Document Type : Research Paper
Authors
1 PhD.Candidate Payam Noor University Postgraduate Education Center, Tehran, Iran
2 professor, Payame Noor University, Tehran, Iran
3 Associate professor, Payame Noor University, Tehran, Irany
4 Associate professor, Payame Noor University, Tehran, Iran
Abstract
The close relationship between language and culture leads to their mutual influence on each other. Many researchers in the field of language teaching consider culture alongside the target language as a primary focus. This study aims to answer questions such as which cultural components presented in the Common European Framework of Reference are and which are prioritized by teachers in the field of teaching Persian to non-Persian speakers, and ultimately to compile a list of cultural components. The research is based on the most common cultural assumptions in language teaching. Data collection is done both library-based and field-based. Twenty teachers responded to the questionnaires. The analysis of the questionnaires was done based on the frequency of the most votes for the components, and the results were aligned with the cultural content of the Framework. The research was conducted using a mixed approach (quantitative and qualitative). The results show Iranian civilization and history have the highest frequency, while negative traits and challenges have the lowest frequency. Ultimately, by removing and adding proposed components by teachers, we reached 33 components and 99 sub-components that can be classified into7 categories. The results are considered important in revising language teaching materials.
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