The Iranian Foreign Language Practitioners‟ Perspectives about Iran‟s Foreign Language Education Policy

International Journal of English Language and Translation Studies

卷:06

Naser Rashidi¹  Seyyed Ali Hosseini¹ 

[1] Department of Foreign Language and Linguistics, Shiraz University Shiraz, Fars, Iran;

关键词: Iran’s FLEP Document;    Systemic Functional Linguistics;    Processes;    Participants;   

DOI  :  

来源: DOAJ

【 摘 要 】

The present study was conducted to identify the perceptions of the Iranian foreign languagepractitioners about Iran‟s foreign language education policy within a systemic functional linguisticsapproach. To this end, 8 Iranian male and female foreign language practitioners were interviewed andasked to talk about what they thought about Iran‟s foreign language policy. The findings obtained fromanalysing the process types and participants employed by the Iranian foreign language practitionerswithin a systemic functional linguistics approach point out that the FLEP document is heavilyinfluenced by and draws on well entrenched ideological, historical, religious, economic, and politicaldiscourses. Further investigations within a systemic functional linguistics approach indicate that theIranian teachers believed that while English is a tool for understanding cultural exchanges andtransferring technological advances, achieving these goals through the teaching of English issometimes problematic within an absolute Islamic framework. The findings obtained from a transitivityanalysis for the Iranian foreign language practitioners by subjecting their responses to the questions onthe interviews to a systemic functional linguistics approach are also indicative of the Iranian foreignlanguage teachers‟ loyalty to the “the younger, the better” belief. Likewise, course content was a topicfor controversy. Some of the practitioners believed that course content should be developed around avariety of topics. Whereas others asserted that the inclusion of different topics in the foreign languageeducation policy document may increase the workload on the part of the teachers. Other issues such asculture, the Islamic ideology, and imperialism were identified as causes of different understandingsamong the Iranian foreign language practitioners as well.

【 授权许可】

Unknown