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The present chapter identifies “Grammar,” “Vocabulary,” and “Function” modules of words in Bijankhan and Mohseni’s Frequency Dictionary of Persian (2012) and classifies them on the basis of Persian Reference Framework (the PRF; Mirdehghan Farashah, Vakilifard, Montazeri Rad, & Bagheri. Čârčub-e marĵaʔe âmuzeš-e zabân-e fârsi be ɤeyr-e fârsi zabânân: dastur, vaĵe va kârkard; barâye sotuh-e-e pâye, miyâni va pišrafte. Tehtan: Khamush publication. Khamush, Tehran [in conjunction with the International Scientific Cooperative Center of MSRT], 2016). The dictionary provides the user with a detailed frequency-based list of Persian words; still, it lacks the classification of the gathered data into grammatical, lexical, and functional groups within educational levels (elementary, intermediate, and advanced levels). Accordingly, in making more efficient use of the dictionary for developing instructional materials for teaching Persian to speakers of other languages (TPSOL), and also to show some possible members within the vocabulary module of the PRF, the present chapter labels the PRF classification within the dictionary corpus. In view of that, the chapter classifies 1923 main words of the dictionary numerically via the criteria suggested in the PRF, which illustrates 278 lexical, 119 grammatical, and 184 functional modules for the Persian language, together with their classification in three—elementary, intermediate, and advanced—levels (Mirdehghan Farashah, Vakilifard, Montazeri Rad, & Bagheri. Čârčub-e marĵaʔe âmuzeš-e zabân-e fârsi be ɤeyr-e fârsi zabânân: dastur, vaĵe va kârkard; barâye sotuh-e-e pâye, miyâni va pišrafte. Tehtan: Khamush publication. Khamush, Tehran [in conjunction with the International Scientific Cooperative Center of MSRT], 2016). The research results demonstrate that not only is the frequency of words classified within the vocabulary module in the dictionary higher than those of functional and grammatical modules but also there is a diversity in the level-classification in the data. That is, a higher percentage of dictionary words are within the advanced level in comparison to intermediate and elementary levels for TPSOL aims. Additionally, the chapter shows that the dictionary words classified at the elementary level in the grammar module according to the PRF basis are not necessarily at the same level in vocabulary and functional modules. The research outcomes can assist language teachers and curriculum designers who aim to develop instructional materials in the field of TPSOL and facilitate their selection of suitable categorized words accordingly.

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Classification of Grammar, Vocabulary, and Function Modules of Words Based on Persian Reference Framework: A Persian Frequency Dictionary Taxonomy

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  • 发表日期：

    2025年

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  • Mahinnaz Mirdehghan Farashah,
  • Hadi Karami,
  • Narjes Nayyeri,
  • Mohammad Hoseini Kargar

摘要

The present chapter identifies “Grammar,” “Vocabulary,” and “Function” modules of words in Bijankhan and Mohseni’s Frequency Dictionary of Persian (2012) and classifies them on the basis of Persian Reference Framework (the PRF; Mirdehghan Farashah, Vakilifard, Montazeri Rad, & Bagheri. Čârčub-e marĵaʔe âmuzeš-e zabân-e fârsi be ɤeyr-e fârsi zabânân: dastur, vaĵe va kârkard; barâye sotuh-e-e pâye, miyâni va pišrafte. Tehtan: Khamush publication. Khamush, Tehran [in conjunction with the International Scientific Cooperative Center of MSRT], 2016). The dictionary provides the user with a detailed frequency-based list of Persian words; still, it lacks the classification of the gathered data into grammatical, lexical, and functional groups within educational levels (elementary, intermediate, and advanced levels). Accordingly, in making more efficient use of the dictionary for developing instructional materials for teaching Persian to speakers of other languages (TPSOL), and also to show some possible members within the vocabulary module of the PRF, the present chapter labels the PRF classification within the dictionary corpus. In view of that, the chapter classifies 1923 main words of the dictionary numerically via the criteria suggested in the PRF, which illustrates 278 lexical, 119 grammatical, and 184 functional modules for the Persian language, together with their classification in three—elementary, intermediate, and advanced—levels (Mirdehghan Farashah, Vakilifard, Montazeri Rad, & Bagheri. Čârčub-e marĵaʔe âmuzeš-e zabân-e fârsi be ɤeyr-e fârsi zabânân: dastur, vaĵe va kârkard; barâye sotuh-e-e pâye, miyâni va pišrafte. Tehtan: Khamush publication. Khamush, Tehran [in conjunction with the International Scientific Cooperative Center of MSRT], 2016). The research results demonstrate that not only is the frequency of words classified within the vocabulary module in the dictionary higher than those of functional and grammatical modules but also there is a diversity in the level-classification in the data. That is, a higher percentage of dictionary words are within the advanced level in comparison to intermediate and elementary levels for TPSOL aims. Additionally, the chapter shows that the dictionary words classified at the elementary level in the grammar module according to the PRF basis are not necessarily at the same level in vocabulary and functional modules. The research outcomes can assist language teachers and curriculum designers who aim to develop instructional materials in the field of TPSOL and facilitate their selection of suitable categorized words accordingly.