نوع مقاله: مقاله پژوهشی

نویسنده

استادیار گروه زبان و ادبیات فارسی، دانشکده زبان و ادبیات فارسی، دانشگاه یزد، یزد، ایران

چکیده

دستور آموزشی بخش مهمی از آموزش زبان فارسی به غیر فارسیزبانان است و با پیچیدگی‌ها و اصولی که دارد همواره نقد و بررسی ویژه‌ای را می‌طلبد. در همین راستا پژوهش حاضر به ارزیابی و نقد محتوای دستوری کتاب‌های آموزش نوین زبان فارسی از منظر رویکرد دستور آموزشی می‌پردازد. برای این منظور ابتدا مجموعه کتاب‌های یاد شده از لحاظ محتوای دستوری توصیف شد، سپس محتوا، روش، شیوه ارائه مطالب، مخاطب و تمرین‌های دستوری کتاب بر اساس مهمترین ویژگی‌های دستور آموزشی یعنی همراهی آموزش دستور و واژه، بافتمداری، طرح دستوری، و آموزش چرخه‌ای و تدریجی تحلیل گردید و در نهایت نارسایی‌های دستوری مجموعه در پنج حوزه نادرستی‌ها، نام گذاری اصطلاحات دستوری، جملات نمونه و نگارش ارزیابی و نقد شد. نتایج پژوهش حاکی از آن است که قواعد دستور آموزشی بازتاب نافرجامی در این مجموعه دارد و همچنین محتوای دستوری این کتاب‌ها غیر منطقی و نارسا است و صورتی چرخه‌ای و تدریجی ندارد و اساس محتوایی دستور در این مجموعه فراتر از هر منظر و رویکردی، از دستور زبان صحیح فارسی فاصله دارد و نیازمند اصلاحاتی اساسی است.

کلیدواژه‌ها

عنوان مقاله [English]

Evaluation of the grammatical content of the modern Persian language teaching textbooks

نویسنده [English]

  • Nafise RaisiMobarake

Assistant Professor of Department of Persian Language and Literature, Faculty of Persian Language and Literature, Yazd University, Yazd

چکیده [English]

Educational grammar is an important part of teaching Persian to non-Persian learners and with its complexities and principles it is always requires specific criticism and scrutiny. In this regard, the present study evaluates and critiques the grammatical content of Modern Persian language education book sets from the viewpoint of educational grammar approach. To this end, at first the above mentioned book set was described in terms of grammatical content, then the content, method, method of presentation, audience, and grammar practices were analyzed based on the most important educational features namely, the companion of grammar and lexicon teaching, task-based language teaching, grammar layout, the cyclic and gradual teaching, and finally the grammatical inadequacies of the set were evaluated and criticized in five areas of inaccuracy, naming of grammatical terms, sample sentences and writing. The results of the study indicate that the rules of educational grammar have an unsuccessful reflection in this set, and also the grammatical content of these books is irrational and inexpressive and there is no cyclic and gradual form in this set, and beyond any intended approach the content base of the set is far from the correct Persian language and requires substantial modifications.
Educational grammar is an important part of teaching Persian to non - Persian language learners and it requires a special evaluation and literary criticism due to its complexity and grammatical rules. The present study evaluates and criticizes the grammatical content of the modern Persian language teaching textbooks. To achieve this goal, the mentioned textbooks were first described in terms of grammatical content. Then the audience teaching method, presentation style and the grammatical exercises of the books were analyzed. Finally the grammatical imperfections of the books were analyzed and criticized in five areas of errors, naming of grammatical terms, sample sentences and writing. The results of the study indicates that grammatical rules have inadequate reflection and are unreasonable and imperfect and does not have a cyclic and gradual form .
Educational grammar is an important part of teaching Persian to non - Persian language learners and it requires a special evaluation and literary criticism due to its complexity and grammatical rules. The present study evaluates and criticizes the grammatical content of the modern Persian language teaching textbooks. To achieve this goal, the mentioned textbooks were first described in terms of grammatical content. Then the audience teaching method, presentation style and the grammatical exercises of the books were analyzed. Finally the grammatical imperfections of the books were analyzed and criticized in five areas of errors, naming of grammatical terms, sample sentences and writing. The results of the study indicates that grammatical rules have inadequate reflection and are unreasonable and imperfect and does not have a cyclic and gradual form .
Educational grammar is an important part of teaching Persian to non - Persian language learners and it requires a special evaluation and literary criticism due to its complexity and grammatical rules. The present study evaluates and criticizes the grammatical content of the modern Persian language teaching textbooks. To achieve this goal, the mentioned textbooks were first described in terms of grammatical content. Then the audience teaching method, presentation style and the grammatical exercises of the books were analyzed. Finally the grammatical imperfections of the books were analyzed and criticized in five areas of errors, naming of grammatical terms, sample sentences and writing. The results of the study indicates that grammatical rules have inadequate reflection and are unreasonable and imperfect and does not have a cyclic and gradual form .
Educational grammar is an important part of teaching Persian to non - Persian language learners and it requires a special evaluation and literary criticism due to its complexity and grammatical rules. The present study evaluates and criticizes the grammatical content of the modern Persian language teaching textbooks. To achieve this goal, the mentioned textbooks were first described in terms of grammatical content. Then the audience teaching method, presentation style and the grammatical exercises of the books were analyzed. Finally the grammatical imperfections of the books were analyzed and criticized in five areas of errors, naming of grammatical terms, sample sentences and writing. The results of the study indicates that grammatical rules have inadequate reflection and are unreasonable and imperfect and does not have a cyclic and gradual form .
Educational grammar is an important part of teaching Persian to non - Persian language learners and it requires a special evaluation and literary criticism due to its complexity and grammatical rules. The present study evaluates and criticizes the grammatical content of the modern Persian language teaching textbooks. To achieve this goal, the mentioned textbooks were first described in terms of grammatical content. Then the audience teaching method, presentation style and the grammatical exercises of the books were analyzed. Finally the grammatical imperfections of the books were analyzed and criticized in five areas of errors, naming of grammatical terms, sample sentences and writing. The results of the study indicates that grammatical rules have inadequate reflection and are unreasonable and imperfect and does not have a cyclic and gradual form .

کلیدواژه‌ها [English]

  • modern Persian language teaching textbooks
  • educational grammar
  • teaching Persian to non-persian language learners
  • Persian grammar