The Application of Brainling Model-Based Instruction in Teaching Persian Grammar at the Secondary Level

Document Type : Original Article

Authors

1 Associate Professor of Persian Language Teaching, Ferdowsi University of Mashhad, Mashhad, Iran

2 MA. in Persian Language Education, Department of Persian Language and Literature, Ferdowsi University of Mashhad, Mashhad, Iran

Abstract

Grammar is an important topic in the Persian language course, yet students often perceive it as dry and uninteresting. This study aims to investigate instruction based on the Brainling Model and its application in teaching Persian grammar. The sample consisted of sixty junior high school students selected via convenience sampling. Six grammatical topics from the Persian textbook were chosen and taught based on the Brainling Model. After instruction, students responded to four interview questions. To examine the effect on learning, their answers were categorized and frequency percentages were calculated. To apply the cogling component, the teacher begins with questions, connects the topic to everyday life, and elaborates on it. Based on the emoling and sensoling components, sentences with emotional load, audio files, and images are used to create a motivating environment. According to the cultuling component, examples are selected to incorporate cultural concepts of society. The qualitative analysis of students' responses indicates that applying the Brainling Model in grammar instruction is an effective approach, leading to students' perception of more effective learning and enhancing their understanding of grammatical topics. Therefore, teachers can adopt this innovative method to make students interested in grammar and improve their academic performance.

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