A study on the characteristics of national language curriculum in Farsi speaking countries

This research deals with the national language curriculum of Iran and compares it with the national language curriculum of our neighboring countries’ including Afghanistan، Pakistan and Tajikistan. In fact، in this article we have tried to manifest the advantages and disadvantages of the curriculum of national language teaching in Iran. The comparison was done through four stages method of George Broody. In all countries، there was emphasis on knowing the society and environment، increasing their ability and understanding of language، reinforcing the cooperation among students’ self – confidence، enhancing the prosperity of student’s interests’ and stimulating the curiosity of students. Regarding the teaching methods of language skills، there are many approaches in Iran which are followed by teachers and students. However، such approaches are different in the other countries. In Iran the educational content is consisted of series of textbooks for reading which are aimed at promoting the oral skills of language، and a textbook on writing that deals with written aspect of language. Meanwhile، in Pakistan the main part of the educational time is spent on reading and writing، translation، teaching grammatical points، knowledge of vocabulary، sentence construction or phrasing and comprehension. In Afghanistan، the educational content includes materials for reading and writing، speaking، listening and teaching the alphabet، notation، composition and handwriting، and calligraphy. However، in the other country، i. e.، Tajikistan، the educational content includes materials for reading and writing، dictation، familiarity with alphabet، familiarity with vocabulary، fluent reading، listening and speaking.