Critical Discourse Analysis of Teaching Persian Language to Non-Persian Speakers with a Focus on the Sociocultural Dimension of AZFAs Discourse

Abstract

In this research, teaching Persian to non-Persian speakers (AZFA) is considered as a discourse and its sociocultural dimension is studied under the light of critical discourse analysis (CDA) and critical classroom discourse analysis (CCDA), with a focus on culture and cultural teaching. The main goal of this analysis is to resolve common challenges on culture and cultural teachings in the AZFAs discourse and many of the common beliefs and impressions on the topic in question and these untrue, based beliefs are reviewed and by the critical attitude of this research are denaturalized and demythologized. The core data of this research are prepared by the survey method, which means to interview and talk with subjects and participants of AZFAs discourse. In this paper, based on 23 objective data, a deep gap between judgments and mental Propositions of the executives and agents of the AZFAs discourse has elucidated. This gap is in contrast with the truth about the culture and cultural teaching. Therefore, to provide a critical insight at teaching Persian to non-Persian speakers and to create a discourse-based framework on culture and cultural teachings, it is essential to make a fundamental change in our intellectual infrastructure, and fundamental revision about the issue of culture. This change is effective, when it comes to fairness and logic, and equally lies on actual and objective data which is extracted from the AZFAs discourse. Based on these data, solutions are provided in a comprehensive framework to solve mentioned gap and its related damages.

Keywords

• teaching persian to non-persian speakers (azfa)
• critical discourse analysis (cda)
• critical classroom discourse analysis (ccda)
• azfas discourse
• culture