چکیده:
در روﯾﮑﺮدﻫﺎی ﺟﺪﯾﺪ ﺑﻪ آﻣﻮزش زﺑﺎن و ﻓﺮﻫﻨﮓ ﻣﺎﻧﻨﺪ روﯾﮑﺮﻫﺎی ارﺗﺒﺎﻃﯽ و اﻧﺴﺎنﮔﺮاﯾﺎﻧﻪ ، ﺗﻮﺟﻪ ﺑﻪ ﺷﺒﺎﻫﺖﻫﺎی زﺑﺎﻧﯽ و ﻓﺮﻫﻨﮕﯽ در آﻣﻮزش زﺑﺎن ، ﺑﻪ ﺧﺼﻮص در ﻣﺮاﺣﻞ وﺳﻄﻮح اوﻟﯿﻪ ، اﻣﺮی ﺿﺮوری در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪه اﺳﺖ. در ﺟﺴﺘﺎر ﺣﺎﺿﺮ ﺑﻪ ﺑﺮرﺳﯽ ﻋﻮاﻣﻞ ﻓﺮﻫﻨﮕﯽ ﻣﺸﺘﺮک ﺑﯿﻦ اﯾﺮان و ﮐﺸﻮرﻫﺎی ﻋﺮبزﺑﺎن در ﻣﺠﻤﻮﻋﻪ ﮐﺘﺎبﻫﺎی آﻣﻮزش ﻧﻮﯾﻦ زﺑﺎن ﻓﺎرﺳﯽ ﮐﻪ ﻣﺨﺎﻃﺐ اﺻﻠﯽ آﻧﻬﺎ ، داﻧﺸﺠﻮﯾﺎن ﻋﺮبزﺑﺎن ﻫﺴﺘﻨﺪ ، ﭘﺮداﺧﺘﻪ ﺷﺪه اﺳﺖ. روش ﺗﺤﻘﯿﻖ در اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ ﺻﻮرت ﮐﺘﺎﺑﺨﺎﻧﻪای و از ﻧﻮاع ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮای ﺗﻮﺻﯿﻔﯽ ـ ﮐﻤﯽ اﺳﺖ . ﭼﭙﻞ(2009) ﺳﻪ ﺳﻄﺢ ﯾﺎ ﻣﻘﻮﻟﻪ ﺑﺮای ﻣﺤﺘﻮای ﻓﺮﻫﻨﮕﯽ ﺷﺎﻣﻞ ﺗﺮﺳﯿﻢ، اﺷﺎره و ﺗﻮﺻﯿﻒ اراﺋﻪ داده اﺳﺖ ﮐﻪ در اﯾﻦ ﭘﮋوﻫﺶ ﻧﯿﺰ ﻫﻤﺎن ﺳﻪ ﺳﻄﺢ در ﺗﺤﻠﯿﻞ دادهﻫﺎ ﻣﻮرد ﻧﻈﺮ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ و ﻧﺘﺎﯾﺞ ﺑﻪ ﺻﻮرت ﻣﻔﺼﻞ در ﺑﺨﺶ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ آﻣﺪه اﺳﺖ. در ﻣﺠﻤﻮع 177 ﻣﺆﻟﻔة ﻓﺮﻫﻨﮕﯽ ﻣﺸﺘﺮک در اﯾﻦ ﮐﺘﺎبﻫﺎ اﺳﺘﺨﺮاج ﺷﺪ ﮐﻪ از اﯾﻦ ﻣﯿﺎن ، ﺟﻠﺪ دوم ﺑﺎ 49 ﻣﺆﻟﻔﻪ در ﺟﺎﯾﮕﺎه اول و ﺟﻠﺪ ﭼﻬﺎرم ﺑﺎ 43 ﻣﺆﻟﻔﻪ در ﺟﺎﯾﮕﺎه دوم از ﻧﻈﺮ ﺑﺴﺎﻣﺪ ﻗﺮار ﻣﯽﮔﯿﺮﻧﺪ؛ به طور کلی، ﻣﯿﺰان اﺳﺘﻔﺎده از ﻣﻘﻮﻟة اﺷﺎره در ﮐﻞ ﮐﺘﺎبﻫﺎ ﺑﺎ 66% ﺑﺮ دو ﻣﻘﻮﻟة دﯾﮕﺮ ﭘﯿﺸﯽ ﮔﺮﻓﺘﻪ اﺳﺖ ؛ ﭘﺲ از آن ﻣﻘﻮﻟة ﺗﺮﺳﯿﻢ اﺳﺖ ﮐﻪ ﺳﻬﻤﯽ 24 درﺻﺪی دارد و ﮐﻤﺘﺮﯾﻦ ﺳﻬﻢ ﻧﯿﺰ ﻣﺘﻌﻠﻖ ﺑﻪ ﺗﻮﺻﯿﻒ اﺳﺖ ﮐﻪ ﺳﻬﻤﯽ ده درﺻﺪی دارد. از دﯾﮕﺮ ﻧﺘﺎﯾﺞ اﯾﻦ ﺗﺤﻘﯿﻖ اﯾﻦ اﺳﺖ ﮐﻪ ﺑﺎ ﺑﺎﻻرﻓﺘﻦ ﺳﻄﺢ ﮐﺘﺎب و ﺳﻄﺢ ﻣﻌﻠﻮﻣﺎت زﺑﺎﻧﯽ ﻓﺎرﺳﯽآﻣﻮزان ، از ﺗﻌﺪاد ﻣﺆﻟﻔة ﺗﺮﺳﯿﻢ ﮐﺎﺳﺘﻪ ﻣﯽﺷﻮد و دو ﻣﺆﻟﻔة دﯾﮕﺮ ﺳﻬﻢ ﺑﯿﺸﺘﺮی را ﺑﻪ ﺧﻮد اﺧﺘﺼﺎص ﻣﯽدﻫﻨﺪ.
In new approaches to teaching language and culture, such as communicative and humanistic approaches, paying attention to linguistic and cultural similarities in language teaching, especially in early stages and basic levels, is considered very necessary and vital. In the present research, we study the common cultural features between Iran and Arab countries in the book series “Modern Persian language Teaching”, that its main audience are the speakers from the Arabic speaking countries. The research methodology in this paper is descriptive - qualitative content analysis. Chapel (2009) presents three levels or categories for cultural content, that is display, mention, and depiction; the same three levels have been considered in the analysis of data in this research and the results discussed in detail in the data analysis section. A total of 177 common cultural features were extracted in these books. Among them, the second volume with 49 features was in the first place and the fourth volume with 43 features was in the second place in terms of frequency; In total the use of mention which was 66% in all the books has surpassed the two other categories; after that is display with a 24% share, and the lowest share is depiction, with a 10% share. Among other notable results it can be mentioned that as the book level goes from basic to more advanced levels, which means an increase in the Linguistic knowledge of the learners, the frequency of display feature is reduced and the other two features take up a larger share.