A STUDY ON OBJECTIVES AND COMPONENTS OF LANGUAGE ARTS (READING, WRITING, LISTENING AND SPEAKING) INSTRUCTION IN NATIONAL LANGUAGE CURRICULUM GUIDE OF IRAN'S SECONDARY EDUCATIONAL LEVEL

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GHADERIDUST ELHAM; DANAYE TOUSI MARYAM

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Journal Paper

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Journal: JOURNAL OF EDUCATIONAL INNOVATIONS Year:2010 | Volume:9 | Issue:35 Page(s): 23-65

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Title

A STUDY ON OBJECTIVES AND COMPONENTS OF LANGUAGE ARTS (READING, WRITING, LISTENING AND SPEAKING) INSTRUCTION IN NATIONAL LANGUAGE CURRICULUM GUIDE OF IRAN'S SECONDARY EDUCATIONAL LEVEL

Author(s)

GHADERIDUST ELHAM | DANAYE TOUSI MARYAM | Issue Writer Certificate

Keywords

SECONDARY EDUCATIONAL LEVELQ2

LANGUAGE ARTSQ3

NATIONAL LANGUAGE CURRICULUMQ3

INSTRUCTIONAL OBJECTIVES AND COMPONENTSQ2

Abstract

The present study tries to pave the way for developing the objectives and components of LANGUAGE ARTS instruction in the NATIONAL LANGUAGE CURRICULUM at secondary education level, consistent with primary and guidance educational level. The research method was qualitative content analysis. The data consisted of NATIONAL LANGUAGE CURRICULUM guide of Iran (1386), NATIONAL LANGUAGE CURRICULUM of America (New Jersey state, 2004) and Western Australia (1998) at SECONDARY EDUCATIONAL LEVEL, which were gathered through library research and taking notes from Iranian and foreign documents. In this research, the objectives and components of LANGUAGE ARTS instruction in NATIONAL LANGUAGE CURRICULUM of the mentioned countries were analyzed carefully, using the features of "autonomous" and "ideological" approaches. It became clear that the objectives and components of LANGUAGE ARTS instruction in NATIONAL LANGUAGE CURRICULUM of America and Australia were developed according to the ideological approach, but the objectives and components of LANGUAGE ARTS instruction in NATIONAL LANGUAGE CURRICULUM of Iran was developed mostly under the influence of autonomous approach. After discussing the characteristics of NATIONAL LANGUAGE CURRICULUM of the above mentioned countries- all developed under the influence of ideological approach-the weaknesses and strengths of objectives and components of LANGUAGE ARTS instruction in Iran's NATIONAL LANGUAGE CURRICULUM was discussed.

Cites

A COMPARATIVE STUDY OF LITERATURE COURSE SYLLABUS AT HIGH SCHOOLS IN IRAN AND SIX EUROPEAN COUNTERIES

References

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APA: Copy

GHADERIDUST, ELHAM, & DANAYE TOUSI, MARYAM. (2010). A STUDY ON OBJECTIVES AND COMPONENTS OF LANGUAGE ARTS (READING, WRITING, LISTENING AND SPEAKING) INSTRUCTION IN NATIONAL LANGUAGE CURRICULUM GUIDE OF IRAN'S SECONDARY EDUCATIONAL LEVEL. JOURNAL OF EDUCATIONAL INNOVATIONS, 9(35), 23-65. SID. https://sid.ir/paper/75467/en

Vancouver: Copy

GHADERIDUST ELHAM, DANAYE TOUSI MARYAM. A STUDY ON OBJECTIVES AND COMPONENTS OF LANGUAGE ARTS (READING, WRITING, LISTENING AND SPEAKING) INSTRUCTION IN NATIONAL LANGUAGE CURRICULUM GUIDE OF IRAN'S SECONDARY EDUCATIONAL LEVEL. JOURNAL OF EDUCATIONAL INNOVATIONS[Internet]. 2010;9(35):23-65. Available from: https://sid.ir/paper/75467/en

IEEE: Copy

ELHAM GHADERIDUST, and MARYAM DANAYE TOUSI, “A STUDY ON OBJECTIVES AND COMPONENTS OF LANGUAGE ARTS (READING, WRITING, LISTENING AND SPEAKING) INSTRUCTION IN NATIONAL LANGUAGE CURRICULUM GUIDE OF IRAN'S SECONDARY EDUCATIONAL LEVEL,” JOURNAL OF EDUCATIONAL INNOVATIONS, vol. 9, no. 35, pp. 23–65, 2010, [Online]. Available: https://sid.ir/paper/75467/en

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