Volume 23, Issue 4 (2016)                   IQBQ 2016, 23(4): 47-69 | Back to browse issues page

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Danesh A, Aghagolzadeh F, Maftoon P. The Role of Critical Discourse Analysis on Reading Comprehension Skills among Iranian EFL Learners. IQBQ. 2016; 23 (4) :47-69
URL: http://eijh.modares.ac.ir/article-27-8865-en.html
1- Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Department of English Language, Tarbiat Modares University, Tehran, Iran
Abstract:   (4575 Views)
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 ranges 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 were considered as the participants of this study. They had received instructions on English language for 16 sessions at Boroujerd Islamic Azad University. The participants were native speakers of Farsi. 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 Fairclough's model in critical discourse analysis can affect reading ability of Iranian EFL learners. Also,besides scrutinizing the effect of CDA in EFL learners, the researcher introduces the seven elements of Fairclough's model as well.
Full-Text [PDF 248 kb]   (2061 Downloads)    
Subject: Arts and Humanities (General)
Received: 2016/11/2 | Accepted: 2017/01/2 | Published: 2017/10/28

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