ارزیابی مجموعه زبان فارسی بر مبنای شاخص های انتخاب کتابِ مناسب کانینگزورث (1995)

The number of educational books for non-Iranian persian learners, the diversity of language learners' needs and the need to select these books require that these sources need to be analyzed from different perspectives. Cunningsworth (1995) introduced a set of indicators in 30 domains that evaluates all the characteristics of a set. The current research has measured the 10-volume course book of Zabn e Farsi written by Ahmad e Saffar moghaddam based on the mentioned indices. The research method is documentary-critical and the method of presentation of findings is analytical-inferential. This research is a pre-use evaluation and it shows that this source fits the indices to a large extent. In this course book, among the linguistic components, most of the attention was paid to the teaching of the word, and the grammatical correctness and the teaching of elements of Iranian culture were clearly emphasized. Inductive language teaching and texts and exercises have been proposed during a cyclical process. Being self-taught, designing in the form of an educational course book, the existence of coherence and mutual reference between different sections, paying attention to the both spoken and written form, paying attention to the language learners' understanding in choosing the content, arranging the content in a purposeful way, using images and videos. short stories, compliance with the principle of take turing, and social principles of politeness and being situation-oriented, are among the prominent features, but the lack of design of language learning books and teaching aid resources for reading and homework pre-listening, discussing grammatically irrelevant topics and the high volume of words to be taught in a lesson, not paying enough attention to endings, language style, social situations and not using body language in conversations, embedding Not having a real communication element and not having a specific strategy in communication interactions is one of its shortcomings.
Extended Abstract:
Introduction
 Language teaching books should be tailored to the needs of the teacher and the language learner. These books should follow the objectives of the language learning program and facilitate their learning process. By default, no book is suitable for language learners. Therefore, choosing the right textbook has always been an important and as well as difficult and challenging matter. Choosing the right educational resource is a professional task and requires sufficient knowledge in the field of evaluating books and educational resources.                                              
        To achieve these goals, more than 203 book titles have been authored. Although most of the authors of these books are Persian language teachers and have experience in teaching this language, it is not clear to what extent their writing was based on the scientific method and comprehensive criteria. Noonan (2003) notes the abundance of published educational materials. PLT exists as a reason for the challenge in choosing the appropriate textbook. Because the increase in the number of textbooks and the great variety and competing claims make it difficult to choose a useful book for language learners.                                                                                    
          Effective evaluation of an educational resource depends on asking correct questions and comprehensive interpretation of its answers. Therefore, various criteria have been provided to evaluate the curriculum. Basically, for any evaluation to have valid and documented results, it is necessary to be valid, transparent, comprehensive and based on a scientific approach. One of the most accurate, well-known and common criteria that measure all aspects of a teaching course book is Cunningsworth's 45-checker, which includes appearance, content, grammatical topics, subject appropriateness, attention to learner needs, and cross-cultural aspects. Culture measures a set. Based on these indicators, many English language teaching textbooks have been evaluated. Considering the comprehensiveness of these criteria, the research has tried to examine the Zabn e Farsi course book of Saffar Moghaddam based on it and while examining the strengths and weaknesses, measure the suitability of this course book with the goals of an educational course.
Methodology
There are many ways to do any research. Due to the fact that this research examines an educational course book, therefore, the above research is based on the critical documentary method and according to each of the Cunningsworth index questions and reviews, while providing evidence, the degree of adaptation of textbooks, workbooks, Manuals and CDs are measured by these standards. In addition, due to the specialization of this research, references have been made to the framework, methods and techniques of language teaching. Presenting the course book as a complete course book and tracking some of the course topics and book exercises on compact discs have made it necessary and inevitable to deal with the entire course book. In order to achieve the research results and obtain the necessary data, each of the questions of this index has been the reference criterion. In other words, the degree of compliance of each index and its questions with this course book has been measured.
Results
 Among the positive points of this course book, the following can be mentioned:
-The self-learning nature of the course book and its use in case of lack of access to the teacher.
- preparation of 2 volumes of the guidebook, 4 volumes of the workbook and 8 CD-ROMs that are in the guidebooks, valuable tips for Persian language teachers, in the workbooks Various exercises are included in compact discs, the correct pronunciation of words with sound quality and appropriate speed along with short videos.
- Embedding various exercises such as supplementary, diagnostic and substitution exercises to increase and deepen learning, the existence of coherence and mutual reference between different parts of a lesson and between other lessons.
- using the inductive method in language teaching and its cyclical product-oriented nature in Teaching texts and exercises.                                                             
     
     Brief introduction of new words at the beginning of the lesson, a brief introduction of new words will be provided, accompanied by high-quality pictures. This will be followed by the presentation of the English equivalents of these words in the lesson guide section. A list of lesson words will be prepared, including an index, a Persian and Latin bibliography, and a Persian glossary in English and vice versa at the end of each book. Difficult words from each lesson will be highlighted to help strengthen the reading skills of language learners. It is crucial to pay attention to the levels of language learners, their social and cultural contexts, and to choose content that is appropriate for their age, understanding, and purpose. Cultural manifestations will be transmitted while teaching the language. We will employ a situation-oriented method when selecting content, ensuring adherence to the principle of progressing from simple to difficult, and from part to whole in teaching. The cyclical method will be used to maintain connection and continuity between the contents of the book, while also considering the semantic relations between the words.                                   
          Attention to language skills and cultural aspects It is essential to pay attention to all four language skills, utilizing both spoken and written forms. This includes a focus on cross-cultural aspects, observing the ratio of turn-taking, and striving to restore the naturalness of conversations. additionally, it is important to adhere to the principles of social politeness and respect in both speech and reality. the subjects and titles of the lessons should be relevant to the real lives of language learners, maintaining a neutral stance on gender issues. the weak points of the course book, according to the Cunningsworth indices, are as follows Weaknesses of the Educational Course book:
 - Lack of a language learner's book and educational resources for reading.
- Addressing multiple unrelated grammatical topics within a single lesson.
- A high number of words taught in one lesson, leading to potential overwhelm.
- Insufficient attention to word endings in the discussions presented in the book.
 -Failure to observe appropriate language styles and social contexts in conversations.
- Absence of pre-auditory tasks to prepare learners for listening activities.
- Not incorporating body language in conversations.
- Lack of real communication elements for spontaneous interactions within the book.
- No established rules and strategies for effective communication interactions in the book.
Conclusion
This research sought to reach the conclusion that to what extent the course book of Zabn e Farsi is compatible with these indicators. According to the knowledge obtained from this course book before using it, it seemed that this book is significantly aligned with the criteria in question. After the necessary investigations, the results of the research indicated that this course book is one of the good books and course books prepared for Persian language learners, and it is largely consistent with the indicators of choosing the right book. The existence of many strengths arising from this research against the few weaknesses obtained shows the appropriateness of this course book. According to the research findings, this course book contains many indicators for choosing the right book. Preparation of workbooks and guides along with compact discs are a good examples for the coherent design of this course book. Paying attention to cultural issues and clearly trying to teach the Iranian cultural characteristics was one of the special privileges of this course book. Despite this, if some weak points are fixed and adjusted, such as the inclusion of a reading aid book, revision of the way of presentation of grammatical materials and reduction of the number of new words taught in each lesson, this book can be more useful.
Conflict of Interest
This research has been carried out at all stages, including design, course book, analysis, and interpretation of data and publication, at personal expense, and the authors are not affiliated with any organization that affects any of the goals or actions of the research.