Developing and Validating a Questionnaire to Assess Critical Discourse Analysis Practices among EFL Teachers
الموضوعات :
حمید مرعشی
1
(
Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
)
ندا احمدی
2
(
Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
)
الکلمات المفتاحية: Critical Discourse Analysis, ELT, teachers&rsquo, practices,
ملخص المقالة :
The present study was an attempt to investigate to what extent Iranian EFL teachers practice critical discourse analysis in the English language classroom during their teaching. To reach this aim, a 27-item questionnaire was designed and administered among 120 male and female Iranian English teachers in different language schools in Tehran. Following descriptive statistics through which the mean, standard deviation, and reliability of the questionnaire were calculated,a factor analysis was conducted to assess the construct validity of the designed questionnaire.The results of the statistical analysis clearly demonstrated the validity of the designed questionnaire.Once validated, certain within group comparisons (with respect to the demographic factors of gender, age, and educational degree) were conducted to see how the different demographic subsets of the sample responded to the questionnaire. The study also discusses the implications of such measurement for ELT and points out a number of suggestions for further study.
References
Al Ghazali, F. (2007). Critical discourse analysis: How can awareness of CDA influence teaching techniques? Paper presented in TESOL Arabia, United Arab Emirates. Retrieved from: http://usir.salford.ac.uk/22590/1/Critical_Discourse_ Analysis.pdf on December 12, 2012.
Chomsky, N. (2004). Letters from Lexington: Reflections on propaganda. Boulder, CO: Paradigm.
Cots, M., J. (2006).Teaching ‘with an attitude’: Critical discourse analysis in EFL teaching. ELT Journal, 60, 336-345.
Curran, J., & Seaton, J. (2010). Power without responsibility: Press, broadcasting, and the internet in Britain. London: Routledge.
Dörnyei, Z. (2003). Questionnaire in second language research. Mahwah, NJ: Lawrence Erlbaum.
Fairclough, N., & Wodak, R. (1997).Critical discourse analysis. In T. A. van Dijk (Ed.) Introduction to discourse studies (pp.258-284). London: Sage.
Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London: Longman.
Fowler, R. (1996).On critical linguistics. In C. R. Caldas-Coulthard &M. Coulthard (Eds.), Texts and practices: Readings in critical discourse analysis (pp.4-45) London: Routledge.
Gee, J. P. (2001). An introduction to discourse analysis. London: Routledge.
Ghanizadeh, A., & Hashemi, M. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System 40, 37-47.
Herman, E., S., & Chomsky, N. (1988).Manufacturing consent: The political economy of the mass media. New York: Pantheon.
Koupaee Dar, Z., & Rahimi, A., & Shams. M., R. (2010). Teaching reading with a critical attitude: Using critical discourse analysis (CDA) to raise EFL university students’critical language awareness (CLA). International Journal of Criminology and Sociological Theory, 3, 457-476.
Marashi, H., & Chizari, A. (2016). Using critical discourse analysis based instruction to improve EFL learners’ writing complexity, accuracy, and fluency. The Journal of Applied Linguistics, 9(19), 37-61.
Marashi, H., & Yavarzadeh, E. (2014). Using critical discourse analysis instruction in argumentative and descriptive writing classes. Issues in Language Teaching, 3(2), 209-236.
Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
Pallant, J. (2007). Survival manual: A step by step guide to data analysis using SPSS for Windows. Sydney, Australia: Allen & Unwin.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.
Postman, N. (1985). Amusing ourselves to death. New York: Penguin.
Richards, J. C., Platt, J.,& Platt, H. (1993).Longman dictionary of language teaching and applied linguistics. London: Longman.
Rogers, R. (2004). An introduction to critical discourse analysis in education. London: Lawrence Erlbaum.
Schiffrin, D., Tannen, D., & Hamilton, H. (2001).The handbook of discourse analysis. Oxford: Blackwell.
Schiller, H. I. (1976). Communication and cultural domination. New York: International Arts and Sciences Press.
Van Dijk, T. A. (1993). Discourse and society. Newbury Park. CA: Sage.
Van Dijk, T. A. (1996). Discourse, power and access. In C. R. Caldas-Coulthard&M. Coulthard (Eds.), Texts and practices: Readings in critical discourse analysis (pp. 234-265). London: Routledge.
Van Dijk, T., A. (1997). Discourse as interaction in society. In T. A. Van Dijk (Ed.),Discourse as social interaction (pp.48-96). London: Sage.
Van Dijk, T. A. (2001). Multidisciplinary CDA: A plea for diversity. In R. Wodak & M. Meyer (Eds.). Methods of critical discourse analysis(pp. 95-120). London: Sage.
Wallace, C. (1992).Critical literacy awareness in the EFL classroom. In N. Fairclough (Ed.), Critical language awareness (pp.59-92) London: Longman.
Wodak, R., de Cillia, R., Reisigl, M., & Liebhart, K. (1992). The discursive construction of national identity. Edinburgh: Edinburgh University Press.
Wodak, R. (1996). Orders of discourse. New York: Addison Wesley Longman.
Wodak, R. (2001). What CDA is about – A summary of its history, important concepts and its developments. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1-13). London: Sage.
Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory and methodology. In R. Wodak, & M. Meyer (Eds.), Methods of critical discourse analysis. (pp. 1-33). Los Angeles: Sage Publications.
