پيش‌نهاد تكميلي الگوي آموزش زبان برپايهٔ ديدگاه اسطوره شناختي

Conceptual Metaphore , Phenomenology , Cognition an‎d Language , Mythology , Symbolic Thinking

A Proposed Complementary Language Teaching Model Based on a Mythological Perspective

زبان و ادبيات فارسي

This research aims to design a novel model for Persian language teaching by exploring the integration of two theoretical frameworks: quadri-elemental mythology (water, fire, earth, air) an‎d conceptual metaphors. The primary issue addressed is the inefficacy of conventional language teaching methods in conveying abstract an‎d cultural concepts deeply an‎d meaningfully to non-Persian speakers. The target language learnersʹ proficiency level in this study is considered to be intermediate to advanced, a choice based on considerations that will be discussed further on. To this end, the present study employs a hybrid approach, combining Conceptual Metaphor Theory (Lakoff & Johnson) with the phenomenology of imagination by Gaston Bachelard an‎d applied mythology. The main focus is on the four classical elements as universal archetypes, which are widely reflected in Persian culture an‎d language an‎d facilitate an intuitive understan‎ding of complex concepts. This research is of a fundamental-theoretical nature, an‎d its data was collected through library research an‎d qualitative content analysis of sources. Our selec‎ted entries for data collection were of two types: textual an‎d lexicographical. The lexicographical entries were compiled relying on Dehkhodaʹs "Amthal va Hekam" an‎d Shamluʹs "Kucheh" dictionary, considering both colloquial an‎d formal levels. Furthermore, within the domain of Persian literature, from among poetic divans, our textual focus was on the Divan of Hafez. It should be noted that the selec‎tion of these specific entries was purely for illustrative purposes; since methodologically this choice does not influence the research process, it was entirely arbitrary. The ultimate outcome of this research is to present a structured an‎d practical model for designing educational content an‎d pedagogical activities. This model assists instructors an‎d curriculum developers in leveraging the symbolic capacity of myths an‎d the cognitive mechanisms of conceptual metaphors to transform the process of learning Persian into a rich an‎d meaningful experience. This paradigm not only enhances linguistic skills but also strengthens cultural literacy, symbolic thinking, an‎d the understan‎ding of the worldview embedded in the Persian language an‎d culture. Ultimately, this study is a step towards moving beyond merely formal language instruction towards a profound, insightful pedagogy that positions language as a bridge for understan‎ding the culture an‎d ontology of a civilization.

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