طراحي الگويي براي آموزش افعال وجهي در زبان فارسي به غيرفارسي زبانان

Modal verbs constitute one of the most important linguistic resources for expressing attitude, obligation, possibility, an‎d volition in Persian, playing a fundamental role in meaning construction an‎d effective communication. Nevertheless, an examination of Persian language textbooks for non-native learners reveals that the instruction of modal verbs often fails to reflect their patterns of use in natural language. The present study aims to analyze the usage patterns of Persian modal verbs based on corpus data an‎d to compare these patterns with those presented in instructional materials, with the ultimate goal of proposing a pedagogical model grounded in empirical linguistic evidence an‎d principles of pedagogical grammar. The study adopts a corpus-based approach. To this end, linguistic data were extracted from two well-established Persian corpora, namely the Bijankhan Corpus an‎d the Hamshahri Corpus, an‎d analyzed using corpus analysis tools such as AntConc, complemented by line-by-line examination of the data. In parallel, several Persian language teaching textbook series were systematically analyzed, an‎d the frequency, types, an‎d usage patterns of modal verbs in these materials were compared with the corresponding corpus data. The findings indicate that among the textbooks examined, the Porfa series shows the highest degree of conformity with corpus-based patterns of modal verb usage, followed by the Framework series, while Farsi Biamoozim exhibits the lowest level of correspondence with natural language use. Furthermore, the corpus analysis reveals a high frequency of the modal verbs tavānestan (can), bāyad (must), an‎d khāstan (want), underscoring their central role in the expression of modality in Persian an‎d highlighting the necessity of prioritizing these verbs at the elementary an‎d intermediate levels of instruction.Overall, the results underscore the need for developing a pedagogical model aligned with the principles of pedagogical grammar an‎d informed by corpus-based evidence. Such a model, by emphasizing authentic language use, can contribute to more systematic an‎d effective instruction of Persian modal verbs an‎d ultimately enhance the communicative competence of non-native learners of Persian.

4

157081