عنوان مقاله [English]
When I was invited to guest edit the Special Issue of the Journal of Teaching Persian to Speakers of Other Languages (JTPSOL), I wondered if we would receive enough decent papers to wrap the issue up. The first few weeks were nerve-wracking and disappointing. We needed to launch a second round of Call for Papers (CFP) to witness the results. The results of CFP were promising, and we received a larger number of papers.
The primary goal of the Special Issue was to publish research papers addressing both theoretical and practical issues facing the recently established subfiled in Iran—teaching Persian to speakers of other languages. As such, the Special Issue had a very broad scope, not necessarily limited to any special theme.
The articles in the Special Issue address a wide array of topics. In the first article, Rajab Esfandiari, of Imam Khomeini International University, focuses on one of the pervasive rater errors Persian-speaking raters produce when rating compositions written by nonnative Persian-speaking students at Persian Language Center at Imam Khomeini International University, Qazvin, Iran.
The next two articles are corpus-driven studies of Persian language. In the second article, Bijankhan and Shayestefar, of University of Tehran, examine the validation of the first Persian listening proficiency test, with implications for theory and practice. In the third article, Rezvani, Gholtash, Zamani, develop the first Persian Academic Word List (PAWL) in Persian, using approximately a one-million corpus from a wide range of disciplines. Including 539 word families, PAWL can set vocabulary goals for nonnative Persian-speaking students learning Persian and inform material designers in selecting texts and developing learning activities.
Ebadi and Mozafari, of Razi University, use Bloom's revised taxonomy to evaluate two reading textbook series produced for nonnative Persian-speaking students, finding that the contents of the series do not foster students' critical thinking abilities.
Sadeghi, of Imam Khomeini International University, and Mansoory, of Payame Noor University, empirically examine the phonetic characteristics of Persian sentence stress between Mandarin Chinese-speaking students and native-Persian students. They find that although Mandarin Chinese-speaking students are able to distinguish between stressed and unstressed words in Persian in terms of F0, duration, and intensity, both groups of students differ in "acoustic parameters to signal sentence-level prominence". Sadeghi and Mansoory suggest incorporating guided practice and spontaneous speech in the instructional planning of pronunciation courses for Mandarin Chinese-speaking students to prevent the negative transfer of Chinese tonal system.
Sahragard and Meihami, of Shiraz University, investigate the research methodology and research orientations of research papers published in Journal of Teaching Persian to non-Persian Speakers. The findings of the study show the journal publishes both quantitative and qualitative studies, with heavy emphasis on quantitative methodologies. Mixed methodologies, however, are not found in the journal. These findings are very informative and may contribute to reconsidering the goals for the publication of research articles in this journal.
In closing, I would like to express my appreciation of the reviewers who kindly agreed to review the manuscripts for Special Issue. Special thanks are also due to Dr Karimi, of Imam Khomeini International University, who undertook to edit the accepted manuscripts. Last but not least, thanks are given to those who helped us to produce this Special Issue, one way or another.
Imam Khomeini International University, Qazvin, Iran