Volume 14, Issue 6 (2024)
LRR 2024, 14(6): 245-275 |
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Sarli N, Bagheri B, Shamsoddinnejad M. An Approach Toward Periodization of Persian Literary History for Teaching Persian Literature to Non-Native Speakers. LRR 2024; 14 (6) :245-275
URL: http://lrr.modares.ac.ir/article-14-55360-en.html
URL: http://lrr.modares.ac.ir/article-14-55360-en.html
1- Associate Professor, Department of Persian Language and Literature, Kharazmi University, Tehran, Iran , sarli@khu.ac.ir
2- Associate Professor, Department of Persian Language and Literature, Kharazmi University, Tehran, Iran
2- Associate Professor, Department of Persian Language and Literature, Kharazmi University, Tehran, Iran
Abstract: (3404 Views)
Preparing and compiling a comprehensive educational curriculum is closely related to the writing of textbooks. Following educational goals, the periodization of Persian literary history can provide a theoretical framework for Persian language training programs for non-natives. In this paper, we argue over a particular approach to this periodization. The periodization is based on the reverse historical order, literary genre, literary form, and figures. These criteria are moving in reverse historical arrangements from the contemporary period to the past and narrating the variety of literary forms and genres around prominent poets and writers of each period. To evaluate the function and the validity of this approach, the produced content (the book: The Living Tree) was taught to two groups of non-native students of the Persian language (intermediate and upper-intermediate levels) and the results of a survey on their learning were analyzed. The analysis showed that both levels are satisfied with the resulting educational content.
Preparing and compiling a comprehensive educational curriculum is closely related to the writing of textbooks. In the educational curriculum of the field of teaching Persian to non-Persian speakers, teaching literature has a fundamental importance. Many students start learning Persian because of their interest in Persian literature. On the other hand, the literary variety of the Persian language is considered the most prestigious variety of the Persian language, and the Persian standard language has also been greatly influenced by the literary variety.
Teaching Persian literature to non-Persian speakers requires paying attention to the history of Persian literature and presenting educational content in an appropriate kind of historical order. On the other hand, the periodization of Persian literary history, following educational goals, can provide a theoretical framework for Persian language learning programs for non-natives. In this paper, we argue over a particular approach to this periodization; in such a way as to satisfy the language learners and facilitate the learning of educational content. In any given scheme, the level of language skills of the learners should be taken into account and a perspective should be drawn for them to get acquainted with the history, development, and evolution of Persian literature. Every new scheme needs a detailed and comprehensive evaluation to measure its effectiveness in terms of goals and educational content.
The purpose is to provide a new plan for teaching Persian literature to non-Persian speakers, taking into consideration the level of Persian language knowledge of learners and Persian literature courses, and the validity and reliability of this plan were tested by applying it in a group of non-Persian speakers. Before adding the proposed plan and concept to the educational curriculum, it is necessary to evaluate its effectiveness in teaching Persian literature to determine its sufficiency in teaching educational content and to evaluate the level of satisfaction of language learners with such a concept. The latter is important because Persian literature is the main reason and motivation for learning Persian language.
In this article, we have designed and proposed a special type of periodization that has the following criteria and features, taking into account the mentioned cases among the different approaches and methods of periodization of the history of literature.
1. This periodization is based on reverse historical order; That is, contrary to the conventional histories of literature, the educational content starts from the contemporary period and proceeds in the reverse order to earlier periods. The reason for adopting this historical order is the simplicity of the contemporary literary language and its proximity to the standard Persian language. The literary language of previous literary periods becomes more difficult for language learners as we move further away from the contemporary period.
2. Literary genres: In this periodization, literary genres are distinguished from each other and each literary genre has its periods that can be different from other literary genres.
3. Literary form: In addition to literary genres, Persian literature includes various literary forms, each of which has its language. Therefore, it was necessary to consider this variable in the aforementioned periodization.
4. Prominent literary figures: Each period of Persian literature, its literary genres, and literary forms are associated with the great poets and writers. Dealing with these prominent men of letters can suggest outstanding examples of Persian literature in each period, genre and literary form to be included in the educational content, and introduce learners to the great poets and writers of Persian literature.
To evaluate the effectiveness and the validity of this approach, the produced content (the book: The Living Tree) was taught to two groups of non-native students of the Persian language (intermediate and upper-intermediate levels). First, the progress of language learners was evaluated based on the scores obtained, and then the learners were surveyed about the effectiveness of the proposed scheme and their level of satisfaction, and at the end, we analyzed the results of both sections. The analysis shows:
1. Language learners who learn Persian literature with this method and periodization have more progress in learning Persian literature than other language learners.
2. At both intermediate and upper intermediate levels, the overwhelming majority of language learners are highly and very highly satisfied with the teaching of this content.
Preparing and compiling a comprehensive educational curriculum is closely related to the writing of textbooks. In the educational curriculum of the field of teaching Persian to non-Persian speakers, teaching literature has a fundamental importance. Many students start learning Persian because of their interest in Persian literature. On the other hand, the literary variety of the Persian language is considered the most prestigious variety of the Persian language, and the Persian standard language has also been greatly influenced by the literary variety.
Teaching Persian literature to non-Persian speakers requires paying attention to the history of Persian literature and presenting educational content in an appropriate kind of historical order. On the other hand, the periodization of Persian literary history, following educational goals, can provide a theoretical framework for Persian language learning programs for non-natives. In this paper, we argue over a particular approach to this periodization; in such a way as to satisfy the language learners and facilitate the learning of educational content. In any given scheme, the level of language skills of the learners should be taken into account and a perspective should be drawn for them to get acquainted with the history, development, and evolution of Persian literature. Every new scheme needs a detailed and comprehensive evaluation to measure its effectiveness in terms of goals and educational content.
The purpose is to provide a new plan for teaching Persian literature to non-Persian speakers, taking into consideration the level of Persian language knowledge of learners and Persian literature courses, and the validity and reliability of this plan were tested by applying it in a group of non-Persian speakers. Before adding the proposed plan and concept to the educational curriculum, it is necessary to evaluate its effectiveness in teaching Persian literature to determine its sufficiency in teaching educational content and to evaluate the level of satisfaction of language learners with such a concept. The latter is important because Persian literature is the main reason and motivation for learning Persian language.
In this article, we have designed and proposed a special type of periodization that has the following criteria and features, taking into account the mentioned cases among the different approaches and methods of periodization of the history of literature.
1. This periodization is based on reverse historical order; That is, contrary to the conventional histories of literature, the educational content starts from the contemporary period and proceeds in the reverse order to earlier periods. The reason for adopting this historical order is the simplicity of the contemporary literary language and its proximity to the standard Persian language. The literary language of previous literary periods becomes more difficult for language learners as we move further away from the contemporary period.
2. Literary genres: In this periodization, literary genres are distinguished from each other and each literary genre has its periods that can be different from other literary genres.
3. Literary form: In addition to literary genres, Persian literature includes various literary forms, each of which has its language. Therefore, it was necessary to consider this variable in the aforementioned periodization.
4. Prominent literary figures: Each period of Persian literature, its literary genres, and literary forms are associated with the great poets and writers. Dealing with these prominent men of letters can suggest outstanding examples of Persian literature in each period, genre and literary form to be included in the educational content, and introduce learners to the great poets and writers of Persian literature.
To evaluate the effectiveness and the validity of this approach, the produced content (the book: The Living Tree) was taught to two groups of non-native students of the Persian language (intermediate and upper-intermediate levels). First, the progress of language learners was evaluated based on the scores obtained, and then the learners were surveyed about the effectiveness of the proposed scheme and their level of satisfaction, and at the end, we analyzed the results of both sections. The analysis shows:
1. Language learners who learn Persian literature with this method and periodization have more progress in learning Persian literature than other language learners.
2. At both intermediate and upper intermediate levels, the overwhelming majority of language learners are highly and very highly satisfied with the teaching of this content.
Keywords: Periodization, teaching literature, non-Persian speakers, history of literature, literary type and form
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