عنوان مقاله [English]
This research is conducted to compare and contrast different orientations, approaches and methods of language learning curriculum. It describes the philosophical, Psychological, and linguistic basis of curriculum planning to investigate their effects on language learning curriculum in Iran and other countries such as Saudi Arabia, Japan, Germany, England, and America.
The results of this research showed that all levels of language learning (i.e. orientations, approaches, and methods) are close to each other in four fields of philosophy, psychology, linguistics, and curriculum and that the existing differences are the results of different expressions.
The research results indicate that even though each country has a different orientation in language teaching but all of them pay considerable attention to four language skills (listening, writing, reading & speaking), goals, contents, and grammatical rules. Furthermore, the entity of different curricular aspects of language learning in above-mentioned countries is nearly the same. It has been also showed that Iranian researchers have introduced a suitable language learning curriculum for primary schools in Iran.