Textbooks: Representation of Genderism. International Journal of Applied Linguistics & English Literature, Vol 4, No 4, (p:55-61).
This study employed a Critical Discourse Analysis (CDA) approach
to investigate the linguistic representation of male and female social actors
in Family and Friends 4, 5 and 6 that adopted van Leeuwen’s (1996)
representational framework and Halliday and Matthiessen’s (2004) Transitivity
Theory Model. For analyzing the representation of genderism, the researcher
goes to reading section of each book. There were 4 extensive reading passages
in grade 5 and 6, also 5 extensive reading passages in grade 4, and 14 reading
passages in grade 4, 12 reading passages in grade 5 and 6. The findings may
help EFL teachers, material developers and policy makers to be aware of equality/inequality
issues in textbooks in order to make an equality perspective to learners. The
data analysis of this study were 1. Deletion can be used to represent process
of inclusion and exclusion. 2. Role allocation plays a significant part in
critical discourse analysis as a discursive structure. 3. Transitivity. 4. Substitution. The
conclusion is According to van Leeuwen framework it came out that the
inclusion of male and female social actors is near to 4:1 and based on this
claim, males participated much more than females. According of Halliday
framework, it was revealed that there was no equality between male and female
social actors in process type and most of material, mental, relational and
verbal processes belonged to men.
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