A comparative study of communicative and audio-lingual approaches in the development of listening skill of non-Persian speakers based on the concept of complexity

Document Type : Research Paper

Authors

1 Imam Khomeini International University

2 Imam Khomeini International University. Qazvin. Iran.

Abstract

The purpose of this study is the comparison of the indicators of communicative and, audio- lingual approaches with each other, and it focuses on what methods each approach has in preparing the listening skill lesson plan and strengthening it. The theoretical framework of this research was based on the concept of complexity. To compare these two approaches, two lesson plans made by the researcher, according to the indicators of communication and, audio- lingual approach, , its design and validity were examined by experts in the field of teaching Persian to non-Persian speakers. Then, a questionnaire inspired by the concept of evaluation of educational materials by McDonough, Shaw, and Michael, which was the tool of the present research, was designed and localized as much as possible. The statistical sample of this research was 31 specialists in teaching Persian to non-Persian speakers who completed the questionnaire and collected the research data. Based on the analyzed data, it was concluded that there is no significant difference between the communicative approach and the audio- lingual approach, and along with the progress of the language ability of Persian students, to strengthen listening skills, the communicative approach will be more prominent, and the audio- lingual approach will be less prominent. Thus, the necessity and importance of both educational approaches in teaching listening skills were proved in this research. It was also found that the listening activity based on the concept of complexity is the primary indicator in the communication approach; that is, the value of communication is higher than grammatical lexical processes and parts of speech. In the end, by comparing these two educational approaches, it was found that although in some cases, the audio- lingual approach has a significant effect on the listening skill, other indicators make the communication approach important.

Keywords

Main Subjects

References

  1. تاج‌الدین، ضیاءالدین؛ عشقوی، ملیحه. (1392). «آموزش زمان­های فارسی به غیرفارسی­زبانان: مقایسه روش­های تدریس ساختاری و ارتباطی». دوفصلنامه علم زبان1. شماره 1. صص: 83ـ108.
  2. شاهولی، کامران. (1395). یادگیری بر مبنای نظریه پیچیدگی، یادگیری مداوم است. مجموعه مقالات همایش ملی انجمن فلسفه تعلیم و تربیت ایران. اهواز. دانشگاه شهید چمران.
  3. فرجی مرزنگو، سلیمان. (1379). آموزش زبان فارسی به غیرفارسی­زبانان با روش ارتباطی (پایان‌نامه کارشناسی ارشد). شیراز: دانشگاه شیراز.
  4. کدیور، پروین. (1392). روان­شناسی تربیتی. تهران: سمت.
  5. محمدی چابکی، رضا؛ بازقندی، پروین؛ ضرغامی همراه، سعید. (1396). «یادگیری در پارادایم پیچیدگی: ماهیت، قلمرو و فرایند». پژوهشنامه مبانی تعلیم و تربیت. دوره هفتم. شماره 1. صص: 47ـ65.
  6. وکیلی­فرد، امیررضا. (1399). «بررسی و شناسایی روش­ها و رویکردهای کارآمد آموزش زبان فارسی برای اهداف عمومی زبان­آموزان غیرایرانی». پژوهشنامه آموزش زبان فارسی به غیرفارسی­زبانان. سال دهم. شماره دوم (پیاپی22). صص: 21ـ52.

 

  • Biesta, G. & Osberg, D. (2007). Beyond re/presentation: A case for updating the epistemology of schooling. Interchange. 38(1), 15–29.
  • Brown, H. D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy, fourth edition. White Plains, NY: Pearson Education, Inc.
  • Nanzan Junior College Bulletin, Final Issue, 131-147, March 2018.
  • Eskandari, H., Fardanesh, H. & Sadeghzadeh, A. (2014). Contemporary Scientific Paradigms and Learning Theories. Journal of Studies on Educational Psycology. 11(20), 1-32. (In Persian)
  • Faraji Marzango, S. (2000). Teaching Persian language to non-Persian speakers based on communication method (Unpublished master's thesis). Shiraz :Shiraz University. [In Persian].
  • Jeremy Harmer (2015).The Practice of English Teaching. Pearson, 5th edition: Pearson Longman.
  • Kadivar, P. (2014). Educational Psycology. Tehran: Samt. (In Persian)
  • Kumai, W. N. (2018). Audiolingual Method vs. Communicative Language Teaching from the Perspective of Complexity Theory. Journal of Nanzan Junior College,131-147.
  • Larsen-freeman, D. (2000). techniques and principles of language teaching, 2nd ed. Oxford, UK: oxford university press.
  • McDonough, J. & C. Shaw (2003). Materials and Methods in ELT, Oxford: Blackwell.
  • Micheal Rost (2013). Teaching and Rrsearching Listening, 2end edition, Longman, United Kingdom, London.
  • Miekley, J. (2005). “ESL Textbook Evaluation Checklist”, The Reading Matrix, vol. 5, no. 2.
  • Najarian, P. (2015). The Explanation of Philosophical Foundations of Complexity Theory and itsImplications in Curriculum. PhD Thesis, Kharazmi University, Tehran. (In Persian)
  • Richards, J. C. & Rodgers, T. (2003). Approaches and methods in Language teaching.NY: Cambridge University Press.
  • Richards, J. C. & Rodgers, T. (2006). Approaches and methods in Language teaching.NY: Cambridge University Press.
  • Richards, J. C. (2014). ,“Creativity in Language Teaching”, Iranian Journal of Language Teaching Research, vol. 1, no. 3.
  • Tajeddin, Z. & Eshghavi, M. (2013). Teaching Persian Tenses to the Speakers of Other Languages:Impact of Structural and Communicative Tasks, Language science, 1(1), 83-108. [In Persian]

 

 

 

 

 

Persian Language International Teaching Studies
Volume 11, Issue 20 - Serial Number 1
September 2025
Pages 21-40

Files

History

  • Receive Date: 05 June 2025
  • Revise Date: 24 June 2025
  • Accept Date: 11 July 2025

Share

How to cite

Statistics