Farsi Language

MARGARET K.

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Farsi Language

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Abstract

The purpose of writing this essay will be to examine the various varieties of English that exist in Farsi language classrooms and also to determine the type of English language pronunciation that Iranian learners are aiming for and the interference of Farsi language in attaining the desired pronunciation levels. The focus or context of the study will be on Iranian children between the ages of 16 and 18 years who are in high school and are learning English as a foreign language (EFL). The reason for selecting high school students is that the teaching of English as a foreign language has been on the increase in most high schools in Iran for the past two decades. Despite this increasing interest in learning English within educational institutions, little knowledge exists on what actually happens within Iranian EFL classrooms in most high schools in the country (Rezvani and Rasekh 2011).

This study will seek to address this gap by determining the varieties of English that exist in Farsi language classrooms as well the type of pronunciation that most Iranian students seek to attain. The use of metaphors during English learning lessons within Iranian schools will also be explored as metaphorical expressions have contributed significantly to the pronunciation of Farsi speakers undertaking English language lessons. The study will also address the influences of English which have mostly been attributed to the globalization process around the world and the growing need to communicate in English (Davis 2006). English as an international language (EIL) refers to how it is viewed as a global means of communicating within very many dialects and how the English language is viewed as an international language. As a world renown language, English mostly places importance on learning the diverse parlances and other forms of speaking, writing and reading English and it aims to provide individuals with the necessary linguistic tools which will allow them to communicate in a more global or international context. English as an international language is also used to develop and nurture the communication skills of various people who exist in diverse cultures around the world because it is a common language (Acar 2006). There are very many varieties of English with some of the most common being American English and British English.

Introduction
1. The purpose of this section will be to introduce the goal of the essay as well as the focus of the various aspects of the topic
Farsi Language in Iranian Classrooms
1. This section of the essay will cover the Farsi speaking and the varieties of English that exist within many Iranian classrooms
Iranian Pronunciation in the English Language
1. This will involve discussing the pronunciation of various Iranian EFL learners and the kind of English pronunciation they are seeking to achieve
Challenges of EFL Learning in Iran
1. This section of the essay will review the various challenges or setbacks that will limit the English learning activities of many Iranian students
Influences of English Speaking on EFL learners
1. This part of the study will seek to identify what influences Iranian ELF learners to engage in English learning exercises
Conclusion
1. This will involve a brief review and summary of the essays findings

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[...] With regards to the indirect factors, Hayati focused on aspects such as the time assigned for English classes which was usually limited for most EFL classes taking place in Iranian high schools. The limited amount of time made it difficult for most EFL instructors to be able to complete the outlined English learning objectives in time which meant that most EFL learners emerged from these classes half-baked. Hayati (2010) also identified another indirect factor which affected the pronunciation of high school students to be that of large numbers of students in one classroom session. [...]

[...] IRAL, Vol.30, No.2, pp 223-232 Yarmohammadi, L., (2000) A constrastive phonological analysis of English and Persian. [...]

[...] New Jersey: Routledge Rezvani, E., and Rasekh, A.E., (2011) Code-switching in Iranian elementary EFL classrooms: an explanatory investigation. English Language Teaching, Vol.4, No.1 Taki, S., (2011) Cross-cultural communication and metaphorical competence. International Journal of Language Studies, Vol.5, No.1, pp 47-62 Tucker, R.G., and Corson, D., (1997) Second language education. Dordrecht, the Netherlands: Kluwer Academic Publishers Wakelin, M.F., (2008). Discovering English dialects. Oxford, UK: Shire Publications Yarmohamadi, L., and Seif, S., (1992) More on communication strategies: classification, resources, frequency and underlying processes. [...]

[...] English Language Teaching, Vol.3, No.4, pp. 121- 126 Katzner, K., (2002) The languages of the world. New Jersey: Routledge Publishers Majd, H., (2008) Persian cats: the Ayatollah begs to differ. New York: Doubleday Publishing Group Megerdoomian, K., (2000) Persian computational morphology: a unification- based approach. Memoranda in Computer and Cognitive Science. Paper MCCS-00- 320 Myers-Scotton, C., (1997) Code- switching: the handbook of sociolinguistics. London: Blackwell Nilep, C., (2006) Code switching in sociocultural linguistics. [...]

[...] Gholamain and Geva (1999) examined Persian students who were enrolled in school systems where the language of instruction was English. The researchers noted that the students performed better in measures of English reading and cognitive capabilities when compared to Farsi reading and understanding of the Persian language. Iranian Pronunciation in the English Language Farsi or the Persian language has been the main tool that is used for literacy and scientific contributions in the eastern part of the Islamic and Muslim world. [...]

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