Persian Language Material Evaluation for Non-Iranian Students: An Analysis of the Persian Textbook “Mina”
Effective educational sources are considered significant criteria for enhancing the quality of teaching and learning the Persian language. However, designing and preparing suitable educational sources to cater to the requirements of the non-Persian speaking learners in different universities of the...
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| Formato: | article |
| Lenguaje: | FA |
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Organization for Researching and Composing University Textbooks in the Humanities SAMT
2021
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| Acceso en línea: | https://doaj.org/article/69452f2d101c4311ae1b710ba78650b7 |
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| Sumario: | Effective educational sources are considered significant criteria for enhancing the quality of teaching and learning the Persian language. However, designing and preparing suitable educational sources to cater to the requirements of the non-Persian speaking learners in different universities of the world is a challenging affair. As informative instructional sources, textbooks play an essential role in Persian language programs and they can considerably motivate Persian language learners. Hence, it would be logical to evaluate the content and structure of Persian language textbooks from different perspectives. There are numerous checklists for evaluating the usefulness and appropriateness of language textbooks in research sources from among which Miekley’s (2005) checklist is considered an effective criterion for evaluating language textbooks. This checklist comprises five elements for analyzing the textbooks from the viewpoints of teachers and learners. The purpose of this study is to evaluate the textbook of “Mina” from the viewpoint of instructors by using this checklist and to shed light on whether or not this newly designed textbook could meet the needs of the Persian language practitioners. The findings of the research showed that from the point of view of the teachers, only the fourth element, i.e., “the texture” (sig <0.05) could make sense in this regard. The results also indicate that the other 9 main indicators are not in optimal condition. These findings could bring insightful understandings for the teachers of the Persian language and could help them do away with its shortcomings in classrooms with the help of other teaching materials. |
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