Handbook of Teaching and Learning Persian as a Second Language
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This collection explores relevant pedagogical and sociolinguistic topics in the teaching and learning of Persian as a foreign and second language. Owing to the dearth of research in many areas pertaining to the teaching and learning of Persian, this handbook provides empirically-supported insights into various aspects of these areas. While the literature on teaching and learning Persian is growing, the field lacks a cohesive collection on Persian as a foreign/second language. The book addresses issues pertaining to the standardization and validation of teaching and assessment methods, which…mehr

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Produktbeschreibung
This collection explores relevant pedagogical and sociolinguistic topics in the teaching and learning of Persian as a foreign and second language. Owing to the dearth of research in many areas pertaining to the teaching and learning of Persian, this handbook provides empirically-supported insights into various aspects of these areas. While the literature on teaching and learning Persian is growing, the field lacks a cohesive collection on Persian as a foreign/second language. The book addresses issues pertaining to the standardization and validation of teaching and assessment methods, which remain under-explored in the contexts of teaching and learning Persian. It also covers the teaching of Persian pragmatics, the use of corpora, as well as a range of different areas within linguistics, including phonetics, prosody, and historical linguistics. This comprehensive collection contributes substantially to the scientific study of many aspects of teaching and learning Persian which have been neglected for decades. A must-have text in Persian language pedagogy and Persian sociolinguistics, it an essential book for those in teaching and learning in Persian language programs worldwide.

Autorenporträt
Hooman Saeli received his Ph.D. in Linguistics from Oklahoma State University with a special emphasis on second language acquisition. His research interests include learner interest with corrective feedback and Persian socio-linguistics. He is the director of the ESOL program at the Univeristy of Tennessee at Knoxville, where he teaches courses on linguistics and ESOL. He is widely published with such publishers as Mouton and Routledge. A few of his latest articles are "Inflectional morphemes in Persian address terms: A sociolinguistic analysis" (Routledge); "Some linguistic indicators of sociocultural formality in Persian" (Mouton); "Second-level pluricentrism in Tehran" (Peter Lang); "Effects of L1 writing experiences on L2 writing perceptions: Evidence froman English as a foreign language context" (Reading & Writing Quarterly); "Do low-proficiency students equally benefit from direct oral corrective feedback? The case of English interdental fricatives (International Journal of Applied Linguistics); "How do learners engage with oral corrective feedback on lexical stress errors? Effects of learner engagement on the working of corrective feedback" (Australian Review of Applied Linguistics); and "Effects of L1 writing experiences on L2 writing perceptions: Evidence froman English as a foreign language context" (Reading & Writing Quarterly).