طلیعه منصوری جوزانی

One of the challenges in the field of second language education is grammar. Teaching Persian grammar to non-Persian speakers also faces numerous challenges. Furthermore, one of the crucial issues in second language learning and teaching is understanding the stages second language learners go through during their language acquisition and the reasons behind them. One of the prominent theories in this area is the Processability Theory, which suggests that second language acquisition follows a developmental hierarchy known as the Processability Hierarchy. According to the Processability Hierarchy, second language learners acquire content words, function words, phrases, clauses, and subordinate clauses in that order. Due to the importance of grammar and the challenges involved in learning and teaching certain grammatical structures of Persian, we decided to first examine the stages of learning conditional, causative, relative, tense, and aspect structures of Persian by non-Persian speakers based on the Processability Theory, and then provide a model for teaching these structures to non-Iranian Persian learners. To do this, based on the syntactic features of the mentioned structures, we determined the position of these structures in the Processability Hierarchy. This research was conducted in two phases using the spoken and written productions of non-Iranian Persian learners. In the first phase, we collected spoken data using the interview technique. The participants in the first phase of this study were ۱۲۰ non-Iranian Persian learners studying Persian at the Persian Language Center for Non-Persian Speakers at Allameh Tabataba'i University, who were selected based on the Saadi Foundation's Persian Language Teaching Reference Standard for Non-Persian Speakers and were at five levels: elementary, pre-intermediate, intermediate, upper-intermediate, and advanced. The interviews were recorded simultaneously and then transcribed. In the second phase, we used ۴۶۰ written texts produced by Persian learners from elementary to advanced levels. The data from both phases of the study were analyzed based on the three methodological principles of the Processability Theory (distributional analysis, emergence criterion, and implicit scaling). After analyzing the data, it was determined in what order foreign Persian learners acquire the structures studied in the research. Additionally, based on the findings, a model for teaching these structures was presented. Finally, it was also found that the learning process of the mentioned structures by foreign Persian learners is consistent with the predictions of the Processability Theory."