بازنمود گفتمان در تصاویر کتاب‌های آموزش زبان انگلیسی«prospects» و «visions» از دیدگاه نشانه‌شناسی، مطالعه موردی: قومیت و مکان

وجود ارتباط میان فرهنگ و زبان، نیاز به بررسی تاثیرگذاری کتاب‌های آموزش زبان را، بیش از پیش، نمایان می‌سازد. با درنظر داشتن این هدف که آموزش زبان خارجی عمدتاً با ورود مسائل فرهنگی به حیطۀ دانش زبان‌آموز همراه است، این ضرورت، به‌خصوص هنگام یادگیری زبان خارجی، افزایش می‌یابد. باتوجه به اهمیت روزافزونی که امروزه ارتباط تصویری پیدا کرده است، مقالۀ حاضر دیدگاهی نو به تصاویر کتاب های زبان انگلیسی آموزش ‌و پرورش دارد و بر مبنای الگوی نشانه‌شناسی کرس و ون لیوون (2006) که درواقع بر اهمیت عناصر سازندۀ فرهنگ و اجتماع همانند نوع پوشش، سنت‌ها و یا آداب و رسوم فرهنگ‌ها و خرده‌فرهنگ‌ها در تحلیل نشانه‌های زبانی تاکید دارد، با توجه به محدودیت این پژوهش، به‌طور موردی »قومیت و مکان « در تصاویر کتاب های »visions « و »prospects « مورد تحلیل قرار می‌گیرند. تحقیق حاضر با استناد به پیشینۀ علمی به روش توصیفی تحلیلی و با هدف بررسی کارکردهای اجتماعی و فرهنگی زبان، چگونگی بازنمایی گفتمان را در این تصاویر تبیین می کند. نتایج نشان می‌دهد که کتاب‌های آموزش زبان انگلیسی مورد نظر از رویکرد خاص »قومی نژادی « برخوردار نیست و انتخاب »مکان « نیز بدون سوگیری زبان مبدا یا زبان مقصد بوده است؛ بدین صورت که تصویرساز در انتخاب تصاویر توجه مشخصی به زبان خود یا دیگری نداشته است.

Discourse Representation in the Images of English Textbooks Prospects and Visions: A semiotic Analysis :The Case Study of Ethnicity and Place

The relation between culture and language, features the need to examine the effectiveness of language textbooks. Considering the goal that foreign language teaching is mainly associated with the entry of cultural issues into the learnerchr('39') knowledge, this need increases especially during learning a foreign language. Due to the todaychr('39')s growing importance of visual communication, this article offers a new perspective on images of English language textbooks in our system of education, based on the semiotic model of Kress and Van Leeuwen (2006), which emphasizes the importance of constituent elements of culture and society in analyzing linguistic signs; such as clothing, traditions or customs of cultures and subcultures. Paying attention to limitations of this case study, ethnicity and location are analyzed in the images of Visions and Prospects . The present study explains how discourse is represented in these images, based on a scientific background and descriptiveanalytical method with the aim of examining the social and cultural functions of language. The results show that the studied textbooks donchr('39')t have a specific ethnicracial approach and selection of place was without bias of the source language or the target language; In this way, the illustrator didnchr('39')t pay special attention to his or her own language in choosing the images1. IntroductionDue to the todaychr('39')s increasing importance of visual communication, the present study has a new perspective to this issue and examines the various forms of visual communication and discourse representation in images of Visions and Prospects related to place and ethnicity. Sometimes it is not possible to express everything that is presented through the images with a linguistic tool, and the opposite is also true. In this study, in addition to examining the semiotic pattern of Kress and Van Leeuwen (2006), we will look at the questions: how discourse is represented in images related to ethnicity as well as place . A deep connection between English language and its related culture and the need to confirm that English language textbooks contain cultural issues in addition to linguistic issues, resulted the researcher into analyze multistyle texts after extracting. In this article, we try to analyze images at the levels of representational, interactive and compositional meaning using descriptiveanalytical method. This study is based on the hypothesis that the mentioned English language textbooks, donchr('39')t have a specific ethnicracial approach and images related to place play a role in conveying concepts without biasing the source language or the target language. 2. Literature ReviewIt is necessary for images to meet the conditions of representation and communication, sothat they act as a complete communication system. One of the language semioticschr('39') schools is social semiotics, which deals with a social dimension of meaning in the communication media and pictures. Social semiotics has many possibilities for semiotics and is presented with the assumption that signs and messages should considered in the field of social processes (Kress Van leeuwen, 2006: 6). Studies like Meshkat (2002), Shin Kubota (2008), Amouzade et al (2013), Wue (2014) and Ahangar Shirvani (2016) have discussed the discourse representation in multimedia texts. However, the present research is a new study to newly published English textbooks Prospect and Visions . Although Hallidaychr('39')s theory (1994) is capable of analyzing pragmatic aspects of language, it is incapable of studying multistyle texts. Kress and Van Leeuwen (2006) improved and generalized his idea to images. Torres (2015) evaluated textbookchr('39')s socialvisual semiotics in the educational system of South Korea based on Kress and Van Leeuwen (2006). His findings indicated that some visual and verbal messages conflict with each other. He also explains that this opposition reveals the purposeful ideology within those images. Rouhani and Saeed Far (2013) worked on a comprehensive study using the grammar model of Kress and Van Leeuwen (2006). They analyzed the images of old high school textbooks. According to their research, images arenchr('39')t used in the service of language learning completely. With this in mind, letchr('39')s know the other part of paper. 3. MethodologyThis research applies Hallidaychr('39')s theory (1994) and Kress, G. Van leeuwen (2006) to analyze discourse representation in images of English textbooks Prospects and Visions which affect the students as learners. In this article, we try to analyze images at the levels of representational, interactive and compositional meaning using descriptiveanalytical method. 4. Results and DiscussionsBy analyzing the data, the initial hypotheses are confirmed. In this way, the studied images show that people having different ethnicity are the same. They tend to show that it doesnchr('39')t matter what their particular race or skin color is; rather, human beings regardless of these features, can be successful and efficient people if they have necessary competencies. In selecting placerelated images, public locations such as the street and the classroom are selected. It has a general aspect and isnchr('39')t specifically related to a particular language or culture; As a result, no orientation of the source language or the target language plays a role in conveying concepts