Faramarz Mozhdekanlou
Abstract
In this research, teaching Persian to non-Persian speakers (AZFA) is considered as a discourse and its sociocultural dimension is studied under the light of critical discourse analysis (CDA) and critical classroom discourse analysis (CCDA), with a focus on culture and cultural teaching. The main goal ...
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In this research, teaching Persian to non-Persian speakers (AZFA) is considered as a discourse and its sociocultural dimension is studied under the light of critical discourse analysis (CDA) and critical classroom discourse analysis (CCDA), with a focus on culture and cultural teaching. The main goal of this analysis is to resolve common challenges on culture and cultural teachings in the AZFAs discourse and many of the common beliefs and impressions on the topic in question and these untrue, based beliefs are reviewed and by the critical attitude of this research are denaturalized and demythologized. The core data of this research are prepared by the survey method, which means to interview and talk with subjects and participants of AZFAs discourse. In this paper, based on 23 objective data, a deep gap between judgments and mental Propositions of the executives and agents of the AZFAs discourse has elucidated. This gap is in contrast with the truth about the culture and cultural teaching. Therefore, to provide a critical insight at teaching Persian to non-Persian speakers and to create a discourse-based framework on culture and cultural teachings, it is essential to make a fundamental change in our intellectual infrastructure, and fundamental revision about the issue of culture. This change is effective, when it comes to fairness and logic, and equally lies on actual and objective data which is extracted from the AZFAs discourse. Based on these data, solutions are provided in a comprehensive framework to solve mentioned gap and its related damages.
Hussein Meihami; Rajab Esfandiari
Abstract
Culture is an inseparable part of education in all respects. One of the fields in which culture plays an important role is second language acquisition. English language has become the language of science and technology and that of disseminating knowledge. Hence, English for Specific and General ...
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Culture is an inseparable part of education in all respects. One of the fields in which culture plays an important role is second language acquisition. English language has become the language of science and technology and that of disseminating knowledge. Hence, English for Specific and General Purposes (ESP and EGP, respectively) is now a subfield in applied linguistics, helping English learners communicate their knowledge through English. The issue of communication leads the field to have a special connection with culture. That said, the purpose of the current study was to investigate the cultural content and cultural elements of the EGP and ESP textbooks used to teach ESP in economic and management, accounting, and psychology in Iranian universities. Using Cortazzi and Jin’s (1999) framework for cultural content, and Adaskou, Britten, and Fahsi’s (1990) framework for their cultural elements, the ESP and EGP textbooks were exqamined. The results indicated that there were statistically significant differences between the cultural content and elements included in the EGP and ESP textbooks; the EGP textbooks contain more cultural content and elements. Thus, it can be concluded that the ESP textbook designers need to pay more attention to the inclusion of cultural content and elements in the ESP textbooks if they want to improve the disciplinary abilities of the ESP students in communicating about the disciplinary notions of their majors.
