Zahra Jahani; Shima Ebrahimi; Samira Bameshki
Abstract
Books written about the history of Persian language appears to focus on transferring knowledge to students only. Despite the significance of students’ needs and their individual differences as well as their personality traits, books have failed to take into account these factors. Of these considerations, ...
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Books written about the history of Persian language appears to focus on transferring knowledge to students only. Despite the significance of students’ needs and their individual differences as well as their personality traits, books have failed to take into account these factors. Of these considerations, mentions could be made of emotions and feelings of students as they largely contribute to positive learning. Emotioncy (emotion + frequency) stresses on emotions evoked by the senses from which we receive inputs, hence learning happens. It stands on a hierarchical matrix of six levels, including Null (0), Auditory (1), Visual (2), Kinesthetic (3), Inner (4), and Arch (5) or more specifically, avolvement (null) and exvolvement (auditory, visual, and kinesthetic) to involvement (inner and arch). Drawing on the concept of emotioncy, the present study aims at analyzing and evaluating the content of books written about the history of Persian language. The corpus of the investigation consists of five academic books, namely, The History of Persian Language (by Natel-Khanlari), The History of Persian language (by Abolghasemi), The Brief History of Persian language (by Bagheri) and the History of Iranian Languages (by Rezaei Bagh Bidi). Different levels of emotioncy were examined in the above-mentioned books and the analysis was guided with Chi-squared tests. The findings suggest that there are significant differences among the books in terms of employing emotioncy; therefore, new or updated content would benefit the books. It appears that the employment of emotioncy in drafting books about the history of Persian language could facilitate learning for students as they become emotionally engaged with the teaching content, hence the learnt materials are easily transferred to permanent memory.
