Measuring the Most Valuable approaches of language Education; Studying of Language Teaching Curricula in Elementary School

Subject Areas : Research in Curriculum Planning

Azar Moradian ¹ ( MA of Curriculum Development, Kordestan University, Kordestan,Iran. )
jamal salimi ² ( Associat Professor, Kordestan University, Kordestan,Iran. )

Received: 2018-04-14 Accepted : 2019-07-15 Published : 2019-09-23

Keywords: language teaching theories, theories of psychology and linguistics, curriculum implemented, Curriculum, language teaching curriculum,

Abstract :

The purpose of this research was to study education curriculum (content, methods and mechanisms of learning) in elementary schools. The research in terms of purpose and method of data collection are application and descriptive- survey, respectively. The statistical population comprised first and second grade teachers in Sanandaj city primary schools. In this study, random cluster sampling was used. The instrument used in this study is a researcher- made questionnaire, which is derived from the common language education questionnaire entitled “Assessment of Language Education Approaches(ALEA)”. Data were analyzed using descriptive statistics and frequency tables, mean, and standard deviation and then, in inference statistics level, exploratory factor analysis, ANOVA, t-test one sample, and Bartlett test was used. Factors and components of the basic education curriculum in the first and second Persian language elementary teachers' views on curriculum implementation were extracted by exploratory factor analysis, which according to the load factor and the conceptual and theoretical structure of questionnaire statements with an emphasis on statements with the highest load factor were called inherent teaching methods, acquired teaching methods, acquired subject content, inherent subject content, interactive subject content, interactive learning mechanisms, inherent learning mechanisms, interactive teaching methods and learning mechanisms, respectively. The results of this research show that: the views of elementary teachers for interactive teaching mechanism in comparison with adaptive approach has been more significant and their view is likely to be closer to interactive approach and adaptive approach, respectively. Also, teachers for subject content factor, their views including the inherent, interactive and acquired approaches, respectively. Thus, their view is closer to inherent, interactive and adaptive approaches, respectively.

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