Document Type : Research Paper

Author

• Raheleh Kalantari Daruankela

Lecturer of Persian Language Center of Amir Kabir University

Abstract

Learning prepositions is one of the most challenging topics in the field of language teaching. Persian suffixes are generally divided into simple and compound categories. In this research, the teaching of four simple additional letters "from, to, with, in" has been studied and examined. The purpose of this study was to investigate the feedback of foreign language learners to the teaching of these prepositions with a cognitive approach. Two groups of non-Iranian language learners participated in this study: the first group: the control group; The second group: intervention group. After teaching these letters to the intervention group with a cognitive approach and reviewing and analyzing the errors of language learners of the two groups in pre-test and post-test, it was found that language performance of students in three levels of understanding, recognition and production of four additional letters "from, with, to, in" The intervention group received a higher score than the control group in the post-test.

Keywords

• adpositions
• cognitive Approach
• Input
• Output