چكيده لاتين
Objective: This study aimed to develop educational content for teaching Persian vocabulary to non-Persian speakers at the intermediate level. The primary goal was to design teaching materials based on semantic domains, utilizing a task-based approach to address the challenges of traditional vocabulary teaching methods, such as rote memorization and lack of practical application.
Methodology: The research was conducted using a descriptive-analytical method with a focus on designing educational content. Initially, theoretical foundations related to semantic domains, vocabulary teaching, and the task-based approach were extracted through a library study and review of credible sources. Subsequently, based on the Reference Framework for Persian Language Teaching, eight instructional lessons for the intermediate level were developed, with vocabulary organized according to key semantic domains and presented through communicative and meaningful tasks.
Findings: The analysis identified and classified eight key semantic domains for the intermediate level: arts, natural resources and energy, animals, culture and traditions, clothing, transportation, shopping and stores, and occupations. Vocabulary for each domain was selected based on the Reference Framework for Persian Language Teaching and semantic clustering principles to facilitate contextual learning. For each domain, educational content was designed within the task-based approach framework, structured in three stages: pre-task (activating prior knowledge using visual stimuli and discussions), task cycle (engaging in interactive activities such as role-playing, group projects, and problem-solving), and post-task (providing feedback, correction, and consolidation of learning).
Conclusion: The findings indicate that integrating semantic domains with the task-based approach provides an effective framework for teaching Persian vocabulary to non-Persian speakers. This approach transforms vocabulary learning from mere memorization into an active and interactive process, enhancing learners’ communicative skills and cultural understanding. The developed educational materials can serve as a model for creating additional resources for Persian language teaching. For future research, implementing these materials in classroom settings and evaluating their impact on learners’ performance is recommended.
