Abstract:
This research is to analyze the effects of Critical Discourse Analysis (CDA)
on reading comprehension of Iranian EFL learners. After providing a useful
synopsis, this research is to contextualize CDA in two range of learning
situations and classifies how CDA can shed new perceptions on learning.
Detailed systematic measures are included to clarify the procedure of
conducting CDA. The participants were 61 male and female M.A. English
students of Boroujerd Islamic Azad University, selected on a non- random
basis by applying a TOEFL test among over 91 EFL M.A. students
considered to be at the same level. Those whose scores on the test were from
224 to 316 with the mean of 273.736 (one standard deviation above and
below the mean) were considered as the participants of this study. They had
received instructions on the English language for about one term (16
sessions) at Boroujerd Islamic Azad University. The participants were native
speakers of Farsi, and they used English as a foreign language for general
purposes. Their ages ranged from 23 to 48. Any word, phrase, or structure
can have different possible meanings, which is known as the meaning range.
Focusing on the implied meaning of the text, the learners of the second
language reach a better understanding of the text and consequently of the
second language. The present research shows how seven elements offered by
the Fairclough model in the critical discourse analysis can affect the reading
ability of Iranian EFL learners. The effect of reading critically on language
learning was the furthermost imperative area of the study. Since in CDA one
should pay attention to social and political problem of the text as well as its
structure, strategies, patterns of dominance and manipulation, it is necessary
to explain the elements of CDA in details. Therefore, besides scrutinizing the
effect of CDA in EFL learners, the researcher introduces the seven elements
of the Fairclough model as well.
Machine summary:
The present research shows how seven elements offered by the Fairclough model in the critical discourse analysis can affect the reading ability of Iranian EFL learners.
Research Question: Is there any statistically significant difference between reading comprehension ability of the group of students who receive instruction through critical discourse analysis and the group who are instructed through non- CDA reading approach?
Hypothesis:There is no any statistically significant difference between reading comprehension performance of the group of students who received instructions through critical discourse analysis and the group who are instructed through non- CDA approach.
But, as the result of the study shows , this critical aspect should be the main concern of English language teachers, and literature shows that it is necessary for teachers to teach critical discourse analysis to students, involve them in focused discussions, let them challenge their assumptions, develop a critical perspective, argue, debate and take risk in their thinking and learning (Dignazio, 1997; Banks, 1988; Lewis, 1992; Wallace, 1992;Beck, 2005;Comber & Nixon, 1999;Singer &Shagoury, 2005;Michell, 2006;Gee, 1992;Rogers, Marshall, & Tyson, 2006;Leland &Hartse, 2000; Pietrandrea, 2008; Cots, 2006; Freire, 1970).
They had space to analyze texts with critical lenses, in order to investigate the social structures and equity issues, because many researchers believe that learners need practice to learn to develop skills to identify non-neutral aspect of language and question the social, political, and ideological elements in texts (Brown, 1999;Hammond &Macken-Horarik, 1999;Duzer&Florez, 1999;Hood, Solomon and Burns ,1996;Pietrandrea, 2008;Freidman, 1980;Gilbert, 1997;Falkenstein, 2003;Kress, 2007).