دوره 6، شماره 1 - ( زبان کاوی کاربردی (JSAL) 1401 )                   جلد 6 شماره 1 صفحات 59-33 | برگشت به فهرست نسخه ها


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Ghorbani V, Yamrali N, Zarabi H. (2023). Prospects or Projects, Which Is More Gender-biased: A Comparative Study in Critical Discourse Analysis [In English]. JSAL. 6(1), 33-59. doi:10.52547/jsal.6.1.33
URL: http://jsal.ierf.ir/article-1-22-fa.html
قربانی وحید، یمرلی نیما، ضرابی حامد. بازتاب ها و برون داده های با جهت گیری جنسیتی؛ مطالعه تطبیقی در تحلیل گفتمان انتقادی [به انگلیسی] زبان کاوی کاربردی 1401; 6 (1) :59-33 10.52547/jsal.6.1.33

URL: http://jsal.ierf.ir/article-1-22-fa.html


1- دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی گنبد کاووس ، s39611171003@phd.araku.ac.ir
2- کارشناسی ارشد آموزش زبان انگلیسی دانشگاه آزاد اسلامی گنبد کاووس
چکیده:   (1350 مشاهده)
تبعیض جنسیتی در کتاب های درسی می تواند عواقب وحشتناکی به همراه داشته باشد و اثرات مخرب مختلفی بر دانش آموزان داشته باشد. گرایش به یک جنس می‌تواند کلیشه‌های جنسیتی را تقویت کند، به همین دلیل است که بسیاری از محققان کتاب‌ها را پالایش کرده‌اند تا به دنبال هر نشانه‌ای از جانبداری جنسیتی باشند. هدف پژوهش حاضر بررسی میزان جهت گیری جنسیتی در مجموعه برون داده های یک کتاب درسی محبوب زبان انگلیسی و کتاب های درسی انگلیسی زبان ایرانی (سری Prospect) می باشد. آیا آموزش در کتب درسی به زبان انگلیسی عاری از هرگونه تبعیض است یا اینکه رویکردی سیستماتیک به یک جنسیت خاص دارد؟ کتاب‌های درسی دانش‌آموزان در این دو سری برای یافتن هر گونه نشانه‌ای از ترجیح یک جنسیت مورد بررسی قرار گرفتند. کمیت و جنسیت مخاطبان درگیر در مراحل مختلف ساخت این پرسشنامه بررسی شد. در پایان، فراوانی تمامی آیتم‌های تصویری و متنی مرتبط با جنسیت بررسی و در پرتو تحلیل محتوا احصا شد. نتایج این مطالعه نشان داد که سوگیری جنسیتی در هر دو سری کتاب ها مشهود است، اما در کتاب‌ درسی برگردان فارسی، ظهور بیشتری است. همانطور که در کتاب های نسل قبل، نابرابری جنسیتی همچنان در سری Prospect وجود داشت و مشخص بود که باید روی این موضوع فکر بیشتری شود. علاوه بر برخی پیشنهادها برای حل این مشکل، نتیجه‌گیری این مطالعه دورنمای مفیدی برای متولیان تهیه مواد آموزشی، آموزش معلمان و تدوین چشم اندازها در پی خواهد داشت.
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نوع مطالعه: پژوهشي | موضوع مقاله: آموزش زبان
دریافت: 1400/5/11 | پذیرش: 1401/1/6 | انتشار: 1401/12/10

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