نوع مقاله : مقاله پژوهشی
نویسندگان
1 مدرس زبان فارسی به غیرفارسی زبانان، دانشگاه حضرت معصومه (س) قم
2 گروه زبانشناسی، دانشکده ادبیات فارسی وزبانهای خارجی، دانشگاه علامه طباطبائی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Culture plays a fundamental role in second/foreign language learning, and familiarity with its various aspects can enhance learners’ comprehension and interaction. The present study aimed to examine the impact of Iranian cultural elements on teaching Persian as a foreign language from the learners’ perspective. This research employed a mixed-methods design with the participation of 150 Persian learners at upper-intermediate and advanced proficiency levels from Indian, Pakistani, Arab, and Korean backgrounds. Data were collected through a researcher-designed questionnaire developed on the basis of Yuen’s (2011) and Peterson’s (2004) cultural models. The questionnaire was distributed online via Google Forms. The findings indicated that learners perceived Iranian cultural elements as facilitating their Persian language learning. They reported that familiarity with Iranian cultural domains—including cultural products, beliefs, social values, cultural practices, and notable figures—contributed to deeper language comprehension and more effective interaction with the Iranian sociocultural context. Among these, cultural practices had the strongest impact, while cultural experiences and learning were reported to have the least effect. These findings can inform the development of instructional materials and the design of more effective programs for teaching Persian as a foreign language.
کلیدواژهها [English]
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