the function and effectiveness of graphics in persian language textbooks for non-persian speakers

appropriate application of graphics in textbooks of teaching persian to speakers of other languages (tpsol) could play an important role in the process of teaching persian to non-persian speakers. according to the theories of cognitive learning, visuals, if used properly, would have a greatly positive effect in learning; however, their erroneous application can have negative result. however, it seems that graphical illustrations are either neglected or misused in developing syllabus for persian textbooks. the present research aims to examine the communicative role of graphics in tpsol textbooks based on theories of cognitive learning as well as their role in the instructional events of selected persian texts to non-persian speakers. the results indicated that 1) the application of the sensory functions of graphics was more frequent compared to their cognitive function in syllabus design of the texts at question; 2) the most cognitive effects of illustrations was related to their application in the exercises whereas they had no active role in syllabus of text skills. it was concluded that syllabus designers have neglected the appropriate application of graphical illustrations in the selected textbooks.