The Routledge Intermediate Persian Course Paperback

Dominic Parviz Brookshaw

The Routledge Intermediate Persian Course: Farsi Shirin Ast, Book Two is the first intermediate level Persian textbook, written specifically for English-speaking university students, that makes use of up-to-date pedagogical techniques, and stresses the importance of communicative competence. The diversity of the texts in this textbook helps to familiarize students with a range of literary genres, and provides them with the necessary building blocks to continue reading on their own. One of the distinctive features of this book is its content-based and task-based approach to learning the language; all the material provided has been carefully selected to support and enhance a student-centred class environment. As with The Routledge Introductory Persian Course, all the texts in this volume are available online in the form of audio files. These texts are recorded by native speakers and available for instructors and students to download freely at http://www.routledge.com/books/details/9780415691376/. The Routledge Intermediate Persian Course: Farsi Shirin Ast, Book Two follows on where the first textbook ends and is ideal for all intermediate learners of Persian in their second year of study.

English

Taylor And Francis Ltd

4 August 2012

232

Dominic Parviz Brookshaw is Assistant Professor of Comparative Literature and Persian Literature at Stanford University, USA. Pouneh Shabani Jadidi is Faculty Lecturer and Coordinator of the Persian Language Program at McGill University, Canada.

Pouneh Shabani-jadidi

This is a comprehensive text book for teaching intermediate Persian. It covers crucial material, provides an excellent range of drills and exercises, and exposes students to a wide range of textual examples. - Nasrin Rahimieh, University of California, Irvine, USA "The Routledge Intermediate Persian Course offers an alternative model that combines elements of both established and new approaches to language teaching within a set of solidly innovative pedagogic premises." - Ahmad Karimi-Hakkak, University of Maryland, USA