A contrastive analysis of content of two teaching series, "Let's Learn Farsi" and "Modern Teaching of Persian" based on the Bloom's revised taxonomy in cognitive domain

Study of Teaching Persian to Speakers of Other Languages (TPSOL) textbooks can reveal the relationship between some learning problems of Persian learners and the curriculum. The content of the questions and the exercises of these books are of a particular importance because of the function they have in achieving the goals. In the present study, two teaching series, "Let's learn Farsi" and "Modern teaching of Persian" have been analyzed based on Bloom's Revised Taxonomy (BRT). After extracting the questions and the exercises in the textbooks and codifying the verbs, frequency and percentage of the six levels of Bloom's cognitive domains were calculated using the NXₓ 100/S and then they were diagramed. In this formula, "NX" is the number of the exercises, "100" is the total percentage, and "S" is the total number of exercises. Then the distribution of the questions in these cognitive levels and their conformity with the related levels in the books (elementary, intermediate and advanced) were studied. The results showed that in "Modern Teaching of Persian" the distribution of the questions from elementary to advanced levels has a compatibility with Bloom's cognitive levels. However, in some volumes a revision is a need. In volume 1 and 2 of "Let's learn Persian" a logical and acceptable approach conformable to learning goals was observed. But in volume 3, in many cases, the hierarchy of cognitive domains was not in line with learner's need. At the end some recommendation for editing the textbooks were provided.