Comparative Study of the Components of the National Language Education Objectives in the Primary School Curriculum

In this research the components of the national language objectives in the primary school curriculum of Iran, Germany, Australia, England, Japan and Saudi Arabia have been studied and compared in order to presnet some appropriate solutions for improving the Persian language curriculum. The main reason in deciding to select those Countries is their capability in providing extensive and advanced activities for language learning. The results show that all countries considered the main four skills of listening, speaking, reading, and writing in national language curriculum. In Germany, UK, Australia and Japan, curriculum goals are interweaved with language skills. Except the four basic language skills, the curriculua of the mentioned countries are different from the aspect of other components. These differences are mainly the curriculum development structure; policy of language education; and diffrent identities of languages. Germany, UK, Australia and Japan adopted integrative approach to language learning. But, in Iran and Saudi Arabia the language skills and language learning materials are independently planned.