Investigating Hortatory Force in The EFL Reading Passages

Journal of Teaching English Lnaguage Studies

مقاله 6، دوره 4، شماره 3، اردیبهشت 2016، صفحه 65-76   

نویسنده

Bardia Fallah

Kharazmi University, Tehran, Iran

چکیده

This study investigates some the reading passages in terms of hortatory messages. To this end a
methodology based on Critical Discourse Analysis was adopted. The reading texts from ELT
textbooks were examined through a model which drew on Fairclough's approach to CDA,
specifically (Fairclough, 2003) in which three characteristic features of hortatory texts are
introduced. The analysis reveals that 15 reading passages of the corpus involve in hortatory
messages which are characterized by the above mentioned features i.e. Evaluation, Prediction,
and Legitimation strategies. These texts features were considered as markers of contemporary
‘genres of governance’ which are significant semiotic means to exert power in the process of
globalization. These categories were also connected to the social issue of Habermatian model of
modernity in which the ‘lifeworld’ can be ‘colonized’ by the ‘system’s instrumental rationality’
(Edgar, A. 2006). They were further linked to the concept of ‘promotional culture’ (Wernick,
1991) in the contemporary world. In the concluding section of the study, it was suggested that
pedagogical approach to literacy in the textbooks be ‘critically’ revised to engage macro and
micro social issues in reading comprehension activities. To this end a critical reading model,
proposed by Wallace (2003) is proposed.

کلیدواژه‌ها

Hortatory text؛ Critical Discourse Analysis؛ Genres of Governance؛ Textbook؛ Evaluation؛ Legitimation

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