نوع مقاله : مقاله پژوهشی
نویسندگان
1 نویسندۀ مسئول، دانشجوی کارشناسی ارشد آموزش زبان فارسی به غیر فارسی زبانان، دانشگاه اصفهان
2 استادیار گروه زبان و ادبیات فارسی، دانشگاه اصفهان
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Among different approaches and materials for language acquisition and instruction are classical literary texts which have been substantially used as a language teaching tool in various parts of the world. Music of poetry is another tool that has been adopted in the past and present to learn educational subjects and materials in versified formats, based on this, it seems that on the one hand, teaching Persian language through ancient texts is an effective method with a long history, and on the other hand, using rhyme to teach general knowledge, which is a facilitating method in education. It is thus purported that versified writings are potential to facilitate and reinforce learning Persian language. Despite the significance of such like texts, their application and impact on learning Persian language have been unappreciated. Considering the significance of literature and the impact of music of poetry in language teaching and learning, this research presents a model for the application of versified literary texts and music of poetry in Persian language acquisition and instruction. The model, designed based on theoretical findings, is threefold: types of music of poetry, poetry themes, and communicative language teaching (CLT) steps of pre-reading, reading, and post-reading activities. The proposed model is a three-stage process to teach Persian language using music of poetry adjusted to different age groups and levels of language knowledge.
Extended Abstract:
The use of literature in language teaching is an example of the oldest language teaching methods in the Middle Ages and has been used to teach classical Latin and Greek languages. In addition, in the 14th century AD, due to the expansion of the conquests of the Ottoman Empire, the Persian language became popular in different parts of the world, and classical texts of Persian literature have been used as a tool for teaching the language in these regions. Nowadays, literature can also be used as a valid and reliable educational tool for creating communication skills in learners.
The discussion of using rhyme and music in education is not new. There are many texts with various topics that have taught special knowledge with the tool of rhyme. Therefore, if poetry is considered to be rhythmic and rhyming, it can be used as a tool to transmit special sciences such as medicine, syntax, astronomy, etc., and its purpose is to facilitate and deepen memorization.
Poetry completely engages the learners. Learners can exchange their cultural information in class to confirm what they have learned with the help of poetry. This helps to improve the communication skills of the learners. Therefore, poetry has been considered an effective and reliable material in language teaching, which provides wonderful opportunities for language learners to practice reading, writing, speaking and listening.
Research Methods:
This research has been carried out in a descriptive way and with library tools and provides a model based on theoretical findings for teaching Persian language through music of poetry and themes of poems.
Discussion:
The model, designed based on theoretical findings, is threefold: types of music of poetry, poetry themes, and communicative language teaching (CLT) steps of pre-reading, reading, and post-reading activities. The proposed model is a three-stage process to teach Persian language using music of poetry.
The three-stage:
Selection of poems: In selecting poems, special attention should be paid to the level of linguistic knowledge of the learners as well as their age; Because if the poems are not chosen correctly, the learners will face a serious disorder and the learning process will be very slow or will not be finished. For this reason, poems should be chosen consciously as language teaching tools. The selected poems in the application section of the template are considered for medium language level.
Familiarizing the teacher with the types of music of poetry to prepare the activity: Before starting teaching, it is necessary for the language teacher to be familiar with the types of music in the selected poems and their characteristics. This familiarity is to fully encompass the text and what they are going to teach through it. This makes the template activities to be more suitable and show better performance. Therefore, in the present research, the author has examined the poems from this point of view at the beginning of using the model and then designed activities based on this.
Compilation of class activities: at this stage, the activities are divided into three general stages of the communication approach based on the music of the poem and the theme in it, which form the main foundations of this model:
pre-reading: Laying the groundwork for getting to know the music of poetry and theme.
reading: Getting to know and using the music of poetry and theme.
post-reading: Deepening through music of poetry and theme.
In the application section of the model, after analyzing the Persian poems from the perspective of the music of the poem, the compilation of class activities is discussed. These activities are based on the theoretical foundations, i.e., the types of poetry music, the themes of the poems, and the stages of CLT Approach activities.
Conclusion:
After examining and analyzing four Persian poems from the point of view of the music of poetry in the section of model application and compiling activities according to the model for these poems. The results show that by using this model, Persian language can be learned due to repetition, word rhythm, phonetic similarities, language creativity, repetition of language patterns, etc., so that the learners have the ability to communicate outside the classroom.
کلیدواژهها [English]
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