Comparative research in teaching grammar in Persian and French textbooks (Case study: The first to third grade) | ||
| مطالعات کشورها | ||
| Volume 1, Issue 1, 2023, Pages 67-102 PDF (1.52 M) | ||
| Document Type: Original | ||
| DOI: 10.22059/jcountst.2023.91689 | ||
| Authors | ||
| Najmeh Dorri* ; Mohadese Taheri | ||
| Department of Persian Language and Literature, Faculty of Human Sciences, Tarbiyat Modares University, Teheran, Iran. | ||
| Abstract | ||
| Teaching the standard language and skills related to it commence in first years of primary school in every educational program and it will be progressed during the next years. “Grammar” is an important factor in learning a language and due to this importance, current article analyses the ways of teaching grammar in Iranian and French text books with a comparative approach (the first to the third grade of primary school). Accumulating the content is based on library studies and research method is descriptive and analytical. According to the results of this article, French textbooks took more heed of teaching grammatical points within an appropriate “context” and variety of examples. Moreover, French textbooks used appealing stories and different suitable exercises for teaching grammar. These advantages made students to profit more from grammatical lessons which help them to communicate better in speaking and writing. On the other hand, Iranian textbooks attempted to simplify and shorten grammar rules. Also, the exercises are shorter and few. It seems that the brevity in grammatical content of Iranian textbooks in these grades restricted the ability of making sentences. Therefore, it is advisable that the authors enhance the communicative approach in textbooks. The index of this paper will demonstrate the broadness and variety of grammatical points in each textbook. | ||
| Keywords | ||
| comparative studies; French grammar; Persian grammar; teaching language; text book | ||
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| References | ||
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