The Stance of Communication Strategies in Iran’s High School English Textbooks (Vision Series)

الموضوعات : All areas of language and translation

فاطمه جمشیدیان ¹ , امید طباطبایی ² , Hadi Salehi ³ , حسین وحید دستجردی ⁴

1 - گروه زبان انگلیسی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران
2 - گروه زبان انگلیسی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران
3 - Assistant Professor, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - دانشکاه اصفهان- گروه زبان انگلیسی

تاريخ الإرسال : 19 الثلاثاء , ذو القعدة, 1442 تاريخ التأكيد : 19 الثلاثاء , ذو القعدة, 1442 تاريخ الإصدار : 19 الخميس , شعبان, 1442

الکلمات المفتاحية: CLT, Communication strategies (CSs), Iranian high school English textbooks, Vision Series,

ملخص المقالة :

This content analysis study aimed to investigate whether communicative strategies (CSs) have been incorporated into Iranian high school English textbooks (Vision Series). To this aim, the strategic components highlighted in Communicative Language Teaching (CLT) principles were selected to uncover its role in such textbooks. Moreover, Dornyei’s communication strategy classification was used to scrutinize the extent to which the strategic competence was represented in high school EFL textbooks. The analysis of the results revealed that the textbook did not benefit from different kinds of CSs. The authors’ claims were not met in the large portion of the textbook’s content. Therefore, Vision series need to be modified so that CSs are more appropriately included. The central philosophy of incorporating explicit CSs into the Vision series was not to accomplish as many CSs as possible, but rather to draw the students’ attention to special CSs, which could help them overcome the barriers faced in language communication.