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1- Ph.D. Candidate of General Linguistics, Department of Linguistics, Science and Research Branch, Islamic Azad University.
2- Assistant Professor of General Linguistics, Department of Linguistics, Science and Research Branch, Islamic Azad University. ,Karbalaei@srbiau.ac.ir
3- Associate Professor of General Linguistics, Payame Noor University
2- Assistant Professor of General Linguistics, Department of Linguistics, Science and Research Branch, Islamic Azad University. ,
3- Associate Professor of General Linguistics, Payame Noor University
Abstract: (122 Views)
In this research, teaching Persian nominal suffixes and affixoid (kar, gar, ban, baz, -ande) in derived words to non-Persian speakers using two explicit and implicit methods has been discussed. In direct/explicit approach, the achievements and fundamentals of cognitive morphology approach developed by Hamawand (2011) were used, and in indirect/incidental approach, texts containing derived words were taught to language learners. In this study, 16 Farsi learners at advanced level from Azfa Center of Allameh Tabatabai University and Shahid Beheshti University were examined in the form of two control and experimental groups. Language learners participated in two tests as pre-test and post-test. The results of this research, based on descriptive statistics, showed that teaching noun suffixes by using Hamavand's achievements and cognitive morphology and the three cognitive functions of categorization, configuration and conceptualization along with prototype and periphery concepts can be effective and useful in improving vocabulary knowledge. In general, it seems that informing Persian learners about the lexical and semantic structure of derived words increases their linguistic knowledge and learning level.
Keywords: Persian derived words, derivational suffixes, cognitive morphology, categorization, configuration, conceptualization
Article Type: مقالات علمی پژوهشی |
Subject:
Linguistics
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