چکیده:
This study set out to check the addressing behavior within men’s and women’s talk in the written conversations in English language textbook series titled ‘New Interchange book’ by Richards, Hull and Proctor, (1998) from Cambridge University Press. In line with this aim, the present researchers initially prepared descriptive tables for both formal and informal contexts in three theme categories (Social, Cultural & Economic) vis a vis four case appropriations (men*men, men*women, women*men, women*women). The distributions of interlocutors were coded through content analysis techniques. The major findings indicated that the highest percentage of detected address terms belonged to pronouns (67.7%). The proportions for gender appropriations between interlocutors for this address term showed that the case condition with women to men (52.3%) and men to women (36.4%) had the highest rates as compared with other cases. Then, in the final stage, the datasets were scrutinized in terms of theories on gender disparity in the instructional materials. This paper has some pedagogical implications in terms of addressing term inequality as mapped on gender status within ELT books, which might indirectly change the balance against full and rich contexts for effective learning to occur.
خلاصه ماشینی:
Gendered Language: Men’s vs Women’s Uses of Address Terms within New Interchange Series Amir Behravan 1, Marjan Vosoughee 2* 1, 2 English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran *Corresponding author: vosoughee@iaus.
ir (Received: 2020/7/3; Accepted: 2020/10/31) Online publication: 2020/11/20 Abstract This study set out to check the addressing behavior within men’s and women’s talk in the written conversations in English language textbook series titled ‘New Interchange book’ by Richards, Hull and Proctor, (1998) from Cambridge University Press.
The proportions for gender appropriations between interlocutors for this address term showed that the case condition with women to men (52.
Keywords: address terms, gender, men’s talk, supremacism, women’s talk Introduction The social and discursive constructiveness of language associated with interaction and gender are among interesting L2 lines of inquiry within socio-cultural era (Butler & Trouble, 1990; Daraz, Ahmad & Bilal, 2018; Eckert & McConnell-Ginet, 1992; Ugwu & de Kok, 2015, etc.
). Existing studies related to critical gender representation with instructional materials (Ahmad & Shah, 2019; Dabbagh, 2016), and gender dimensions (Palmén, Arroyo, Müller, Reidl, Caprile, & Unger, 2020) are among these disputes.
One critical issue regarding gender effect on interaction subject matters is addressing behavior as mapped on men’s versus women’s exchange of information, which might contain the extent of women`s role (Nemati & Bayer, 2007; Zhao & Jones, 2017).
Documentation In the present study, the researcher was intended to work on “New Interchange Series student book” (Fifth Edition), by Richards, Hull and Proctor, (1998) published by Cambridge University Press (CUP) which is still mostly used in some Iranian language teaching institutes though it is a decade or more since it has lastly been revised.