بررسی دلایل ایجاد خطاهای زبان آموزان ایرانی در کاربرد افعال پیشوندی روسی: در سطح کارشناسی

مقالۀ حاضر به بررسی خطا‌‌های دانشجویان فارسی زبان (دورۀ کارشناسی) در ترجمۀ افعال پیشوندی پرکاربرد از روسی به فارسی می‌پردازد. جهت انجام این پژوهش، برخی از افعال پیشوندی پرکاربردِ موجود در کتاب‌های آموزشی زبان روسی که برای تدریس افعال پیشوندی به خارجی‌زبانان در‌نظر گرفته شده‌اند، موردبررسی قرار می‌گیرند. همچنین فرهنگ‌های دوزبانۀ روسی فارسی که به‌منزلۀ یکی از ابزارهای آموزشی در کلاس‌های درس دانشجویان فارسی زبان مورداستفاده قرار می‌گیرند، بررسی و تحلیل شده‌اند. براساس پژوهش حاضر، مشکلات ایجادشده برای دانشجویان فارسی‌زبان به‌هنگام یادگیری افعال پیشوندی روسی فقط به عدم دانش کافی آنان از مقولۀ فعل پیشوندی روسی محدود نمی‌شود، بلکه این مشکل ارتباط تنگاتنگی با منابع آموزشی موجود در تدریس مبحث فعل به فارسی‌زبانان دارد. از سوی دیگر می‌توان چنین استنباط کرد که مشکلات ایجادشده حین یادگیری افعال پیشوندی روسی با کمبودهای موجود در برنامه‌های آموزشی دانشگاه‌ها و موسسات آموزش عالی نیز ارتباط تنگاتنگ دارد. سوال اساسی تحقیق جاری بررسی علل ایجاد خطاهای دانشجویان فارسی‌زبان در به‌کارگیری افعال پیشوندی روسی است. گفتنی است هدف این پژوهش، یافتن دلایل بروز خطا از سوی دانشجویان فارسی زبان در ترجمۀ فعل روسی، و همچنین ارائۀ راه حلی مناسب برای ازمیان برداشتن مشکلات ایجادشده به‌هنگام تدریس این مقوله از گفتار است.

Examining the Cause of Errors among Iranian Language Learners in the Use of Russian Prefixal verbs: The Case Study of B.A Students

The present article examines the errors of Persian language students (undergraduate) in translating commonly used derivative verbs from Russian to Persian. In order to do this research, some of the most frequently used derivative verbs in Russian language textbooks intended for teaching prefixal verbss to foreign speakers are examined. Also, the RussianPersian bilingual dictionaries that are used as one of the educational tools in studentschr('39') classrooms are studied and analyzed. According to the present study, the problems created for Persianspeaking students while learning Russian derivative verbs are not limited to their lack of knowledge about the Russian prefixal verbs, but this problem is closely related to the educational resources available in teaching the subject of the verb to Persianspeakers.On the other hand, it can be inferred that the problems created while learning Russian derivative verbs are also related to the shortcomings in the curricula of universities and higher education institutions. The main question of the current research is to investigate the causes of making errors in Persian language students in using Russian derivative verbs. It should be mentioned that the purpose of this study is to find the reasons for making errors by Persian language students in translating the Russian verb and also to provide a suitable solution to eliminate the problems created while teaching this category of speech.The purpose of this research is to obtain information that helps us to understand the reasons for these errors, and when any scientific activity, both in the field of education and in the field of learning prefixal verbss, we pay more attention. It seems that Persian language learners chr('39')unfamiliarity with the grammatical features of Russian verbs, lack of appropriate and standard textbooks, language learnerschr('39') unfamiliarity with verb wordbuilding concepts in Russian are the main reasons for errors in learning Russian prefixal verbs in Persian language classrooms. In this article, the authors try to provide a suitable solution to improve the learning process of Russian prefixal verbs and improve the educational quality by showing the mistakes of Persian language learners as well as the problems and shortcomings that cause these mistakes. In this article, the authors examine studentschr('39') error in translating highfrequency prefixal verbss from two perspectives: 1) Errors that are divided into six categories: lexical, morphological, syntactic, idiomatic, stylistic and lexical errors; 2) The reasons for these errors are divided into two categories: Insufficient knowledge of Persianspeaking students about language structures as well as problems in the RussianPersian bilingual dictionary used in Persianspeaking classrooms. In order to eliminate possible errors of language learners while learning and using frequently used Russian prefixal verbss or to reduce the possibility of these errors occurring, the authors have offered various solutions. One of these strategies, which is very important, goes back to how to choose Russian prefixal verbs during the course. Since every Russian verb has the ability to combine with countless prefixes and convey a new meaning, it is therefore recommended to use prefixal verbss in textbooks that have a higher frequency than other regular verbs.that the frequency of nonderived verbs and prefixal verbs in many cases have no relation to each other.It should not be forgotten that the frequency of verbs alone can not help in the choice of verbs in the compilation of the textbook, because during a study of the Russian frequency dictionary (Л.Н. Засорина, 1997) we came to the conclusion. For example, among the verbs, the nonderivative verb быть has a higher frequency, while among the prefixal verbs, the verb посмотреть is in the first place in this respect.This means that nonderivative verbs may be lower in frequency, but verbs derived from the same verb may be higher in frequency.This shows that more care must be taken in the selection of prefixal verbs in order to compile textbooksBy the way, we have already mentioned that the verb prefixes in Russian have several meanings, some of which are more frequent.As a result, it is clear that when choosing prefixal verbs during the course, it is necessary to consider prefixes that are more commonly used as prefixal verbs.