bilinguals in particular. This research was conducted to study the application of Persian language story and teaching with its help in some elementary schools in Kermanshah and brought with it the following achievements. Initially relying on stories within the frame, objects and animals and fruits and The students were shown and their Persian equivalent was questioned, then the same words were studied in stories from old books. The students first heard the story in their mother tongue, studied its vocabulary, learned Persian and Kurdish semantic connotations, then were asked to speak from the Persian text, The Kurdish equivalent would write Persian words, repeat them and put them into memory, because they knew the whole story, wherever there was a little learning interruption, Garlic of narrative would smooth their problem. That is, they could figure out from incident which animal it is now that speaks in the context of the Word and Another achievement of the present study was that due to bilingualism, the pronunciation of Persian vowels for Kurdish speakers was a little difficult, So we asked the students to read the story in Persian, Even pronounce words with Kurdish avangari as much as possible and pronounce vocabulary by practicing as much as possible with Persian voice. Another achievement of the current study was that we asked students to start writing short single-sentence sentences,Then write internal adverbs and expressions in parentheses according to their perception of the text, then the Persian equivalent of that state or adverb was taught to Persian and their sentence was completed. Acknowledgment Looking at the activities that have taken place in the field of curriculum design in the world and taking into account different perspectives and philosophies in this arena, in order to meet the needs of teachers, students, Society and parents have over 26 recorded curriculum schemes. Despite this number of curricula, it can be said that the best use of the curriculum is to fit the value system and needs of students, teachers and Iran (Neysari et. al.,)., 2015. Nissari et al. believe that in most primary schools in the country, course materials are taught sporadically and without communication by one or more teachers. This is also true in Persian language teaching. In these classes, reading, grammar, spelling, etc. The line is taught discretely and apart from each other.John et et al, 2015. Although the correct and correct development of the language, whether oral or written, is correlated with all the activities, assignments, and work that students do in school, it is, however, relevant,Unfortunately, in most schools and classes, only in the reading class and the grammar or composition is the correct application of the language. In this research, the skills of teaching Persian to Persian language of bilingual students (case study of Kermanshah city) were studied and the basis of the research is based on the study of vocabulary in the context of the story. In this way, stories were read in elementary school classes,Then the different vocabulary in the context of the story was associated with the equivalence of Kurdish, and the student learned its meaning, meaning and Persian texture through recognition of the Kurdish meaning of the word. The research was applied to several schools in a field that yielded fruitful results. Conflict of Interest The authors have no conflicts of interest to declare. | ||
| کلیدواژه‌ها [English] | ||
| Persian language, story, semantic affinities, elementary period, bilingualism | ||
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آمار تعداد مشاهده مقاله: 119 تعداد دریافت فایل اصل مقاله: 71 |
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