نوع مقاله : مقاله پژوهشی
نویسنده
استادیار گروه زبان و ادبیات فارسی دانشگاه فرهنگیان. تهران ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
The aim of the present study is to investigate the effect of environmental-linguistic immersion on learning Persian as a second language in Turkish-speaking first grade elementary school students. This study, based on second language acquisition theories including Krashen's input hypothesis, Vygotsky's sociocultural theory, and Sevin's output hypothesis, seeks to show how designing interactive and meaningful educational environments can lead to improving speaking and listening skills in Persian. The research method was a quasi-experimental type with a pre-test-post-test design with a control group. The research sample consisted of 50 Turkish-speaking students (first grade elementary school, first, second, and third grades) who were randomly assigned to two experimental and control groups. The experimental group was exposed to Persian language instruction in an immersive environment, while the control group received traditional instruction. The results of the analysis of covariance showed that environmental immersion had a significant effect on improving students' speaking and listening skills. The findings emphasize the importance of reviewing Persian language teaching methods in bilingual areas and moving towards interactive and context-based learning environments.
کلیدواژهها [English]
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