Challenges and Solutions in Teaching Persian to Iraqi Learners Based on Hofstede’s and Hall’s Cultural Framework Theories

Document Type : Research Paper

Authors

1 Department of Persian Language and Literature Faculty of Literature and Humanities University of Guilan Rasht Iran

2 Department of Persian Language and Literature Faculty of Literature and Humanities University of Guilan, Rasht, Iran

10.30479/jtpsol.2025.22469.1723

Abstract

One of the key components of second language acquisition is the consideration of culture and the interaction between language and culture, which consistently plays a significant role in accelerating learners' proficiency. In teaching Persian to non-Iranian learners, we often encounter various cultural challenges, many of which stem from differences in cultural frameworks between the source and target languages. Given that cultural awareness facilitates language instruction, this study employs Geert Hofstede’s "Six-Dimensional Cultural Model" and Edward Hall’s "Context-Dependency and Time Orientation" theory to examine cultural barriers in learning Persian and their implications for Iraqi learners. The research adopts a descriptive-analytical method with an intercultural approach to second language education. Data was collected through library research and field-analytical studies, utilizing two Likert-scale questionnaires. Findings indicate that factors such as "uncertainty avoidance," "high power distance," and "high context-dependency" significantly influence the Persian language learning process. This study proposes practical solutions, including structured curriculum design, the use of shared cultural content, and flexible teaching methodologies, to mitigate these cultural challenges. The results can serve as a foundation for intercultural educational planning, enhancing both the quality and effectiveness of Persian language instruction for Arabic speakers.

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History

  • Receive Date: 11 August 2025
  • Revise Date: 18 November 2025
  • Accept Date: 20 November 2025

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