نوع مقاله : دستوری
نویسندگان
1 استادیار آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران،ایران.
2 استادیار آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Teaching Persian compound verbs (such as dast zadan 'to clap/hit', negāh kardan 'to look', and yād gereftan 'to learn') to non-Persian learners has always been challenging, as these verbs possess a dual structure (verbal + non-verbal) and exhibit semantic behavior ranging along a continuum between compositional and non-compositional meanings. Traditional teaching approaches present these verbs as independent lexical items, resulting in rote memorization, reduced motivation, and imprecise contextual application. Cognitive linguistics, drawing on concepts such as image schemas, conceptual metaphor, and semantic motivation, opens new horizons in teaching these verbs. The present study aims to assess the effectiveness of meaning-oriented instruction based on cognitive linguistics on the learning of Persian compound verbs among intermediate-level non-Persian learners. The research employed a quasi-experimental method with a pretest-posttest design and a control group. From the population of language learners at Persian language teaching centers, 60 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The experimental group received 10 sessions of instruction using cognitive-semantic strategies (image schemas, conceptual metaphors, and semantic networks), while the control group was taught these verbs through traditional methods of list-learning and rote repetition. Findings indicate that instruction based on cognitive linguistics—through conceptual organization of meaning and the linkage of linguistic structures with perceptual-embodied experiences—leads to deeper, more durable, and more practical learning of Persian compound verbs
کلیدواژهها [English]
)
ارسال نظر در مورد این مقاله