The Role and Method of Teaching Vocabulary for the Chinese Learners of Persian as a Second Language

Authors
F. Jafari 1
A. Ghiasi Zarch 2
1 Persian Language Teaching Trainer, Imam Khomeini International University, Qazvin, Iran.
2 Assistant Professor of Persian Language Teaching, Imam Khomeini International University, Qazvin, Iran.
Abstract
Introduction

This article aims to study the place and method of teaching the vocabulary in teaching Persian to Chinese learners. In morphological classification, the structural differences in Persian and Chinese languages makes these learners more difficult to can face in learning vocabulary and understanding the Persian texts. This structural difference causes Chinese learners stop learning when they learn at any stage, if they do not understand the meaning of the words correctly.

Theoretical framework

Chinese language belongs to a group of analytic languages and the Persian language is a synthetic language. “In analytic languages, the grammatical relations of words in the sentence are expressed through independent syntactic elements, such as the prepositions. In the structure of such languages, words are often made of a morpheme. Therefore, in the construction of analytic languages, the words do not have any internal structure constructed. In this kind of language, syntax relations in a sentence with the word lexical tool not but help out the word by word or grammatical arrangement of words expressed” (Alborzi Varaki, ibid:7 In his research on Persian language, Alborzi (ibid:12) believes that the Persian language suggests some degree of links and in some extent is a hybrid language.

Research Methodology

This paper, using field research methodology, examines how vocabulary learning is used in Chinese learners. This article empirically examines Chinese students’ learning of vocabulary. Data come from 24 randomly selected Chinese students who had passed a 16-week course on Persian at Imam Khomeini International University. In order to evaluate their language competence, the students were given a word-centric (vocabulary) test, which suited their level. Students were divided into two groups: test and Control. The test group were taught based on different methods such as vocabulary teaching, structural and functional segmentation and structural matching between the two languages; and the control group were taught based on only teaching vocabulary without translation. A second test was given to the students to assess their learning. Results showed that those students who had been exposed to translation method had a better output.

Conclusion

Chinese language learners have a lot of tendency to translate words and they are interested in understanding the meaning of the words. But the translation is meant to express the meaning of words is not enough in all cases. Teacher as an educational guide should use the learners' tendency to learn how they are accustomed to and must be able to balance the various methods. When the translation can be effective, in addition to paying attention to the spatial and syntactic position of the components of the words, that the semantic and functional relation of the words is also considered in the text.


Keywords

Subjects

• Deyhim G. (2000). Linguistique Française. Teheran : Presse universitaires de l'Iran.
• Galisson R. (1983). Des Mots pour Communiquer. Paris.
• Galisson R. (Octobre 1984). Le français dans le Monde. n˚188. Paris.
• Hameau M-A. (Juin 1969). Le français dans le Monde. n˚65. Paris.
• Abbasi, A.; S. Kiyani & A. Rostami (2017). “The effects of explicit teaching of some derivational suffixes to L2 learners of Persian”. Language Related Research. 8(4). Pp. 1-26. [In Persian].
• Ahangari, S. & Z. Abodolah Pour (2010). “The effects of multimedia annotations on Iranian EFL Learners’ L2 vocabulary learning”. Iranian Journal of Applied Linguistics. 1 (6). Pp. 1-18. [In Persian].
• Alborzi Varaki, P. (2002). “Morphological typology”. Foreign Language Research. No. 12. Pp. 3-18. [In Persian].
• Allen, A.F. (1993). Techniques in Teaching Vocabulary. Oxford: Oxford University press.
• Austin, J. (1975). How to Do Things with Words. Harvard University Press.
• Bidgoli Gopandari, F. (2013). “The effect of using pictures on enhancing vocabulary knowledge of foreign Persian learners: case study of Korean Persian learners”. Journal of Teaching Persian to Speakers of Other Languages. 2(2). Pp. 119-138. [In Persian].
• Carter, R. & M. McCarthy (1988). Vocabulary and Language Learning. London: Longman
• Chastain, K. (1988). Developing Second Language Skills: Theory and Practice (3th ed). New york: Harcourt Javanovich Inc.
• Deyhim G. (2000). French linguistics. Teheran: Academic Press of Iran.[In French].
• Eslami, M. (2015). “Analysis of syntactic errors in Russian writing”. The First Persian Language Teaching Conference in Tarbiat Modares University. Tehran. electronic book. Pp. 46-35. [In Persian].
• Falk, J.S. (1978). Linguistics and Laguage (2nd ed.) USA: John Wiley and Sons, Inc.
• Galehdari, M. (2008). “Analysis of written error In Persian language learners". collectors Tajeddin & Abbasi. Articles Collection of Seminar of Teaching the Persian Language to the Non-Persian Learners. Tehran. Pp. 343-355. [In Persian].
• Galisson R. (1983). Words to communicate. Paris [In French].
• Galisson R. (October 1984). French in the world. N.188. Paris [In French].
• Ghiassi, A. & F. Jafari (2015). “Study of writing errors in non-Persian speaking , In Persian Language Center of Imam Khomeini international university”. In-university research project. Persian Language Center of Imam Khomeini International University of Qazvin. [In Persian].
• Hamlet M-A. (June 1969). French in the world. N6.5. Paris [In French].
• Healy, A.F. Barshi, et al. (1998). Toward Improvement of Training in Foreign Languages. In A.f. Healy and L.E.
• Heltai, P. (1989). “Teaching vocabulary by oral translation”. ELT Journal 43/4. Pp. 288-293
• Henriksen, B. (1999). “Three dimensions of vocabulary development”. Studies in Second Language Acquisition. 23. Pp. 303-317.
• James, M. (1996). Improving second language Reading Comprehension have on incidental Vocabulary Development Approach. Dissertation. Monaco: University of Hawaii.
• Kang, Sook- H. (1995) "The effects of a context embeded approach to second-language learning", System. 23/1. Pp. 43-55.
• Katamba, F. & J. Stonham (2006). Morphology. UK: Macmillan Education.
• Kimasi, R. (2010). “Preparing the texts for vocabulary teaching, based on the theory of of semantic domains, special for non-Persian advanced language learners”. M.A Thesis. Shahid Beheshti University. [In Persian].
• Kojic-saboo, L. & P. M. Lightbown (1999). “Students’ approaches to vocabulary learning and their relationship to success”. Modern Language Journal. 83(ii).Pp.176- 192.
• Krashen, S. (1986). Principle and Practice in Second Language Acquisition. Oxford: Pergaman press.
• Letafati, R. & F. Jafari (2007). “Cultural role of words in Language teaching”. Human Sciences of Shahid Beheshti University. 56. Pp. 131-151. [In Persian]
• Lewis, M. (1993). The Lexical Approach: The State of ELT and a way forward. Hove. England: Language Teaching Publication.
• Mackay, R. (1986). “Review of the words you need, more words you need”. ELT Journal. 40/1: 75-76.
• McCarthy, M. (1990). Vocabulary. Oxford: Oxford University press.
• Meuwese, K. L. (2002). Common Vocabulary Teaching Techniques and their Effectiveness for Promoting Production among Intermediate Learners of German. UMI. 3060506.
• Nation, I.S.P. (1982). “Beginning to learn foreign vocabulary: a review of the research”. RELC Journal. 13. Pp. 14-36.
• Nation, P. & J. Newton (1997). “Teaching Vocabulary,” In J, Coady and T, Hudson (Eds.), Second Language Vocabulary Acquisition. Pp: 238-224.
• Pourdaryai Nejad, A. (2011). “The Study of the Influence of Rehearsal Strategies and Phonological Awareness Training on Iranian Students Ability in Foreign Vocabulary Learning”. Foreign Language Research Journal. 1(1). Pp. 21-36. [In Persian]
• Raqib Dust, Sh. & R. Jodairi Jamshidi (2012). “The Effects of Teaching Lexical Networks on Reading Comprehension of Foreign Persian Language Learners”. Journal of Teaching Persian to Speakers of Other Languages. 1(2). pp. 135-161. [In Persian]
• Richards, J.C.; J. Platt & H. Platt (1992). Longman dictionary of language teaching and applied linguistics (2nd ed.) England: Longman Group
• Rivers, W.M. (1981). Teaching Forign Language Skills, Chicago and London: The University of Chicago Press.
• Shahbazi, I. (2008). “Selection and vocabulary training (with a brief critic on Azfa vocabulary)”,collectors Tajeddin & Abbasi. Articles Collection of seminar of teaching the Persian Language to the Non-Persian Learners. Tehran. Pp. 233-268. [In Persian].
• Shaqaqi, V. (2015). Descriptive Dictionary of Morphology. Tehran: Scientific Publication. [In Persian]
• Spear, R. A. (1975). NTC's Dictionary of Grammer Terminology. USA: National Textbook Company.
• Stieglitz, E.L. (1983). “A practical approach to vocabulary reinforcement”. ELT Journal. 37/1: Pp.71-75
• Tabakhnick, B. G. & L. S. Fidell (2007). Using Multivariate Statistics (5th ed.), Boston: Allyn & Bocon.
• Vermeer, A. (1992). “Exploring the Second Language Learner Lexicon”. The Construct of Language Proficiency: Application of Psychological Models to Language Assessment. Amsterdam: John Benjamins Publishing Company.
• Virginia French, A. (1987). “Techniques in teaching vocabulary”. Translated by Qasem Kabiri. Roshd Foreign Language Teaching Journal. 3(11-12). Pp. 10-17 & 27-28. [In Persian]
• Wilkins, D.A. (1972). Linguistics in Language Teaching. Cambridge: The MIT Press.
• Zandi, B. (2015). An Analysis of Written Error In Persian Language Learners. Master's thesis. Al-Zahra University. [In Persian]
• Zarqamian, M. (1993). Reading vocabulary of children in primary school of Iran. M.A Thesis. Tehran: Institute for Cultural Studies and Research. [In Persian].
• Zia Hosseini, S.M. (2006). Principles and Theories of Teaching Persian Language to non-Persian speakers. Tehran: Sokhan Publications. [In Persian]
Language Related Research
Volume 9, Issue 2 - Serial Number 44
May and June 2018
Pages 111-137