Language Related Research E-ISSN: 2383-0816 Vol.11, No.4 (Tome 58), September, October & November 2020 211 T. M .U. A Content Analysis of the Elementary School Farsi Reading and Writing Textbooks From Frame Semantics’ Point of View Maryam Sadat Fayyazi 1 *, Hossein Safi Pirloojeh 2 1. Ph.D. in Linguistics, Assistant Professor, Department of Guilaki and Deylami Language and Literature, Research Institute of Guilan Studies, University of Guilan, Rasht, Iran. 2. Ph.D. in Linguistics, Assistant Professor, Department of Theoretical Linguistics, Institute of Humanities and Cultural Studies, Tehran, Iran. Abstract Aim The textbook as the most important educational tool in the country has a significant role in the curriculum content. Therefore, textbook revision, adding to conceptual richness and avoiding their shortcomings are the main necessities of continuous textbook content analysis. The present article aims at determining the degree of attention of elementary Farsi Reading and Farsi Writing textbooks in Iran to different meanings of a semantic frame. Questions The article tries to answer the following questions: ‘in the elementary school Farsi Reading and Farsi Writing textbooks which kind of explicit, collocational, associative, stylistic, grammatical, pragmatic, and implicit meanings are thought?’ And ‘How much each type of meanings is come to notice?’ Research Method Research has carried out by qualitative method. The statistical population of the study includes all the assignments, texts and exercises of the Farsi Reading and Writing textbooks in the primary school curriculum. The assessment has been conducted, through content analysis method particularly Check-list. The Unit of analysis is ‘word’. The evaluation of curriculum has been done on the basis of Fillmore’s Frame Semantics (1975) and the Received: 3/06/2018 Accepted: 27/10/2018 * Corresponding Author's E-mail: msfayyazi@guilan.ac.ir [ DOR: 20.1001.1.23223081.1399.11.4.3.8 ] [ Downloaded from lrr.modares.ac.ir on 2022-01-29 ] 1 / 30