چکیده:
This study examines the ideological content of six internationally-used ELT textbooks، three British and three American. Applying the theory and procedures of critical discourse analysis (CDA)، three aspects of the conversations in the textbooks، i.e. content، relations، and positions were examined. Results suggest that in terms of content، British textbooks tend to entertain the students while American textbooks include more occupational and business-related issues. Regarding relations، characters in the conversations were placed in socially equal roles. Moreover، inequalities were rarely addressed in the interactions and there was little attempt to make learners aware of issues such as dialogue management strategies. Finally، characters in the conversations took mostly societal positions.
خلاصه ماشینی:
An Analysis of the Ideological Content of Internationally-Developed British and American ELT Textbooks Dr. S.
com AbstractThis study examines the ideological content of six internationally-used ELT textbooks, three British and three American.
Results suggest that in terms of content, British textbooks tend to entertain the students while American textbooks include more occupational and business-related issues.
e. content, relations and subject positions was counted in each textbook and the data obtained was tabulated to get a clear picture of the dominant pattern of occurrences of these dimensions of meaning.
They include: a) cultural contrast, festivals and customs, b) entertainment, human interest stories, discussion starters ranging from trivial matters to social issues, c) occupational, d) consumer-oriented, and e) Interpersonal, introspective, interactional regarding individuals and institutions.
2% and 38% of occurrences, respectively, is the most frequently occurring relation, which shows that the textbook writers in both sets tend to put the characters in equal social roles and show a utopia full of friendship to the learners, a phenomenon that rarely occurs in real world.
This illustrates that the American textbooks place a heavier emphasis on market economy and engage learners in business and economic-related contents more frequently.
Moreover, having the market place as the touchstone against which subject positions and social relations have been shaped in these textbooks is in line with the fact that the English language, as Kress (1995: 23) asserts, is the carrier of a "particularly virulent streak of fast capitalism.