چکیده:
Despite appealing notion of research based language teaching, we argue that scientific way of conducting research on English language teaching (ELT) is problematic since it ignores language learners’ subjectivity, instructors’ professionalism, practitioners’ culture and learning particularity. Positivists pedagogical arguments neglect the social nature of meaning making instructional practices and emphasize objectivity and measurability criteria which lead to instrumental rationality. A critical discourse analysis of practical arguments proposed in pedagogical implications section of empiricist research articles revealed that positivists assumptions manifest themselves as the rules and regulations of carrying out scientific research. These yardsticks give power to the neoliberal tendencies to present reasons as premises of arguments to restrict and control the agency of ELT teachers as well as to deprofessionalize them. Since there is a close affinity between this paradigm world views and neoliberal policies, positivists research articles lead to the domination of neoliberalism on TEFL discourse. This indicates the ideological function of the article genre and awareness of that is crucial for the sake of democratic and fair education.
خلاصه ماشینی:
A critical discourse analysis of practical arguments proposed in pedagogical implications section of empiricist research articles revealed that positivists assumptions manifest themselves as the rules and regulations of carrying out scientific research.
We endeavor to indicate the affinity between positivist quantitative research articles and neoliberals’ interests; how these interests as well as the relevant beliefs and world views are manifested in practical arguments of practical (pedagogical) implications of RAs. These arguments claim for actions and this article attempts to exhibit how the required action can lead to unbalanced relationship between Western neoliberal publication enterprises or policy makers and EFL teachers and students around the world.
The extract of practical recommendation is as follows: [1] One recommendation arising from this study is that it is desirable to design instructed early foreign language programs in which students are motivated to experience out-of-school exposure to English, for instance by encouraging students to watch television or videos with English subtitles, or to play online games and explore websites, and to use this as input for classroom activities.
720) Carrying out the transformational operations led to the reconstruction of an argument as follows: Claim [1] It is desirable to design instructed early foreign language programs in which students are motivated to experience out-of-school exposure to English.
As it is indicated in Figure 1, the claim for the action is: [1] It is desirable to design instructed early foreign language programs in which students are motivated to experience out-of-school exposure to English and the goal is to have an effective instruction and to avoid frustration [4].