Strategic study of teaching spelling and orthography in Iranian schools from a cognitive view

Document Type : Research Paper

Authors

1 Academy of Persian Language and Literature

2 Farhangian University of Hamadan

Abstract

In this article, it is intended to investigate and analyze some parameters of Persian language writing in the structure of curriculum and teaching methods in schools. The study was carried out in a descriptive-analytical and library manner, and it tried to answer two fundamental questions: 1. what parameters in the structure of the curriculum and its content (macrostructure) need attention and revision? 2. What considerations are suggested in the field of Persian writing teaching methods (microstructure)? To answer the first question, a comparative analysis was conducted on the content of the official curriculum of Iran and England. Based on the findings of this study, it was found that the structures of the Persian language - including graphemes and morphological and derived morphemes - do not have a specific system based on education, and the revision of the prevailing phonetic and written system and rules is necessary to organize and comprehensive the curriculum. To answer the second question, two components, i.e. textbooks and teachers' teaching methods, were examined in 3 fields:, the teaching of Persian vocabulary,, teaching Arabic vocabulary;, calligraphy as a special feature of Persian writing, explaining based on the Ellis model used for the reading process.

Keywords

Educational and Scholastic studies

Articles in Press, Accepted Manuscript
Available Online from 16 December 2023

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