Document Type : Research
Authors
Abstract
0px; "> The Hidden Imposed War:
This Time the Invasion of Dezful by Alien Words
Sue-san Ghahremani Ghajar1
Sareh Poursaduqi2
Received: 2013/06/26
Accepted: 2013/12/17
Abstract
The exploration of the representation of the hidden curriculum in
English language teaching (ELT) commercial coursebooks continues
to be revealing for a better understanding of the ELT industry and its
aims. To explore this issue, in the present case study, firstly, the
content of two sets of ELT coursebooks taught in Dezful ten years
following the Imposed War (1990- 2000), i.e. Headway and New
Headway series were analyzed inductively. Next, emerging categories
from these series were compared and contrasted with their
representation in the context of Dezful extracted from the interviews
with Dezful EFL institute managers, teachers, and learners in the same
era. The findings show that not only the representation of the emerged
categories in Headway and New Headway series were in parallel with
their authors and their dependent institutions' ethnocentrism and
values, but also, at the same time, they were in disagreement with
Dezful language learners as a group of Iranian language learners. In
the long run, this issue can lead to the settlement and hegemony of the
1
Associate Professor, Dept of English Language and Literature, Alzahra University,
s.ghahremani@alzahra.ac.ir.
2
Doctoral Candidate of TEFL, Alzahra University, s.poursaduqi@ alzahra.ac.ir.
6 / Abstract
modality, polarity and time of the clause, was found in this text.
Though the polarity was positive in most of the clauses, in thirteen
cases, mood elements like / lɅ/, / lǣm/, / mɅ/ and / lǣmmɅ/, have
brought a negative polarity to the clause. Studying Modality as the
principal aspect of Mood Structure, indicated that the message is
mostly transferred from a knowledgeable source – Imam Ali-, to his
addressee with certainty and the information is given through
statements in which the speaker carries the responsibility of the
message. Some cases of other mood structure as interrogation and
command could be seen in this sermon. Some clauses received the
specific mood of exclamation, warning, praying and damning, which
played an important role in showing the meaning of the related
clauses. The two possible kinds of appraisal were also clear in this
text. For example, the totally positive appraisal for Jihad and the
completely negative one for leaving Jihad, in the beginning section of
this sermon.
Keywords: Halliday's Systemic Functional Grammar, Interpersonal
Metafunction, Mood Structure, Finite, Polarity, Modality.
Keywords
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