Linguistics
Abstract
Textbooks and teaching materials have high-priority in foreign language teaching and they provide a curriculum-based framework for teachers.Since language teachers are faced with a myriad of resources when choosing, they must systematically evaluate them so that they can decide on the most appropriate ...
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Textbooks and teaching materials have high-priority in foreign language teaching and they provide a curriculum-based framework for teachers.Since language teachers are faced with a myriad of resources when choosing, they must systematically evaluate them so that they can decide on the most appropriate textbook to suit the needs of their language learners. What is remarkable in this regard is that today with the expansion of Persian language teaching to non-Persian speakers, the number of audiences and those interested in learning the Persian language is increasing, several books and educational resources have been provided to achieve this goal; accordingly, the evaluation of Persian language teaching resources also helps Persian language teachers in choosing the correct and appropriate educational materials. In this regard, the present study tried to learn to evaluate the Persian educational collection (Zolfaghari et al., 2002) using the evaluation checklist of the book Mokandan and Nimehchi Salem (2015) from the point of view of Persian language teachers. Based on this checklist, 19 teachers evaluated the "Farsi Biyamuzim" educational series and a semi-structured interview was conducted with 5 teachers. The results of this study showed that this educational complex, although it is currently being taught in many Persian language teaching centers and is evaluated at a relatively good level in terms of educational content from the perspective of teachers, also faces shortcomings and limitations that the author of this research offers suggestions for improving the visual and content quality of this collection.
Zari Saeidi; Zahra Tahavori
Abstract
With the globalization of Technology and the rapid development of the information technology, using computers and other technological tools in teaching is of utmost significance. Following this line of approach, teachers and instructors in the field of teaching language should also use these tools to ...
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With the globalization of Technology and the rapid development of the information technology, using computers and other technological tools in teaching is of utmost significance. Following this line of approach, teachers and instructors in the field of teaching language should also use these tools to enhance effective teaching. The finding of research studies indicate that although most teachers and instructors are willing to utilize these tools in teaching language skills, they refuse to do it due to their fear/phobia towards the use of technology tools in their classrooms. Therefore, the thrust of the present paper had been to investigate the ‘how’ of the probable relationship between the technophobia and computer literacy variables in the instructors of Persian/Farsi to non-native learners. To this end, 40 instructors of the two centers of teaching Persian to non-Persian speakers were randomly selected using the convenience sampling technique. They were then asked to respond to three questionnaires of demographic information, assessment of the level of Computer Literacy developed by Son, Robb, Charismiadji (2011) and Computer Anxiety by Rosen and Weil (1995). The findings showed a significant (at 0.05 probability level) and negative relationship between the two variables i.e. the fear of technology or technophobia and computer literacy. In other words, teachers with more computer literacy, had less fear of technology (Technophobia). That is, those language instructors/teachers who had more fear of technology or were more technophobic, had lower levels of computer literacy. The results of the present study provided the educational planners/stakeholders with some strategies for educating teachers/instructors of Persian and posed some suggestions for a more efficient process of teaching Persian language based on the new needs of the use of technology in education.
