تشتت آراء، مانع عمده در یادگیری دستور زبان فارسی
آرشیو
چکیده
هر زبانی با گذشت زمان به دلایل مختلف به گویش ها، گونه ها و لهجه های مختلف تبدیل می شود و راه جلوگیری از نابودی زبان در برابر این پدیده، رجوع به زبان معیار است. این زبان معیار با تهیه دستور زبان جامع و کامل، به پرسش های طالبان زبان پاسخ می دهد و درست نویسی را قانونمند می کند. بیش از یکصد و سی سال از تألیف کتاب های دستور زبان فارسی به شیوه نوین می گذرد؛ اما در این مدت آن گونه که انتظار می رفت، این تلاش ها به استحکام ساختار دستوری زبان فارسی و تبدیل قوانین زبانی به مرجعی برای حل مشکلات تبدیل نشده است که یکی از دلایل آن، تنوع و بلکه تشتت در آرای دستورنویسان بوده است. این تحقیق به روش توصیفی تحلیلی بر آن است که با بررسی نمونه هایی از کتاب های دستور زبان فارسی، دیدگاههای هر یک از صاحب نظران عرصه دستور را در مورد بعضی مباحث دستوری نشان دهد. نتایج پژوهش از اختلاف نظرهای گسترده دستورنویسان زبان فارسی در مقوله های مختلف دستوری حکایت می کند و نشانگر آن است که عدم وحدت رویه در حوزه دستور و نبود مرجعی معیار برای ایجاد یکپارچگی در آراء، آموزش دستور زبان را دچار مشکلات عدیده می کند؛ بنابراین نیاز به تدوین دستوری واحد برای ایجاد وحدت رویه در آموزش منسجم ضروری است.Dispersion of opinions is a major obstacle in learning Persian grammar
1.Introduction he legality of the language structure is one of the strength factors of that language, which looks very simple and obvious; But the problem shows itself when these experts do not reach a single point of view and opinion, which will result in creating irreparable gaps in the language education system and weakening the language structures. The aim of this research is to answer the question of whether grammar writers' differences of opinion are an obstacle in teaching grammar by showing numerous examples of differences of opinion among Persian grammarians. Research Methodology By examining more than ten common Persian grammars (traditional and modern) in the two parts of language analysis and composition, the author has found the difference in views and explained them. Based on this, the method of this research is descriptive-analytical. Discuss In literary discussions, especially when its about grammar, the weak role of Persian Language and Literature Academy has been mentioned. The result of this lack of attention is the writing of books related to literary sciences in an individual and isolated manner. This distinction is more specific and objective in Persian grammar (disaggregation and composition); As can be seen in the analysis section in the topics of essence and meaning and noun structure, infinitive noun and infinitive result, types of verbs in terms of transitive and intransitive, verb structure and types of adverbs. For example, in the topic of adverbs, Modarres Tabrizi divided them into nine sections in his book of instructions (Modares Tabrizi, 2008: 77). The division of other grammarians is also like this. The topics presented below are the topic of "adverb" in the grammar books The proposed topic - Noun adverb, verb adverb Khayyampour Specific adverb and common adverb Anvari Marked and unmarked adverb, adverbial complement Vahidiyan Adverbs of time, place, quality, amount, condition, doubt, state, etc. Shariat Or if we consider the sentence "He is an athlete" and examine the word "is" from the point of view of grammarians, we will reach several opinions. Examining the role of "is" in the noun phrase from the grammarians point of view Modarres Tabrizi Vahidiyan Anvari Khayyampour Word imperfect verb documentary verb linking verb Conjunction Is In the composition section, this difference of view can be seen in the topics of complement, pure, subject, apposition, interpretive sentences and additional compounds. Conclusion The correct and regular teaching of a language is possible when the possibility of accessing a comprehensive and imperfect grammar prevents the learner from falling into the unevenness of education, and in any case, it is difficult to guide him in this direction. The Persian language has also provided students with access to grammar since at least one hundred and thirty years ago with the efforts of philosopher in the field of Persian language and literature; But in this long period, the lack of a single reference to resolve the differences of different grammar points of view has practically turned the plurality of grammar sources into an obstacle in the way of education. It must be admitted that apparently, in teaching grammar, the fundamental problem is not the correctness of one opinion or the incorrectness of another one; Rather, the problem lies in the insistence of literature and language professors, especially in the field of teaching, on their own learning at different stages of the country's educational system. At any stage, they insist on what they have and do not cite any source other than their accepted source.
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