A Computationally-Grounded Theoretical and Pedagogical Framework for Teaching Persian as a Foreign Language: Bridging Linguistics and TPFL (AZFA) Insights
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Beschreibung
The field of Teaching Persian as a Foreign Language (TPFL) has long relied on materials that, while practical, rarely draw on systematic insights from generative linguistics, cognitive semantics, or second-language acquisition research. As a result, persistent transfer errors, particularly from Arabic, Turkish, and English, continue to fossilize, and complex features such as the ezafe construction, the particle râ, and the pragmatic system of taarof remain disproportionately difficult to acquire.
This monograph offers a remedy. It presents a coherent, evidence-based framework that integrates Universal Grammar, cognitive-semantic principles, and usage-based learning, and translates them into concrete diagnostic and pedagogical tools. The proposals are grounded in controlled empirical studies conducted between 2024 and 2025 with over 600 learners (primarily Arabic L1), using corpus analysis, eye-tracking, ERP, and longitudinal outcome measures.
The aim is straightforward: to provide TPFL instructors, curriculum designers, and researchers with a theoretically principled yet classroom-ready alternative to the current generation of resources, and to accelerate the path from interlanguage plateaus to fluent, culturally nuanced Persian.
Autor*in
Amir Karimipour
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Persisch Sprachdidaktik Linguistik