The Representation of Social Actors in Top Notch Textbook Series: A critical discourse analysis perspective

International Journal of Foreign Language Teaching and Research

مقاله 6، دوره 4، شماره 13، شهریور 2016، صفحه 69-82   

نوع مقاله: Research Papers

نویسندگان

Safoura Davari^{* 1}؛ Mohammad Raouf Moini²

¹English Department, Islamic Azad University, Isfahan Branch, Isfahan, Iran

²English Department, Kashan University, Kashan, Iran

چکیده

Abstract This study aimed to investigate how English language teaching textbooks portrayed male and female social actors according to their social roles and gender identities. To examine the linguistic representation of male and female social actors and construction of gender identities in ELT textbooks, Top Notch series was selected. To do so, attempts were made to analyze the series in terms of the features introduced in two analytical models: Van Leeuwen’s (1996) framework and Halliday's transitivity model (Halliday & Matthiessen, 2004). All of the sentences in reading passages and conversations were counted and analyzed critically through discursive features of these two models. The findings of this study revealed significant differences in representation of male and female social actors in some discursive features. Male social actors were described as more autonomous, successful, and active compared to female social actors.

کلیدواژه‌ها

Critical Discourse Analysis؛ Ideology؛ ideology and Language؛ Gender؛ Textbooks؛ Social Actors