Reza Mirarab razi; Mostafa Azizi Shamami; ebrahim gharavi
Abstract
This study was conducted to determine the types of misunderstanding of bilingual students in Persian lessons and the writing and role of mother tongue (Turkmen). The research method was mixed and the tools were data collection, interview and questionnaire. Semi-structured interviews with 10 experts were ...
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This study was conducted to determine the types of misunderstanding of bilingual students in Persian lessons and the writing and role of mother tongue (Turkmen). The research method was mixed and the tools were data collection, interview and questionnaire. Semi-structured interviews with 10 experts were used to achieve the goals then, a questionnaire was distributed among 145 first grade primary school teachers (public) in Maraveh Tappeh city (Golestan province). In the qualitative section, coding and categorization methods were used to analyze the information. In the qualitative section, coding and categorization methods were used to analyze the information. The analysis showed that the most important forms and types of misunderstanding among Turkmen students were: Perceptual misunderstanding, native misunderstanding, incorrect translation, preconceived notions. Quantitative findings also showed: The mean score of misunderstanding in Persian is 3.51 and in writing is 2.29, which was significant at a level less than 0.05. Also the results of qualitative analysis showed: Teaching in the mother tongue through cognitive and psychological development, motivation and high self-confidence, Facilitating comprehension and mediation and language development play an important role in reducing perceptual and indigenous misunderstandings in the learning of bilingual students.
