نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکترای آموزش زبان فارسی به غیرفارسی زبانان، گروه زبانشناسی دانشگاه علامه طباطبائی، تهران، ایران
2 گروه زبانشناسی، دانشکده ادبیات فارسی وزبانهای خارجی، دانشگاه علامه طباطبائی، تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Teaching Persian to non-Persian speakers goes beyond merely learning linguistic structures; it requires a profound understanding of Iranian culture. This study aims to investigate the role of cultural elements in Persian language acquisition and develop a cultural model based on Maslow’s hierarchy of needs (1970). Data for this research were collected through semi-structured interviews. The interview included eight main questions, which were initially designed and then reviewed by five professional Persian language instructors for non-Persian speakers. After incorporating their feedback, the finalized questions were used in interviews with 23 experienced Persian language teachers. The obtained data were analyzed using an qualitative analysis method. The findings indicate that each level of human needs in Maslow's hierarchy has a direct impact on Persian language learning, and attention to these dimensions can improve the teaching process. A significant achievement of this research is the addition of the "identity" layer to Maslow's pyramid. This research demonstrated that language learners who understand Iranian cultural identity establish better connections with the target community and experience a more effective learning process. Therefore, integrating cultural elements into language education not only facilitates learning but also contributes to a deeper understanding of the social and cultural context. Accordingly, this model is valuable for Persian language teachers, curriculum designers, textbook authors, and policymakers in the field of Persian language education, and it can help improve teaching methods and the production of educational content aligned with Iranian culture.
کلیدواژه‌ها [English]
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