Examining the content of cultural elements of imported English language teaching books in Iran Based on critical discourse analysis
نویسندگان
1 Language Department, Farhangian University, Arak, Iran
2 Ph.D. in General Linguistics, Assistant Professor, Member of the Scientific Faculty of Khomein Azad University, Language Department, Faculty of Humanities, Khomein Branch, Islamic Azad University, Khomein, Iran
doi
10.22034/jelt.2024.15888.1082چکیده
Abstract Considering that culture guides human values and ideals, and from the fact that culture, It provides skill and knowledge for a person and preserves it and it is transmitted from one generation to another and helps it through language. In this research, the cultural content of imported English language teaching books in Iran is examined based on the approach of critical discourse analysis. is analyzed The method of collecting information and data in this research is library-documentary. The data of this research are the texts and images of imported English language teaching books that are currently taught in English language schools in Iran. Using a qualitative (descriptive-analytical) method, the analysis and description of texts based on Van Dyck's framework, as well as the analysis and description of images based on Kress and Van Leeuwen's framework, have been done. The findings of this research show that the imported English language teaching books are contrary to the Islamic culture of Iran in terms of culture.
