A CRITICAL DISCOURSE ANALYSIS OF IRANIAN FIRST, SECOND, AND THIRD GRADE HIGH SCHOOL ENGLISH TEXTBOOKS
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| Title | A CRITICAL DISCOURSE ANALYSIS OF IRANIAN FIRST, SECOND, AND THIRD GRADE HIGH SCHOOL ENGLISH TEXTBOOKS |
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| Abstract | This study aims to provide a theoretical background and methodology for the analysis of the relationships between language, ideology, and power. More specifically the study has examined the ideological issues of gender, class, and culture reflected in Iranian High school English texts. The theoretical background of this study is rooted in critical sociolinguistics. This theory claims that a linguistic approach needs to describe and explain the manners in which language is used in particular contexts to create specific ideologies that maintain power relations in a society. It takes factors such as context of situation, context of culture, and functionality of language into consideration. As a methodology for this study, Thompson’s socio-historical, textual (micro-analysis, macro-analysis, and linguistic analysis) and interpretive analysis is adopted. The application of such methodology to the analysis of English textbooks in Iran revealed several manifestations of ideology, either positive or negative, among members of different social classes. |
| Publisher | World Science Publisher |
| Date | 2013-03-23 |
| Source | 2325-2197 |
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