|
" A Critical Evaluation of English Textbooks currently in Use in Iran Private Language Schools "
| Document Type
|
:
|
Latin Dissertation
|
| Language of Document
|
:
|
English
|
| Record Number
|
:
|
155411
|
| Doc. No
|
:
|
5186p
|
| Call number
|
:
|
5186
|
| Main Entry
|
:
|
Pourhassan Moghaddam, Mahmud
|
| Title Proper
|
:
|
A Critical Evaluation of English Textbooks currently in Use in Iran Private Language Schools
|
| Supervisor
|
:
|
; Ahmad Reza Lotfi
|
| Advisor
|
:
|
; Hamid Reza Haghverdi
|
| College
|
:
|
Khorasgan
|
| Date
|
:
|
, 2013=1392
|
| Degree
|
:
|
PH.D
|
| field of study
|
:
|
, Teaching English
|
| College
|
:
|
, Khorasgan
|
| student score
|
:
|
, 1392/06/18, 1391/00/00
|
| Page No
|
:
|
xi , 145p.
|
| Note
|
:
|
890
|
| Abstract
|
:
|
The present research was first to analyze four internationally-distributed English textbooks based on Fairclough's 1989 CDA model and second to evaluate Iranian ESL learners' and their teachers' critical thinking disposition and attitudes towards social inequalities in the West. Findings of the research showed that in case of relational values, friends 42.7, monologues 14.9 and customer-service provider 11.3, are outstandingly significant. Regarding expressive values, societal 82.05, occupational 14.35 and commercial 3.58 ranked the first, the second and the third respectively and are significantly noticeable. In all the textbooks except English Results, in case of experiential value, interpersonal, introspective 30.1 takes the first position, which shows the emphasis the textbooks put on interpersonal and social equals to background inequalities in the society. Regarding gender positioning, the interesting fact is that male-female 53.4 takes the first gender position in all the ELT textbooks. In the second phase of the study, while using a questionnaire, a K-S test was used to test data distribution normality. However, it did not prove to be normal. Therefore, a Kruskal-Wallis test was used to compare the four groups' mean ranks, but it did not show significant differences among ESL learners' and their teachers' critical thinking disposition (except for religious and ethnic minorities) and attitudes towards social problems. In addition, a binomial test showed that ESL learners and their teachers are highly critical thinkers and have shown significantly positive attitudes towards power dominance, gender differentiation and culture diversity, while showing moderate attitudes towards religious and ethnic minorities, social inequality and colonialism in the West..
|
| electronic file name
|
:
|
51861.pdf
|
| Title and statement of responsibility and
|
:
|
A Critical Evaluation of English Textbooks currently in Use in Iran Private Language Schools [Thesis]; Ahmad Reza Lotfi; Hamid Reza Haghverdi
|
| Internal Bibliographies/Indexes Note
|
:
|
Bibliography :p. 126-142
|
| |