زبان کاوی کاربردی (May 2024)
The Acquisition and Instruction of Causative Structures in Persian through the Lens of Processability Theory [In Persian]
Abstract
The structure of language and researchers' perspectives on it have underpinned the evolution of second language pedagogy. Consequently, the progression of second language education can be categorized into three distinct stages. Initially, language education was synonymous with grammar instruction; subsequently, grammar was excluded from the curriculum; and finally, grammar instruction was reintegrated and complemented with communicative approaches. Thus, it is evident that grammar poses a significant challenge in second language education, a challenge that extends to teaching Persian grammar to non-native speakers. Moreover, a critical aspect of second language learning and instruction is the acquisition process—specifically, the stages second language learners navigate and the reasons behind them. Numerous scholars have explored this topic, including Manfred Pienemann, who in 1998 proposed the “Processability Theory.” This theory delves into the intricate process of second language grammar acquisition, positing that learners advance through a structured sequence known as the “Processability Hierarchy.” Processability Theory posits that second language learners sequentially master content words, function words, phrases, sentences, and subordinate clauses. Considering the discourse on the significance of grammar and the difficulties in learning and teaching specific grammatical structures in Persian, the researchers sought to explore the acquisition of causative constructions by non-native Persian speakers, employing Processability Theory. They then intended to develop a teaching model for these constructions, tailored for non-Iranian Persian learners, using the research outcomes. To accomplish this, they needed to ascertain the Processability Hierarchy stage at which each Persian causative construction is acquired. Following their investigations, they discovered that simple causative constructions are learned during the sentence processing stage, whereas complex causatives are mastered at the subordinate clause processing stage. Building on this, data was gathered using an interview technique, as recommended by the theory. The study involved 120 non-Iranian Persian learners across five proficiency levels: beginner, pre-intermediate, intermediate, upper-intermediate, and advanced. The data were scrutinized using analytical methods consistent with Processability Theory. The analysis confirmed the theory's prediction that Persian learners initially grasp simple causatives before moving on to complex ones. Moreover, it was established that learners progress through the periphrastic, unequal root, equal root, compound unequal, and mono-lexical causatives in sequence when learning simple causatives. For complex causatives, the order of acquisition was found to be agentive-obligative unrestricted, without implicit meaning, with negative implicit meaning, agentive-obligative permissive, and patientive-obligative compulsive. Ultimately, the research findings informed the creation of a model for teaching causative constructions in Persian to non-native speakers.
