Analyzing the writing tasks of Persian writing textbooks used at 4thand 5th grades in primary school

Document Type : Original Article

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Department of English Language Teaching, Farhangian University, P. O. Box 14665-889, Tehran, Iran.

Abstract

Background and Objectives: This paper attempted to study the writing tasks of Persian writing textbooks used at primary schools (fourth and fifth). Methods: At first, the writing tasks of Persian writing textbooks were classified according to 2 significant kinds of writing activities (receptive and productive) with 15 subdivisions. Then, the frequency and percentage of the tasks in the books were determined to be analyzed. So, the research method used in this paper is descriptive-analytic. Findings: The data analysis showed that 69/43 percent of writing tasks in the writing textbooks have been allocated to receptive tasks. Meanwhile, these books have been designed to teach a writing skill called productive writing. Although the designing of receptive tasks is prior to designing productive ones in language teaching, the authors should consider the balance in designing two different writing tasks. Conclusion: The results of analytical statistics indicate a significant difference between the writing tasks in the two textbooks. The frequency of the productive writing tasks in the textbook has increased as the students are promoted to a higher level and their language knowledge is strengthened. Tasks such as reading comprehension and summary writing should be paid attention to in the writing textbooks because it is necessary to read before writing. The findings of this study can be helpful to both the textbook authors and teachers.

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