آموزش واژه به فارسی‌آموزان عرب‏زبان از طریق متون منظوم در مقایسه با متون منثور

ارتباط عمیق ادبیات با لایه‏های مختلف جوامع و پیوند آن با هویت و میراث فرهنگی، موجب شده‌است از این ابزار نیرومند و جذاب برای گسترش و آموزش زبان نیز بهره بگیرند. در این مقاله به بررسی اثربخشی بهره‏گیری از متون ادبی در آموزش واژه به فارسی‏آموزان عرب‏زبان پرداخته‌ایم. برای این منظور، از فارسی‏آموزان عرب‏زبان دورۀ پیشرفتۀ مرکز آموزش زبان فارسی دانشگاه بین‏المللی امام خمینی (ره) افرادی انتخاب شدند و پیش‏آزمونی با محوریت سنجش دانش واژگانی مربوط به واژه‏های جدید به کار رفته در متون پژوهش، در قالب متون منظوم و برگردان نثر آنها در دو گروه مساوی آزمون و گواه برگزار گردید. پس از آن، پس‏آزمونی برگزار شد. نمرات دو گروه آزمون و گواه در پیش‏آزمون و پس‏آزمون با آزمون تحلیل هم‏وردایی بررسی شد. نتایج تحلیل آماری حاکی است اگرچه فارسی‏آموزان گروه پیش‌آزمون در پاسخ‏گویی به پرسش‏های پس‏آزمون، عملکرد بهتری داشته‏اند، این تفاوت در عملکرد، معنادار نیست و درنتیجه فرضیۀ پژوهش که به کارآمدی و تاثیر بیشتر آموزش واژه به فارسی‏آموزان عرب‏زبان از طریق متون منظوم در مقایسه با متون منثور تاکید دارد، به اثبات نمی‏رسد.

A comparison between Persian Verse texts and Persian prose texts on teaching Persian vocabulary to arab learners of Persian

In this research, we aim to compare the impact of using Persian verse texts with Persian prose texts on teaching new words to arab learners of Persian in Persian language learning center at International University of Imam Khomeini. For this purpose, 43 students of Persian language learning center were selected out of arab learners of Persian studying in advanced courses who were later decreased to 38 participants in a homogenization process and through conducting a pretest which had mostly focused on vocabulary knowledge related to new words present in research sample texts. Subsequently, the 38 students were divided into 2 examine and control groups. The examine group included 19 Persian learning students to whom the new words were taught through verse texts and the control group included other 19 Persian learning students who were taught the similar new words turning the same texts into prose. Thenceforth, preexamine was used as postexamine and the results were analyzed using the analysis of covariance. The research key finding suggests that notwithstanding the improvement in responding and the better performance of the examine group, no meaningful difference was identified between the examine and the control groups and therefore, the research hypothesis established through the significance of verse texts in teaching new words is rejected. Extended Abstract  1. IntroductionThe deeply spiritual and thoughtful connection between literature and  different layers of society on the one hand, and its inseparable bond with the identity and the cultural heritage on the other hand, have urged many countries to apply this powerful and alluring means to expand their language and culture. Modern approaches to language learning have also included applying literary texts in their teaching methods because of their features such as authenticity, cultural and linguistic richness, and the extent of these texts in various levels of eloquence. Therefore, with regards to  applying literary texts in teaching Persian, this paper will use a fieldwork method to study and analyze teaching Persian vocabulary to Arab students through verse texts in comparison to prose ones. It also aims to answer the question whether teaching Persian words to Arab students is more efficient through verse comparing to  prose. The subsequent hypothesis then would be: Teaching Persian vocabulary to Arab students through versified texts is more efficient in comparison to proses. 2. Theoretical frameworkGenerally speaking, two approaches to literary texts are possible to be used in language learning classes. As the first approach, counting on the advantages and benefits of using literary texts in teaching second/foreign language, some scholars encourage the teachers to use literary texts, while on the second approach and considering a list of major disadvantages presented, the other researchers suggest that using literature in language teaching should be eliminated or restricted.  The main advantages which the first group consider to convince others to use literature in second/foreign language teaching are  authenticity, cultural and lexical richness of literature , and  also its power to provoke personal participation and motivation, They strongly believe in the capability of literature in improving vast and concise reading in language learners and also increasing their cultural and intercultural awareness as well as their achievements to dynamic learning processes. However, the second group believe that traditional literature might violate the norms of automatic language, phonetics and phonology and also may cause changes in semantic relations e.g hyponymy. It is noteworthy that the most important factor in applying literary texts in language teaching is selecting suitable literary content for different language courses. In this regard, we should consider the level of hardness, proximity to the presentday language, and the text suitability and accordance with the level of language learner as the prominent criteria of selecting literary content. 3. MethodologyThe data in this study is collected through fieldwork and the method used to analyze the data is descriptiveanalytical. In doing this, a group of 38 Arab students learning Persian in Imam Khomeini international university from three different nationalities, both male and female, were selected. The scale for measuring was a test including 24 questions in form of preand posttest. The obtained scores were investigated through analysis of covariance. 4. Results and discussionsAlthough the subject group (trained with verse texts) in data analysis showed a better performance comparing to the control group (trained through prose texts), this difference was not statistically  significant. Therefore, the related hypothesis of this article “Teaching Persian vocabularies to Arab students through verse texts is more efficient”, was not supported and verified. 5. Conclusions and suggestionsAs a conclusion, we might refer to the following achievements: Discovering the unusual pattern of verse by the subject group,  the effort they put into setting up sentences in normal patterns of Persian, enjoying the pleasant rhythms of the verses, and in consequence, memorizing them easier. However, being Arab and acquiring the background knowledge of poetry meter and rhythm which is shared almost in common with Persian, are also influential in applying versebetter in learning Persian vocabulary.