پژوهشی پیرامون کتب درسی زبان انگلیسی مدارس ایران از حیث شمول مؤلّفه‌های دستور گفتاری زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه آموزش زبان انگلیسی دانشگاه سلمان فارسی کازرون، ایران..

2 گروه آموزش زبان انگلیسی دانشگاه سلمان فارسی کازرون، ایران.

چکیده

نویافته‌های حوزة زبان‌شناسی رایانشی حکایت از منحصربه‌فرد بودن بعضی از عناصر دستور گفتاری زبان انگلیسی و تمایز آن از مقوله‌های گونه نوشتاری آن دارد. پژوهش فعلی کوشیده تا با اتخاذ روش تحلیل محتوا و کاربست چهارچوب تحلیلی کالن و کوو (۲۰۰۷) و تیمیس (۲۰۰۵)، به کتاب‌های آموزش زبان انگلیسی در مدارس ایران، نشان دهد که مجموعه‌های فوق تا چه حد از موارد دستور گفتاری زبان انگلیسی استفاده نموده‌ و به چه میزان در فرآیند تدریس به آنها پرداخته شده است. نتایج پژوهش نشان داد که عمدة عناصر دستور گفتاری مورد استفاده در کتاب‌ها متعلق به طبقة دوم چهارچوب کالن و کوو، یعنی عناصر واژگانی-دستوری ثابت و غیرمولد، می‌باشد و نمود عناصر طبقة اول، یعنی عناصر مولدی که شکل آن‌ها متناسب با بافت جمله تغییر می‌کند، در آن‌ها اندک است. از بعد پرداخت به تدریس این مصادیق، تحلیل فعالیت های کتب درسی بر اساس چهارچوب تیمیس (2005) نیز حاکی از آن بود که از چهار نوع فعالیت جهت تدریس و پرداختن به دستور گفتاری زبان انگلیسی تنها به اصل "درک کلی" در فعالیت ها پرداخته شده و به اصل "بحث زبانی" تنها یک مورد فعالیت در کتاب راهنمای معلم Vision 1 اشاره شده گردیده و به دواصل دیگر توجهی نشده است. لذا، به طور کل میزان پرداخت و اهمیت دستور گفتاری زبان انگلیسی بررسی شده بسیار محدود ارزیابی می شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

An Investigation into English School Textbooks in Iran in Terms of Inclusion of the Elements of Spoken Grammar of English (SGE)

نویسندگان [English]

  • Alireza Rasti 1
  • Nasimeh Nouhi Jadesi 2
1 Department of Teaching English as a Foreign Language Salman Farsi University of Kazerun, Iran
2 Department of Teaching English as a Foreign Language Salman Farsi University of Kazerun, Iran
چکیده [English]

The new findings of corpus linguistics clearly attest to the uniqueness of some elements of the spoken grammar of English and their distinction from those of the written variety. This investigation has adopted a content analytic procedure and applied the models proposed by Cullen and Kuo’s (2007) to the dialogs and Timmis’s (2005) to the tasks of the English school textbooks in Iran, namely the Prospect and Vision series to reveal to what extent, if any, the series have availed themselves of the properties of the spoken grammar in their student books ,workbooks and teacher guides. The findings revealed that the majority of the characteristics of the spoken grammar, as used in the textbooks, belong to the fixed lexico-grammatical elements of Category II of Cullen and Kuo's framework, and that the instances of Category I, that is, those forms which undergo change as a function of the context in which they occur, are relatively uncommon. Additionally, the realizations of Category III, that is, those structures which are deemed ungrammatical via adoption of a prescriptive outlook but are still commonly found in the spoken English, were non-existent in the series. The analysis of the tasks based on Timmis’ (2005) also revealed that only some “global understanding” and very few instances of “language discussion task” were present and focused on in the materials investigated, leaving the two other principles unattended.

کلیدواژه‌ها [English]

  • Spoken Grammar of English (SGE)
  • textbook analysis
  • content analysis
  • Cullen and Kuo
  • Timmis
  • secondary education
  • Iran

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 1
خرداد 1403
صفحه 33-48

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