تدوين محتواي آموزش واژگان فارسي به غير فارسي زبانان براساس حوزه‌هاي واژگاني براي سطح متوسط

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.

5

147709