Virtual Environment and Teaching Persian Language and Literature

( Fahime Ghapandari Bidgoli ) 한국외국어대학교 중동연구소 2020 중동연구 Vol.39 No.2

Recent advances in technology have led to considerable changes in education. One of the new educational approaches in the world is virtual education or distance education. In fact, web-based learning systems or virtual learning environments are new ways of communicating that allow language learners and instructors to learn regardless of time or space constraints. Today, one of the basic needs of this type of education is educational content appropriate to the virtual environment and the needs of its learners. Because the content of the web-based training course should be designed in such a way that it can be used in electronic and interactive environments and can provide different types of audio-visual information to learners. Therefore, due to the importance of this issue, in the present study, literary texts of Persian language teaching books for non-Persian speakers were taught on the web. Then, based on these texts, some assignments based on the task-oriented approach were prepared and used in the virtual classroom. The results of this study showed that the content of teaching and homework leads to favorable feedback.

The Effectiveness of Applying the Pictorial Method in Increasing Learners` Knowledge of Persian Vocabulary

( Fahime Ghapandari Bidgoli ) 한국외국어대학교 외국어교육연구소 2016 외국어교육연구 Vol.30 No.1

Vocabulary plays an important role in language learning by enhancing learners`` knowledge of the language and considerably impacts all language skills. In addition, vocabulary is now considered a language skill that needs to be brought into sharper focus. This is why teachers should adopt an appropriate method for teaching vocabulary. The pictorial method is one of the most popular methods in the field of language teaching. The present study aims to examine the effect of the pictorial method in teaching vocabulary to Persian learners at the elementary level. The population included sixty Korean-speaking Persian learners who were studying Persian Language or Iranian Studies at the Hankuk University of Foreign Studies. The research sample was randomly selected and the applicants were divided in to control and experimental groups. At first, a test was given to the applicants to determine new words. A pretest was then conducted. Both groups performed almost identically in the pretest. After wards, the experimental groups were taught passages using pictures for ten sessions, each of which lasted 90 minutes. The control group was taught the passages without any pictures. After the posttest, the scores of both groups were compared using statistical analysis. The t-test results revealed that the experimental group outperformed the control group. These findings supported the hypothesis that using pictures while teaching vocabulary would considerably improve the Persian vocabulary knowledge of Korean-speaking learners. It is suggested that more pictures be used in Persian language books for speakers of the Korean language in order to enhance the effectiveness of their Persian studies.

The Effectiveness of Applying the Pictorial Method in Increasing Learner’s Knowledge of Persian Vocabulary

Ghapandari Bidgoli, Fahime 한국외국어대학교 외국어교육연구소 2016 외국어교육연구 Vol.30 No.1

Vocabulary plays an important role in language learning by enhancing learners’ knowledge of the language and considerably impacts all language skills. In addition, vocabulary is now considered a language skill that needs to be brought into sharper focus. This is why teachers should adopt an appropriate method for teaching vocabulary. The pictorial method is one of the most popular methods in the field of language teaching. The present study aims to examine the effect of the pictorial method in teaching vocabulary to Persian learners at the elementary level. The population included sixty Korean-speaking Persian learners who were studying Persian Language or Iranian Studies at the Hankuk University of Foreign Studies. The research sample was randomly selected and the applicants were divided into control and experimental groups. At first, a test was given to the applicants to determine new words. A pretest was then conducted. Both groups performed almost identically in the pretest. Afterwards, the experimental groups were taught passages using pictures for ten sessions, each of which lasted 90 minutes. The control group was taught the passages without any pictures. After the posttest, the scores of both groups were compared using statistical analysis. The t-test results revealed that the experimental group outperformed the control group. These findings supported the hypothesis that using pictures while teaching vocabulary would considerably improve the Persian vocabulary knowledge of Korean-speaking learners. It is suggested that more pictures be used in Persian language books for speakers of the Korean language in order to enhance the effectiveness of their Persian studies.

Developing Reading Comprehension Ability through A Task-Based Approach: The Case Study of Korean Speaking Persian Learners

Ghapandari Bidgoli, Fahime,Abdollahi Parsa, Tahere 한국외국어대학교 외국어교육연구소 2020 외국어교육연구 Vol.34 No.4

Nowadays, the task-based approach is a popular topic in SL/FL teaching. The widespread interest in the TBL approach and providing content-based educational materials for different languages as well as the Persian language has been increased in recent years. It is stated that task-based instruction creates more favorable conditions and facilitates language acquisition. In the task-based approach, a subset of the communication language teaching, tasks are used as a basic unit in language education, and on the basis of the common points of learning objectives and the real-world, provides appropriate conditions for learning. The present paper focuses on improving the reading comprehension ability of intermediate Korean speaking Persian Learners through task-based instruction. Therefore, on the basis of the task-based approach and Neil Andersons’s (1999) reading pattern, five task-based lessons were prepared. The sample of the research was 30 Korean students of Persian language at the intermediate level, randomly selected and divided into control and experimental groups. At first, a pretest was conducted, based on the results of which it was revealed that both groups performed almost identically. Thereafter, experimental groups received the reading texts based on a task-based syllabus and Anderson's reading model whereas the control group received instruction through traditional methods and techniques as usual as before. Having implemented the posttest, the scores of both groups were compared using statistical analysis. Results of the dependent T-test showed the positive and remarkable effect of the syllabi designed, which by itself supports the effectuality of the task-based approach and Andersons’s reading pattern in improving the learners' reading comprehension skill.

Learning the Verb by Koreanspeaking Learners of Persian Based on Construction Grammar

Fahime Ghapandari Bidgoli 한국외국어대학교(글로벌캠퍼스) 중동연구소 2024 중동연구 Vol.42 No.3

Constructive grammar is one of the cognitive approaches that studies language based on cognitive ability and looks at language and language structure completely differently from formalist approaches. This grammar emphasizes linguistic constructions instead of rules and presents all linguistic patterns as constructions. One of these constructions is the verb's argument construction, which connects syntax and meaning. The present study deals with the argument construction of the verb in the writing of Korean students of the Persian language at two levels; the upper-basic and the upper-intermediate based on Constructive Grammar. The data obtained from 80 texts (40 texts of each group) shows the use of 72 verbs at the upperbasic level and 152 verbs at the upper-intermediate level. It indicates that learning the verb from the basic level to a higher level is productive cognitive work, and it is growing. Also, "way construction" is used by language learners of both levels more than other constructions, while cause-motion construction is less seen in their writing. These results help in teaching verbs, explaining polysemy in verbs, and also assist in educational planning, syllabi preparation, and providing teaching resources.

≪فارسي بياموزيم≫غيرفارسيزبانان: مطالعهي موردي كتاب اهميت آموزش فرهنگ در كتابهاي آموزش زبان فارسي به

( Ghapandari Bidgoli Fahime ),( Abdollahi Parsa Tahereh ) 한국중동학회 2020 韓國 中東 學會 論叢 Vol.41 No.1

In second / foreign language teaching, attention to culture and education is so important that is referred to as the fifth skill, since language is used to convey meaning, but what determines meaning is culture. Therefore it is not possible to teach a second / foreign language regardless of the cultural aspects of that language; linguistic knowledge is necessary but not sufficient. In other words, language and culture are both necessary and interdependent phenomena and widely affect each other. Since Persian language teaching books are one of the most important tools for learning and teaching Persian language and culture; in this research, it has been attempted to study the cultural aspects of the book "Farsi biamuzim" at basic level in order to obtain useful and effective results and strategies in the field of Persian language and culture education. This article is a descriptive and analytical one.

Syntactic Error Analysis in the Writings of Korean-Speaking Learners of Persian

Fahime Ghapandari Bidgoli 한국외국어대학교(글로벌캠퍼스) 중동연구소 2022 중동연구 Vol.41 No.1

Error analysis as a branch of applied linguistics studies errors in the process of language learning. This approach seeks the linguistic errors and describes the source of the linguistic errors. Regarding the growth of Persian language teaching as a second / foreign language, it seems necessary to pay attention to this field. Based on the error analysis approach and using field method, the present study investigates the syntactic errors of Korean-speaking learners of Persian at the elementary level in order to determine the educational needs of students, express their syntactic problems and find a way to solve them. To do so, 80 pieces of writing of 20 students were gathered and examined, then the errors are classified based on the corpus of syntactic errors with two sources of interlingual and intralingual, using the error analysis frameworks. The findings show that incorrect substitution, incorrect deletion, incorrect addition, and incorrect order were respectively the most frequent errors. Also, the results indicate that errors related to word order, verb tense and using preposition, which have an interlingual origin, are the most frequent errors and among syntactic errors with an intralingual origin, the verb-subject agreement error shows the most frequency.

برنامهی درسی تکلیف محور در آموزش زبان فارسی : مطالعه موردی » زبان فارسی « کتاب

ریبیدگلی ( Fahime Ghapandari Bidgoli ),فهیمهقپاند 한국외국어대학교 중동연구소 2019 중동연구 Vol.38 No.1

Task-Based approach, which is a subset of the communication language teaching, uses tasks as a basic unit in language planning and teaching, and on the basis of the common points of learning objectives and real world, provides appropriate conditions for learning. The Task-Based curriculum is a set of meaningful activities accomplished through using the target language as the real world. In recent years, due to the communication and cognitive characteristics of the tasks, the widespread interest in task-based teaching and also providing content-based educational materials are seen. In Persian language teaching to non-Persian speakers, this approach is also essential for the designing, editing and planning of the curriculum. In this descriptive-analytic study, according to the features of the task-oriented approach, one of the Persian language teaching books for foreigners is studied and some issues are presented to have more content-based materials.

يادگيري فعل براساس دستور ساخت توسط فارسيآموزان كرهايزبان

فهیمهقپانداریبیدگلی ( Fahime Ghapandari Bidgoli ) 한국외국어대학교 중동연구소 2024 중동연구 Vol.42 No.3

Constructive grammar is one of the cognitive approaches that studies language based on cognitive ability and looks at language and language structure completely differently from formalist approaches. This grammar emphasizes linguistic constructions instead of rules and presents all linguistic patterns as constructions. One of these constructions is the verb's argument construction, which connects syntax and meaning. The present study deals with the argument construction of the verb in the writing of Korean students of the Persian language at two levels; the upper-basic and the upper-intermediate based on Constructive Grammar. The data obtained from 80 texts (40 texts of each group) shows the use of 72 verbs at the upper-basic level and 152 verbs at the upper-intermediate level. It indicates that learning the verb from the basic level to a higher level is productive cognitive work, and it is growing. Also, way construction is used by language learners of both levels more than other constructions, while cause-motion construction is less seen in their writing. These results help in teaching verbs, explaining polysemy in verbs, and also assist in educational planning, syllabi preparation, and providing teaching resources.

Writing Error Analysis of Korean-Speaking Learners of Persian at the Elementary Level: A Review of Orthographic Errors

Ghapandari Bidgoli,Fahime 한국중동학회 2024 韓國 中東 學會 論叢 Vol.45 No.1

Error analysis seeks the linguistic errors and their sources and reasons to facilitate the process of language learning. Due to the growth of Persian language teaching as a second/foreign language, many studies have been conducted in this field to help teaching and learning. The present study analyzes the orthographic errors of Korean-speaking learners of Persian at the elementary level through the error analysis approach and uses the field method. It aims to determine the orthographic problems to find some solutions. Therefore, 84 writings of 21 language learners were collected and analyzed, and then the errors were classified using error analysis frameworks proposed by Dulay et al. (1982), Zia Hosseini (1994), and Keshavarz (1999). Among all the orthographic errors obtained, 84.96% were identified as phonological processes in making errors, of which 64.61% were in the consonant field and 35.39% were in the vowel field. Errors related to the Persian script also accounted for %15.04 of orthographic errors. The errors were divided into four processes: substitution, addition, deletion, and incorrect order, and the findings show that errors caused by substitution have the highest frequency of occurrence.