Using the literature in teaching Persian language to non-native Persians

Abstract:

literature is the most important part of classical culture and most national element of country`s culture, was always a tool to transfer the culture and civilization of Iran, as Iranian literature was having great effect on literature and culture of other countries, it is undeniable. Using literature in teaching Persian language has two important reasons:
1) Helps learners to improve the Persian language `s learning.
2) Language learners will get familiarity with culture of this language, relatively. Because language and culture are two faces of a coin. In this research, we verified the literature as the main section of the culture and necessary to use it in teaching the Persian language to non-native speakers on the basis of linguistic research.

Introduction:

It is clear that, for centuries, culture and literature of Iran was very famous, and influenced other cultures, because Iran was a connective bridge in the bridge. And many foreigners passed Iran to reach India and China, and Iranian culture had an effect on Iran. Today, most of foreigners who are learning Persian, have political or business motivation or they want to know about Iranian enriched and old literature and culture. Persian literature have entered to other cultures in various forms such as translation, immigration, adaptation and conversion to other arts such as music. Thus, when we are using the literature to teach the Persian language, we have entered the art territory. Teaching literature, especially the poem will be beneficial by using the sound characteristics, stress and rhythm. Learning the Persian language means gaining the knowledge and information regarding the culture and civilization. SELSELE SABZI (14: 1377) quoted from samovar: to understand the language relationship, we must realize the culture, and with attention to culture`s importance and its effect on language, separation of language from culture is impossible.
BADREI (86-69:1354) points to deep relationship of language and culture. in his article, he verifies the effect of language in human`s understanding about the present situation. He believes that, effect of language and culture on each other is undeniable issue.
BATENI (37-11:1374) with confirming the ideas of linguists, believes that, language is the mirror of the culture, and points to the close relationship between words of the language and culture and civilization in the society.
HOSEINI (191-1364:159), in his article pays attention to relationship of language with culture and literature and insists on literature education.
NEZAMIZADEH (511-1373:499), states that without paying attention to culture, learning the language is useless. He remarks that, cultural abilities in teaching the language to the language learners is a necessity. And confirms that, Persian literature is an enriched language.

Basic questions in this survey are:

1-can we use ancient and recent literature in education? Can we introduce the enriched Iranian culture to foreigners?
2-what are the advantages in improvement of language learners by using literature in language teaching?
Accepting that, literature can`t be separated from the Iranian pure culture, it seems using literature in Persian language`s training will cause a positive view toward Iranian culture and increase in motivation for learning the language by foreigners. Using literature in proper way will promote the learning of Persian language.
No doubt, since past, literature had deep relationship with Iranians and was constructive part of the people`s culture.
KAEMPFER in a report about his travels, quotes about extra ordinary fame of HAFEZ in palaces, streets, schools, abbeys, entertainment places. He expresses his wonder about the people this land who are familiar with literature. (TAMIM-DARI, 1385: 28). Many artists are considering Iran, are assuming Iran as literature and arts publishing center, because Iran was a center for international arts, for long years. therefore, those who had great role in history of science and culture, there is no doubt, there were under affection of Iran`s mythic, literary and historical stories.
Today, language and Persian literature is one of the active stools in majority of universities in the world. Persian literature is important for tourists. DIVAN (poems collection) of HAFEZ has been translated to more 50 languages and was a source for many displays.
With attention to importance and fame of Persian literature in globe, it seems, using the poem and literature in teaching Persian literature to non-native speakers is necessary and undeniable.

Using the poetry in teaching the Persian language:

Using poem and music and giving meaning to the content of the language, has deep effect on learning the Persian language. Used concepts in poetry and literature are international and extracted from common global experiences, and this is the reason for its stability.
Poetry is the best embodiment of language and familiarity with the culture of every nation. from the perspective of culture-language, poem can be a diagram of people`s living style. Therefore, in teaching the Persian language, using from literature as original source of the language, and cultural enrichment, will lead the language learner to realize the method of Iranian living method. Literal works have enriched morphology, lexeme and phonetic, and through them, we can help learners to understand the language in better way. In poem, the language is used in a compressed way. And this will cause to save in time and getting better result in teaching the Persian language.
Methods of teaching the language: today, is the time of learner orientation. If we mix the poetry with music, it will make connection with non-native speaker without a middle person. and in accordance with individual`s independence of learner, it will help in imagery too. according to Gardner`s theory of multiple intelligence (Gardner, 1993), there are eight types of intelligences, and they are: linguistic intelligence, logical, spatial/ fantasy, musical, interpersonal, natural, mobility and social (Richard Rogers: 2003). Musical intelligence will bring up the ability of language learner in understanding and produce the correct tonal patterns in language. In fact, strengthen the musical intelligence in training the language has priority on other languages. In teaching Persian language to non-native speakers, mixture of poetry and music is just like a seed, which grows and opens a new horizon for masters, producers of school books and educational planners.
In emphasizing this approach, discussion about teaching of multiplication table in primary schools in form of symphonic and percussion is a good example, because with strengthening the musical intelligence of student, preserve and remembering the multiplication table, becomes easy. Music is effective with creation of concentration in memory strengthening and learning rate. Selected music creates relaxation. and with adjusting the heart`s throb and breath, provides the learning fields. In music, repeating the words is possible and not in tedious way but pleasant. (BUBAN, 1381: 1). Combining the music with Persian poem, because of their multiplicative weight will be more beneficial than an educational helping tool for training. A combination of poem and music, will give concentration to Persian learners. And they participate in learning processes with more self-awareness. Relaxation which comes out of music will increase the expression potential, imagination and memory capacity. Iranian poetry and songs and modifying the Persian educational books and class activities are very beneficial. Iranian classical music, due to special measures, such as links with traditional Iranian culture and utilizing mystical-love connotations is accompanied with relaxation, more than other music (HAMAN: 48). poem`s music in every period is based on music of sentences and words of the same age (SHAMISA, 1381: 11). SHAMISA quotes from T.S. ELIYOT: music`s poetry is taken from its language. The language, which is dragged from daily dialogues of the people and ordinary conversations in life environment.
With attention to the above points, we can insists on this point that, language and of poetry and literature, in fact is the language of the people. That means the language which is used by the people in their own conversations. Literary text is a disassembled form and re-organized form of criterion language. In other words, literature, transforms the ordinary language. And then forms it. in fact, texture, rhythm and words are crossing through the real meanings and enter to the area of permitted meanings, it means, base and fundamental of the literal symbols will appear in figure of language symbols (AGHAGOLZADEH, 1378:23). Some indicators such as weight, rhythm, emphasis and repetition in poetry, are effective factors in poetry. Original forms and literal decors, especially voice forms can be expressed by using the principles of linguistics and this issue will open some discussions such as frequency of syllables, stress and intonation. DEHLAVI (1379), quotes from KHANLARI and says: word stress in today`s Persian is not result of sound intensity. Height is an important tool in stress, as a result, it seems, using the music to transfer the nature and type of stress texture in Persian language in order to teach it, is more effective than other languages. Thus, linguistic in different fields, is beneficial in literal researches. In combination of poem and music, the level of language learners, should be considered. For the level of kids, teaching Persian language as second language and foreign, in addition to providing the cultural information, have to be accompanied with educational games.
Utilizing the poetry as entertainment activity and productive will bear fruit. Language teacher, in this level, must conduct a good relationship with foreign language learner. Appropriate poems with the age of the children, have to be accompanied with participation in repeating the words and sentences. In this level, we have to use the methods of public class participation which is suitable regarding the literature teaching. Poem and song in training the Persian language in the level of kids are seemed to be beneficial. Strengthening the four skills of speaking, listening, reading and writing in this level, should be in pleasure form and creates interest for the language learners. Linguistic, especially in sound symbols section, has effective role in teaching the Persian language to non-native speaker kids. In this level, using the literal texts does not much significant effect, but voices are on the top, for example if the below poetry, taught to non-native Persian kid learners, will get the attention of children, because it is simple and musical. And increases their ability to learn the language:
Oh you golden feather bee
You are our good friend

Out of the nectar, which you took away every where

How much honey, you made in the hive
Tell us
Honey is hearty and good
Nothing is sweeter than honey. (SHAKIBA)
If this poem is read in class with delight and excitement, all Persian learner kids will learn it in repeating sessions in the class and will keep its concepts in their mind.
Oh children, strawberry
Exotic and sweet
Among the fruits
Is better than all (SHAKIBA)
From the perspective of MORRIS GERAMON, the famous French linguistic, because of direct relationship of poetry with word music and sound coordination in poetry, the language words have inducting realization. In his opinion, words are used to express the feelings or thoughts and they are not touchable and can`t be seen. He says: the human brain always does the comparison and classifies the thoughts and puts the completely subjective concepts with effects of hearing senses, sight, taste, smell and touch in a category (GHAVIMI, 1383: 12). In fact, coordination is an image and poet produces it with some words with mental images, which is acceptable with his thoughts (HAMAN), just like words which are expressing the sad thoughts (HAMAN 38-40).
My life is just like marsh, quit and silent
There is no flame in its wave, and no yell in his anger (AKHAVAN SALES)
It seems, according to the GERAMON`s theory, we can use the poem to teach the Persian sounds to non-native speakers. For using the literature in teaching the Persian in middle level, we have to start by selecting the simple and short poems from old and new works. We can use the literal works of great persons such as SAADI, FERDOWSI, KHAYAM, HAFEZ, MOLAVI, NEZAMI, AHMAD SHAMLU, FOROUGH FROKHZAD, SOHRAB SEPEHRI and others who are famous in other societies. Literal texts and other educational texts of Persian language, have to be according to the age of the language learner. For those learners who are in the youth age, love poems are in the top level. If it accompanied with repeating and encouragement. Fortunately, many of Iranian singers used the great poet works in their songs with multiplicative rhythms. So, if master hands over these poems in writings along with the music, to the language learner, beside the cultural transfer, a great increase and improvement will occur in teaching the Persian language. Persian poems are very efficient in teaching Persian to non-native speakers such as:
Keep the life to make the hearts happy,
So God will be happy, of you (AKHAVAN SALES)

Conclusion:

Everyone who decides to learn the Persian language as the second language, has a goal, and his learning type is different. The main factor is to encourage them to become familiar with Iranian culture and civilization.
We are advising the teachers and masters of the Persian language to manage their works with age and level of language learners. And use old and new poetry and music in their teaching planning for non-native speakers along with Iranian culture and civilization texts.