Analyzing the rhetorical techniques of Persian literature from the perspective of teaching non-Persian speakers

Document Type : Research Paper

Authors

1 PhD in Persian language and literature, Shahid Beheshti University, Tehran, Iran

2 Professor of the Department of Persian Language and Literature, Shahid Beheshti University, Tehran, Iran

3 Associate Professor, Department of Linguistics, Shahid Beheshti University, Tehran, Iran

4 Professor of the Department of Linguistics, Research Institute of Humanities and Cultural Studies, Tehran, Iran

Abstract

Literature, by breaking common rules in the form of rhetorical techniques, brings an artistic form for language and it deviates from the standard form. This can make it difficult for non-Persian speakers.The purpose of this study is to show "the aesthetic functions of rhetorical techniques in Persian language teaching" and "the introduction of appropriate literary arrays for Persian learning" by adapting these arrays to the results of the research in the field of language teaching, so that we are faced less likely to the deletion or simplification of literary works in Azfa's works. We showed how the literary language emerged from the perspective of Shafiei Kadkani and Safavi, then we studied the aesthetic functions of these techniques in the discussion of AZFA. After that we introduced the appropriate literary arrays in the Persian teaching, which in accordance with findings in the field of language teaching are similar to the principles of language learning, and they are: 1. verbal or musical (including phonetic parallelisms (poetry, repetition of phoneme and syllable), lexical (Radif and Tashabuh al-'Atraf) and syntax , and 2. semantic or linguistic (including metaphor and trope, metonymy, proportionality or (symmetry) and hyperbole). The result of this research, emphasizing the necessity of accurate and correct knowledge of literary language, specifies that literature despite being an artistic language and different from the standard language type, can be used as a secondary source in addition to language education in Azfa's works; because the mentioned literary arrays not only do not hinder language learning, but are in line with its goals and can help language learning.

Keywords

Persian Language International Teaching Studies
Volume 8, Issue 15
December 2022
Pages 143-169

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History

  • Receive Date: 06 September 2022
  • Revise Date: 19 October 2022
  • Accept Date: 20 October 2022

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