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Persian Language & Culture DOCUMENT RESUME ED 350 863 FL 020 697 AUTHOR Mir-Djalali, Elahe TITLE Persian Language & Culture. INSTITUTION California Univ., Berkeley. Dept. of Linguistics. SPONS AGENCY Office of International Education (ED), Washington, DC. PUB DATE 92 NOTE 516p. AVAILABLE FROMElahe Mir-Djalali, University of California, Department of Linguistics, P.O. Box 40345, Berkley, CA 94704. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Classification; Communicative Competence (Languages); *Cultural Awareness; Education; Holidays; Islamic Culture; *Language Proficiency; Marriage; Non Roman Scripts; *Persian; Phonetics; Religion; Second Language Instruction; *Second Language Learning; Social Behavior; Socialization; *Sociolinguistics; Standards; Teaching Methods; Training; Uncommonly Taught Languages; Verbs; Vocabulary; Writing Instruction; Written Language IDENTIFIERS *American Council on the Teaching of Foreign Langs; Koran; Politeness ABSTRACT Designed to be used as complementary instructional material for American students as well as second-generation Iranians in America, this work presents a collection of material for teaching Persian language and culture. Research and analysis of some relevant linguistic issues, interactive methodology of language teaching and acquisition, and models of instructional material are included. An introductory section includes discussion of elements of learning, successful understanding and communication, and a schematic classification of the content of the volume. The four main sections of the volume are as follows: (1) Instructional Tools (language, meaning and the Holy Koran, Islam, phonetics and phonology, writing, and verbs);(2) Instructor's Material (communicative interaction material for the classroom, communicative performance alternatives such as scenario and role playing, proficiency, and testing strategic interaction);(3) Classroom Material (Noruz, marriage, politeness protocols, and education and training); and (4) Additional Tools lexicon of the vocabulary used in lesson plans, selected readings, selected references, and a bibliography. Appended are the ACTFL provisional proficiency guidelines. Contains 55 references. (Author/LB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** PERSIAN LANGUAGE & CULTURE "PERMISSION TO REPRODUCE THIS U S. DEPARTMENT Of EDUCATION MATERIAL IN MICROFICHE ONLY Office it Educational Research andimprovement HA BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) (AAhis document has been reproduced as fe___<st-o-rca-i...\-- received from the person or organization originating it Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES Points of view or opinuons staled .n thls docu- INFORMATION CENTER (ERIC)." ment do not necessarily represent official OERI position or policy Oahe Mir - Djalali, Ph.D. University of California, Berkeley Department of Linguistics Robert J. Di Pietro, Ph.D. Consultant Mohammad R. V. Atef, Ph.D. Consultant M.T.O. Consultant BEST COPY AVAILABLE United States Department of Education International Research and Studies Prog-z,m 1992 Learning Persian Language & Culture_ PERSIAN LANGUAGE & CULTURE TABLE OF CONTENTS Preliminary Remarks 1 PART ONE: Instructional tools Language 11 I. Origin & History 11 Indo-European Languages 13 III. Persian Language 19 III.1 Old Persian 22 III.2 Middle Persian/Middle Iranian 26 111.3 Modern Persian 27 IV. Writing System 35 Meaning and the Holy Koran 4 9 I. Words vs. Concepts 50 II. Relativity and Concepts 54 III. The Holy Koran 56 Islam 6 0 I. The Teachings of Islam 62 II. Koranic Concepts 64 III. The Holy Prophet 71 Phonetics & Phonology 7 4 I. Rules of Phonological Transcription 74 II. Transcription Conventions 77 III. Sounds & Transcriptions 79 Writing 8 3 I. The Alphabet 86 II. Sounds and Writing 87 II.1 Vowels and Semi-Vowels 87 11.2 Consonants and Consonant Clusters 95 11.3 Diacritics 100 III. Some Spelling Rules 102 HU Prepositions and Affixes 102 111.2 Compound vs. Composed Forms 05 Rules 108 Learning Persian Language & Culture_ Verbs 111 I. Simple sentences & word order 111 II. Generalities about Persian verb formation 111 II. 1 General remarks 111 II. 2 Morphological formation 112 DEL Criteria of classification of regular verbs 118 IV. List of regular verbs 119 V. Criteria of classification of irregular verbs 123 VI. List of irregular verbs 123 PART TWO: Instructor's material For the teacher 127 I. Classroom Planning: Communicative Interaction 127 Scenarios and the Benefits of Group Work 128 II. Classroom Organization: Use of Interaction skills 130 III. Classroom Participation: Strategic Interaction 133 Communicative Performance 138 Scenario vs. Role play 139 Phases in the Interactive Method 140 Evaluation 144 Linguistic & Interaction Elements 146 Proficiency 148 Testing Strategic Interaction 154 Review of basic steps; test module 157 PART THREE: Classroom material Unit One Noruz 163 Cultural Issues & Special Events 165 Vocabulary & Expressions 170 Situation 1- khlne takni Lo.:a 172 Interaction Scenarios, Vocabulary & Expressions 176 Example of Classroom Interaction 178 Variation Scenarios, Vocabulary & Expressions 183 Teacher's Debriefing (pronunciation, phonology and grammar) 186 ii Learning Persian Language & Culture_ Composition Topics 200 Situation 2- haftsin va tahvile s41 J 1..0 j 202 Interaction Scenarios, Vocabulary & Expressions 206 Composition Topics 208 What we learned 209 Selected Readings 212 Unit TwoMarriage 254 Marriage & Socialization 255 Cultural fluctuation 258 Cultural Issues & Special Events 260 Situation 1- kh4seg'-r- i .1 j..;. 272 Interaction Scenarios, Vocabulary & Expressions 273 Composition Topics 281 Situation 2- ngmndi as:)_41.1 283 Interaction Scenarios, Vocabulary & Expressions 284 Composition Topics 288 Situation 3- majlese aghd 289 Interaction Scenarios, Vocabulary & Expressions 290 Composition Topics 288 Unit ThreeProf 296 Prof, Politeness Protocols 297 Usage and examples 299 Key vocabulary & Expressions 302 Situation 1- mehm -ni 304 Interaction Scenarios. Vocabulary & Expressions 308 Composition Topics 311 Situation 2- eksi va mosafer 313 Interaction Scenarios, Vocabulary & Expressions 314 Composition Topics 317 iii U Learning Persian Language & Culture_ Unit FourEducation and Training 319 Social Issues & Special Trends 321 Vocabulary & Expressions 329 Situation 1- Hierarchy of authority:411 , ,..-, jai ,.....i.:Ij... 331 Interaction Scenarios, Vocabulary & Expressions 333 Composition Topics 337 Situation 2- Family guidancecrl.e....11.;.,l....1A I j 339 Interaction Scenarios, Vocabulary & Expressions 340 Composition Topics 344 Situation 3- Two mothers' conversationJJLA ,j,i a j.5.1.15 345 Interaction Scenarios, Vocabulary & Expressions 346 Composition Topics 349 PART FOUR: Additional tools I. Lexicon of the vocabulary used in lesson plans 350 II. Selected Readings 374 Ill. Selected Readings References 4 i7 IV. Bibliography 479 V. Appendix - ACTFL Provisional Proficiency Guidelines 489 iv Learning Persian Language & Culture_ ACKNOWLEDGEMENTS The present work is designed to be used as complementary instructional material for American students as well as second-generation Iranians in America. By its presentation, in separate sections, it could benefit the general public as a whole and students of all levels of Persian language in particular. The magnitude of any cultural heritage makes its full presentation inone given work practically impossible.Thus, from the cultural point of view and as language instruction, this work is to be considered a starting source that hopefully will encourage others to complete its different sections as outlined in the Preliminary Remarks, and to bring new light and material to a subject which deserves many years of professional time and research. The authors wish to express their appreciation and gratitude for the funds received from the U.S. Department of Education, International Research and Studies Program, and to mention in particular the officers who were helpful in many ways and especially understanding during the most difficult times in the life of the late Dr. Robert J. Di Pietro whom we lost to cancer on December 20, 1992. My special thanks go to professors and colleagues at the University of California, Berkeley, Department of Linguistics, who never failed to be professionally helpful as well as generous with their time and attention. I would like to name in particular Chailes Fillmore, Paul Kay, Eve Sweetser, Karl Zimmer, George Lakoff, Lilly Wong Fillmore, Hamid Mahamedi, Jaleh Pinazar, Mehdi Marashi, and Guadalupe Valdes. And a special thanks to many who read drafts of different chapters of this work and improved it with their comments: Martin Schwartz, Gilbert Lazard, Gary Holland, Claire Kramsch. No usual or special thanks are sufficient to acknowledge my debt to the Maktab Tarighat Oveyssi Shahmaghsoudi (School of Islamic Sufism), for the graceful welcome and the guidance I received through the generosity of Hazrat Pir. My deepest heartfelt gratitude goes to the outstanding professional manner in which I was shown the highest level of Islamic teaching. Others deserving our thanks include Kathleen Hubbard, who has made valuable contributions to the editing and the linguistic relevance of this work; Ily Christopher Darai, Zarrin Ferdowsi,
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