Persian Language and Literature
ahmad behnami
Abstract
"The Analytical History of Persian Language", written by Homeira Zomordi, has been written for one of the courses in Persian language and literature. Has the author been successful in her goal of introducing students to the history of the Persian language? The author of this article has reviewed this ...
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"The Analytical History of Persian Language", written by Homeira Zomordi, has been written for one of the courses in Persian language and literature. Has the author been successful in her goal of introducing students to the history of the Persian language? The author of this article has reviewed this book. In this study, there are several shortcomings that can be enumerated as follows: many errors which can be seen in writing and some typographical errors, some of the historical information listed in the book is incorrect, lack of information which causes an incomplete understanding on the part of the reader, adequate sources have not been used in the writing of this book, the various sections of this book are taken from the research of the predecessors, and the author has not played much of a role in finding what he mentions.
Persian Language and Literature
Zahra Jahani; Shima Ebrahimi; Samira Bameshki
Abstract
Emotioncy, coined from the combination of emotion and frequency, focuses on emotions evoked by the senses from which we receive inputs, hence learning happens. The importance of emotioncy in designing coursebooks cannot be ignored. Drawing on the levels of emotioncy, the present study aims to assess ...
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Emotioncy, coined from the combination of emotion and frequency, focuses on emotions evoked by the senses from which we receive inputs, hence learning happens. The importance of emotioncy in designing coursebooks cannot be ignored. Drawing on the levels of emotioncy, the present study aims to assess the level of students and teachers’ satisfaction with the content of Persian language history books. In doing so, 150 students majoring in Persian Language and Literature were invited from 14 universities to fill in an emotioncy questionnaire, developed by the authors. The attitudes of eight teachers with regard to their satisfaction with the book content were gathered by semi-structured interviews. The analysis of the questionnaire data indicates that the Visual factor and Inner factor received the highest and lowest levels of students’ satisfaction (i.e. 14.57 & 8.00), respectively. As a result, the students were not generally satisfied with the book content. The teachers mentioned that the books have failed to take into account emotions, despite their importance. It appears that the employment of emotioncy in drafting coursebooks on the history of the Persian language could facilitate learning for students as they become emotionally engaged with the teaching content, hence the learned materials are easily transferred to permanent memory.