Teaching Persian vocabulary to intermediate-level non-Persian speakers based on Kolb's learning styles

Document Type : Research Paper

Authors

1 Department of Persian Language and Literature, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

2 Department of Persian Language and Literature. Faculty of Humanities. Tarbiat Midares University. Tehran. Iran

Abstract

Given that a large number of learners annually pursue Persian language acquisition with diverse motivations, and considering the central role of vocabulary in this process, the need for effective methods of vocabulary instruction is increasingly evident. Moreover, learners’ learning styles are among the key factors determining educational success and should be taken into account in instructional design. The present study aimed to design a model for teaching specialized vocabulary in the field of humanities to intermediate-level Persian learners based on David Kolb’s learning styles. The theoretical framework was grounded in the lexical approach and Kolb’s experiential learning theory. The research method was descriptive–analytical and field-based. First, key vocabulary items from five disciplines in the humanities (literature, sociology, history, geography, and theology) were selected according to criteria such as frequency and teachability, and then compiled into lesson units including texts, vocabulary exercises, reading comprehension tasks, and word-formation instruction. Subsequently, the learning styles of 20 intermediate Persian learners at the Persian Language Center of Tarbiat Modares University were identified using Kolb’s standardized questionnaire, and instruction was carried out based on the designed model. Finally, an achievement test was administered to evaluate effectiveness. The results indicated that learners with a divergent learning style (a combination of concrete experience and reflective observation) performed better in vocabulary acquisition. This finding suggests that aligning instructional models with learners’ learning styles can directly impact educational success.

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History

  • Receive Date: 04 September 2025
  • Revise Date: 24 November 2025
  • Accept Date: 27 December 2025

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