Document Type : Original Article
Authors
1 PhD of Teaching Persian to Non-Persian Speakers, Faculty of Persian Literature and Foreign Languages, Allameh Tabatabaei University, Tehran, Iran.
2 Professor Department of Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabatabaei University, Tehran, Iran.
Abstract
Grammar instruction presents a significant challenge in second language education. This challenge is particularly evident in teaching Persian grammar to non-native speakers. A crucial issue in the field of second language acquisition is understanding the developmental stages that learners go through and the underlying reasons. Processability Theory, a prominent framework, posits that second language acquisition follows a developmental hierarchy: Learners acquire content words, function words, phrases, sentences, and subordinate clauses in a specific order. Given the complexity of Persian grammar, particularly conditional structures, this study aimed to investigate the acquisition sequence of these structures among non-native Persian learners from a processability perspective. By analysing interviews with 120 learners at varying proficiency levels, we determined the order in which learners acquired different conditional constructions. The findings revealed a specific acquisition order: Learners typically mastered simpler conditional forms before progressing to more complex ones. Accordingly, a pedagogical model for teaching conditional structures was proposed, tailored to the specific challenges and developmental stages of non-native Persian learners. This model is grounded in the Processability Theory, ensuring a systematic and effective approach to instruction.
Keywords
- Processability Theory
- Conditional Construction
- Teaching Persian to the Speaker of Other Languages
- Processability Hierarchy
- Teaching Persian Grammar
Main Subjects
Authors retain the copyright and full publishing rights. This is an open access article distributed under Creative Commons Attribution 4.0 International License (CC BY 4.0).
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