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 In today’s rapid world of science the number of genres of studies, as well the vastness, depth and specializations of each of these majors, is growing at a fast pace. This naturally calls for the experts and scholars of each and every field of science to cater for the growing needs of a society at par with the developments in these fields. Persian language didactics is among such ever evolving fields of science that faces numerous inadequacies, despite the countless and impressive advances in the field of language didactics in developed countries. It is, therefore, essential that we make up for the shortcomings in this particular field by localizing the science of language didactics and benefiting from our numerous and capable experts of teaching Persian to non-native speakers and language didactics, rather than staying fascinated by the advances in the field of language didactics in developed countries and keeping an eye on their achievements.For instance, one such shortcoming in the teaching Persian language is the “didactic grammar”, which despite being worthy topic, yet remains to be addressed. Without entering into particular details, I should mention that with regard to grammar, there are various different perspectives. Generally, literature experts tend to give grammar a historical and literary aspect, mostly to comprehend such historic and literary texts. This approach, however, preaches grammar based on profound literary works, whereas aspects such as application and communication in today’s language are often neglected.Linguists review and analyze different aspects of language within frames of various theories as well as contexts such as phonology, morphology, syntax, pragmatics and semantic, in a precise and specialized manner. Specialized information of different nature which sometimes may contradict each other; and perhaps its understanding requires a university level course, may not be compatible to the aims in teaching the language at a very basic and preliminary level. Both approaches enjoy a special standing, but in the matter of teaching Persian, especially as a second or foreign language, the domain of grammar demands a completely different approach: A realistic and pragmatic approach that has an educating as well as didactic capacity. It is therefore, required that the experts bring about a shift in their views of teaching of grammar and new genre of grammar be compiled and introduced under the title of “didactic grammar” that may possess the following particulars:1. Realistic view is a non-perspective look at the modern day language where the educationist is aware of aspects in speaking, writing, and even different styles of the language.2. Pragmatic application requires the pure linguistics approach to be set aside whereas applications are taken into sharp account. So, the every word educationist selects has its roots in the function of language.3. Learning capacity refers to the extent by which the real and practical language training is based on learning theories. In other words, following the compilation of syllabus, stratification, prioritization, and layout must be based on the theories of learning a second/foreign language.4. Teachability capacity points out that after selecting required and useful points from grammar, appropriate methods and strategies of instruction may be implemented. Grammar is taught in link and as a part during the entire course of training and advances in major skills in a language. Evaluation of grammar does not exist on its own as it was the norm before; rather its application is now assessed through other language skills including oral and written composition and speech of the learner.It is my hope that applied research in the field of didactic grammar together with the innovative ideas and opinions from experts could carve the way for the novel field of Persian language didactics as well as the teachers of Persian language to non-native speakers.May we move swiftly toward progress and conquer the lofty peaks of science and knowledge.


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