چکیده:
Nowadays, the importance of communication and relationship with other countries is undeniable. Language plays a crucial role in the dissemination of science, awareness, knowledge and technology in a world where there are diverse languages, cultures and nationalities, but the need to learn a language has become essential due to the conceptual differences of languages. French has always been considered by teachers as a widespread and effective language in the world, but structural difficulties, especially in the field of grammar, have created challenges in the process of teaching French. This study seeks to decipher the reasons behind the difficulty of teaching French grammar, especially adverbs, to non-French language learners (here, English and Persian).The present research study is based on a structural comparison of the three languages (French, English and Persian). In this study, the obvious differences between these three languages, especially Persian compared to the other two languages will be analyzed in the following sections of this study. In fact, these are conceptual differences that make it difficult to study a foreign language course, and the teaching course will be enjoyable by carefully examining these differences that are rooted in the culture of each country. In other words, the depth of language differences determines the severity of the difficulty of teaching French to non-French speakers.
خلاصه ماشینی:
This study seeks to decipher the reasons behind the difficulty of teaching French grammar, especially adverbs, to non-French language learners (here, English and Persian).
This study focuses on how to teach French grammar, especially grammar teaching in the university environment, relying on three components: understanding, learning and teaching, in fact, it is important to know exactly each of these components for each teacher, because there are many models for language teaching, but it is important how to use each of these concepts so that learners benefit the most both theoretically and practically.
He considered the new parameters of grammar teaching in a directional approach to define new ways to solve these problems, after highlighting the main problems in grammar teaching in terms of the structure of grammatical and metalanguage content used: Oral language grammar that expresses grammatical concepts on communicational issues is a reflective grammar based on implicit analysis of language performance rules, a reference grammar for FLE teaching / learning suitable for Romanian learners [8].
Atkins in a part of his study provided general information about "traditional" methods, then provided notes on Krashen theories 2 about language learning in a comprehensible way, and finally knowledge of grammar and other related fields.
2-2- Teaching French as a Foreign Language In the university environment, grammar teaching with three components; Understanding, learning and teaching is considered as an important issue for any teacher who, beyond the many models for describing language, discusses the use of these models in a way that learners benefit the most both in theory and in practice.