The Stance of Communication Strategies in Iran’s High School English Textbooks (Vision Series)
محورهای موضوعی : نشریه زبان و ترجمه
فاطمه جمشیدیان
1
,
امید طباطبایی
2
,
Hadi Salehi
3
,
حسین وحید دستجردی
4
1 - گروه زبان انگلیسی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران
2 - گروه زبان انگلیسی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران
3 - Assistant Professor, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - دانشکاه اصفهان- گروه زبان انگلیسی
کلید واژه: CLT, Communication strategies (CSs), Iranian high school English textbooks, Vision Series,
چکیده مقاله :
This content analysis study aimed to investigate whether communicative strategies (CSs) have been incorporated into Iranian high school English textbooks (Vision Series). To this aim, the strategic components highlighted in Communicative Language Teaching (CLT) principles were selected to uncover its role in such textbooks. Moreover, Dornyei’s communication strategy classification was used to scrutinize the extent to which the strategic competence was represented in high school EFL textbooks. The analysis of the results revealed that the textbook did not benefit from different kinds of CSs. The authors’ claims were not met in the large portion of the textbook’s content. Therefore, Vision series need to be modified so that CSs are more appropriately included. The central philosophy of incorporating explicit CSs into the Vision series was not to accomplish as many CSs as possible, but rather to draw the students’ attention to special CSs, which could help them overcome the barriers faced in language communication.
این مطالعه تجزیه و تحلیل محتوای کیفی با هدف بررسی اینکه آیا راهبردهای ارتباطی در کتابهای انگلیسی دبیرستان ایرانی (سری ویژن) گنجانده شده است. برای این منظور ، نقش مولفه های راهبردهای ارتباطی در اصول آموزش زبان ارتباطی (CLT) در این کتابهای درسی انتخاب شدند. علاوه بر این ، از طبقه بندی راهبردهای ارتباطی درنی برای بررسی دقیق میزان کاربرد این راهبردها در کتاب های درسی EFL دبیرستان استفاده شد. تجزیه و تحلیل نتایج نشان داد که کتاب درسی از انواع مختلف راهبرد های ارتباطی (CS) بهره مند نبوده و ادعاهای نویسندگان در قسمت عمده محتوای کتاب های درسی برآورده نشده است. بنابراین ، سری کتابهای درسی ویژن باید اصلاح شود تا CS به درستی در آنها گنجانده شود. فلسفه اصلی گنجاندن CS ها به طور صریح و روشن در سری کتابهای ویژن ، اجرای هر چه بیشتر CS نبود ، بلکه جلب توجه دانش آموزان به CS خاصی بود که می تواند برای کمک به آنها در عبور از موانع موجود در ارتباط زبان ، مورد استفاده قرار گیرد.
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