An Investigation of Foreign Persian Learners’ Attitudes, Interest in, and Knowledge of Cultural Components of the Persian Language and Iran

Document Type : Original Article

Authors

1 Assistant Professor of Persian Language Teaching Center, Imam Khomeini International University, Qazvin, Iran.

2 Adjunct Lecturer, Persian Language Teaching Center, Imam Khomeini International University, Qazvin, Iran.

Abstract

Background and Objectives: There is a close and reciprocal relationship between culture and language. In modern approaches to language teaching, cultural factors are integrated, and language learners are guided toward acquiring cultural/intercultural competence. Methods: This research is a quantitative, descriptive-survey study conducted through fieldwork using a researcher-made questionnaire. It assesses the attitudes, level of interest, and knowledge of 58 Persian language learners regarding the cultural elements under study. Data collected were analyzed via SPSS 26, confirming the questionnaire's validity and reliability. One-sample t-test, paired t-test, Friedman test, and the LibQUAL model were utilized for data analysis. Findings: The results indicate a positive attitude among  learners toward learning cultural elements, without any conflict with their native culture. The subjects show a significant level of interest in the study's cultural indicators; however, they only possess sufficient knowledge regarding the "customs and traditions" indicator. The positive mean difference gap between the learners' level of interest and their level of knowledge signifies a desire to learn more. The three indicators of "Tourism and Travel," "Customs and Traditions," and "Art: Architecture" ranked first to third in terms of learner interest. Conclusion: Without teaching cultural issues, language education will be ineffective, and research has proven that language learners generally attach great importance to it. The more familiar they are with a cultural element, the greater their interest in learning about that factor. Awareness of learners' interests and knowledge regarding cultural elements will be highly beneficial in developing educational measures and curriculum content.

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References

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