Volume 19, Issue 78 (2022)
LIRE 2022, 19(78): 53-60 |
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Vakilifard A, Janatirad F, RezaeiMahallati Z. Persian prose and poetry literature: in search of teaching models for Speakers of Oher Languages. LIRE 2022; 19 (78) :53-60
URL: http://lire.modares.ac.ir/article-41-68582-en.html
URL: http://lire.modares.ac.ir/article-41-68582-en.html
1- , vakilifard@hum.ikiu.ac.ir
Abstract: (3559 Views)
Teaching literature to international students can be challenging. The teaching of literature has remained traditional. Studies reveal that most of the language lecturers and teachers teach literature based on their personal experience. This study attempts to provide answer to this question “what is the most efficient model for the instruction of Persian literature to non-Iranian Persian language learners?” In this investigation, after reviewing the relevant literature, the researcher developed and piloted a questionnaire. The questionnaire was randomly distributed among 52 Persian language teachers and experts to probe their perceptions concerning the most productive model for teaching Persian literature. The data analysis showed that the participants considered the integrated approach, personal growth, cultural, and linguistic models as the first, second, third, and forth models, respectively, appropriate in the teaching of both Persian poetry and prose despite with statistically significant difference. The results further indicated that the teachers did not show significant difference concerning the application of models in teaching Persian poetry and prose. The findings of this investigation might be used to upgrade the quality of teaching Persian literature to non-Iranian Persian language learners. The results could be promising in the design and development of useful educational materials in the teaching of Persian literature.
Keywords: Teaching Persian Literature, Persian Language Learner, Language-Based Model, Cultural Model, Personal Growth Model, Integrated Model.
Article Type: Original Research |
Subject:
Farsi language
Received: 2020/05/26 | Accepted: 2021/10/31 | Published: 2023/03/1
Received: 2020/05/26 | Accepted: 2021/10/31 | Published: 2023/03/1
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