Document Type : Original Article
Authors
1 Allameh Tabatabaei University, Tehran, Iran
2 Linguistics, Faculty of 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 question in the field of second language acquisition is understanding the developmental stages that learners progress 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 analyzing interviews with 120 learners at varying proficiency levels, we determined the order in which learners acquired different conditional constructions. Our findings revealed a specific acquisition order: learners typically mastered simpler conditional forms before progressing to more complex ones. Based on these results, we propose a pedagogical model for teaching conditional structures, 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
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