اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 380 |
| تعداد مقالات | 3,121 |
| تعداد مشاهده مقاله | 4,250,813 |
| تعداد دریافت فایل اصل مقاله | 2,844,975 |
بررسی چگونگی بازنمایی جنسیت در مجموعۀ فارسی بیاموزیم (مقاله فارسی) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 14، دوره 11، (2)- ویژه نامه مقالات CALL ، زبان شناسی و آموزش زبان - شماره پیاپی 24، مهر 1401، صفحه 245-267 اصل مقاله (1.36 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.18596.1635 | ||
| نویسندگان | ||
| سارا نخستین1؛ زهرا علی مراد* 2 | ||
| 1کارشناس ارشد آموزش زبان فارسی به غیرفارسی زبانان، دانشگاه شیراز | ||
| 2نویسندۀ مسئول، دانشیار آموزش زبان انگلیسی، دانشگاه شیراز | ||
| تاریخ دریافت: 17 فروردین 1402، تاریخ بازنگری: 07 اردیبهشت 1402، تاریخ پذیرش: 23 اردیبهشت 1402 | ||
| چکیده | ||
| کتاب‌های آموزش زبان، آیینه‌ای از فرهنگ و آداب و رسوم یک ملت است که می‌تواند بازتابی از نگرش‌ها و ارزش‌های یک جامعه به مخاطب باشد. بنابراین، با عنایت به این که همة عناصر موجود در کتب آموزشی، دارای بار معنایی هستند که از جانب مخاطب رمزگشایی می‌شوند، پژوهش حاضر بر آن شد، متون و تصاویر مجموعة کتب فارسی بیاموزیم را از حیث چگونگی بازنمایی جنسیت مورد بررسی قرار دهد. بدینمنظور، از میان ۳۰ درس در هر جلد، سه درس از ابتدا، میانه و انتها، برای تحلیل انتخاب متون و تصاویر مورد مطالعه، بر اساس مؤلفهها کدگذاری شدند. یافته‌ها حاکی از این بود که در تمامی مؤلفهها، بجز یک مورد در جلد اول که تعداد شخصیت‌های زن بیشتر از مرد بود، سوگیری جنسیتی به نفع مردان وجود داشت. نتایج آزمون مجذور خی نیز تفاوت آماری معناداری را در تمام مؤلفهها بجز مؤلفة ترتیب حضور اسامی زن و مرد در متون، بین جلدهای مختلف نشان داد. همچنین، نتایج بهدست آمده از تحلیل تصاویر، از سوگیری جنسیتی به نفع مردان در تعداد زنان و مردان در تصاویر داشت. به طور کلی، زنان در جلد نخست حضور پررنگ‌تری داشتند؛ بدینصورت که در دروس مورد بررسی جلد اول، بیشتر شخصیت‌ها کودک و زن بودند و موضوعات نیز حول محور معرفی اشخاص و وقایع روزمره بود، اما جلدهای میانی و پیشرفته که در آنها موضوع دروس، بهسمت مقوله‌های اجتماعی و ادبی تغییر یافت، از کمرنگ‌تر شدن حضور شخصیت‌های زنان در متون و تصاویر نشان داشت. مؤلفان کتاب‌های آزفا، می‌توانند با عنایت به نتایج این پژوهش، کتاب‌های جدید و یا ویرایش جدید، کتاب‌هایی که پیشتر تألیف شده‌اند را با واقعیت‌های جامعه بیشتر همسو سازند. از سوی دیگر، با توجه به زمانبر بودن فرآیند تألیف و ویرایش کتاب، میتوان در کلاسهای پیش از خدمت و ضمن خدمت مدرسان آزفا شیوههای تکمیل مطالب ارائه شده در کتب را آموزش و مورد تأکید ویژه قرار داد. | ||
| کلیدواژه‌ها | ||
| بازنمایی جنسیت؛ مجموعه فارسی بیاموزیم؛ آزفا؛ سوگیری جنسیتی؛ ارزیابی کتب آموزش زبان؛ تحلیل محتوا | ||
| عنوان مقاله [English] | ||
| Uncovering Gender Representation in Farsi Biyamuzim(Let’s Learn Persian) Series | ||
| نویسندگان [English] | ||
| Sara Nakhostin1؛ Zahra Alimorad2 | ||
| 1M.A. Graduate of TEPSOL, Shiraz University, Iran | ||
| 2Corresponding Author, Associate Professor of TEFL, Shiraz University, Iran. | ||
| چکیده [English] | ||
| Language teaching textbooks are a mirror of a nation's culture and customs and can reflect the attitudes and values of a society. Therefore, considering that each element in educational books has a meaning that is decoded by the readers, the present study intended to examine the texts and pictures in "Let's Learn Persian" textbook series in terms of the way gender is represented. To this end, among 30 lessons in each volume, three lessons from the beginning, the middle, and the end of the book were selected for analysis and their texts and pictures were coded based on the study's criteria. Findings indicated that in all considered criteria except for one in the first volume, where female characters outnumbered male ones, gender bias in favor of men was observed. Results of the chi-square test indicated a statistically significant difference with respect to all the criteria, except for the order of males and females' mention in a phrase, among different volumes of this series. Additionally, analysis of pictures suggested gender bias in favor of men in terms of the number of female and male characters in the pictures. In general, more women were depicted in the first volume in that most of the characters of the lessons examined in this volume were children and women and the topics revolved around introducing people and everyday events; however, the intermediate and advanced volumes, in which the topics shifted to social and literary ones, showed the underrepresentation of female characters in texts and pictures. Extended Abstract: Language teaching textbooks, including those teaching Persian to speakers of other languages (TPSOL), are a mirror of a nation's culture and customs and can reflect the attitudes and values of a society. Therefore, bearing in mind that each element in educational books has a meaning that is decoded by the readers, the present study intended to examine the texts and pictures in the "Let's Learn Persian" textbook series in terms of the way gender is represented. This specific series was chosen because of its popularity as well as its frequency of use in different parts of the world where Persian is taught to non-Persian speakers. The first book of this series (the beginning level) was developed by Zolfaghari et al. in 1382. The series includes five volumes ranging from beginning to advanced levels. An attempt has been made to focus on the four language skills of speaking, listening, reading and writing as well as grammar structures. The last two volumes, i.e., four and five, mostly deal with Persian literature, culture, and literary works. To uncover gender representation, the researchers analyzed the texts and pictures of this series based on the frameworks introduced by Lee (2014) and Porreca (1984). These two frameworks were first merged and adapted to the context of teaching Persian. It is worth mentioning that the two frameworks overlap in all criteria except for one, that is, the adjectives attributed to different genders which is considered by Perreca but not Lee. Meanwhile, they were adapted because two criteria could not be applied to Persian. First, in English, the two pronouns ‘he’ and ‘she’ are used to refer to male and female characters, respectively. In Persian, on the other hand, one single pronoun is used for both genders. Therefore, this criterion was excluded from the framework. Also, masculine generic constructions were not considered in this study either because of the same reason. Considering the above-mentioned points, the criteria taken into account in this study included the number and frequency of female and male characters, the order of mentioning of these characters, adjectives attributed to each gender, familial roles and also social/occupational roles of each gender. Based on one of the criteria of Lee's framework, i.e., visual representation, the number of male and female characters was also calculated in each picture; that is, the number of men more than women, number of women more than men, an equal number of men and women, men only, or women only. Frequencies and percentages of different categories were calculated and tabulated for each lesson and each volume separately. Furthermore, gender representation was compared among different volumes using Chi-square. To analyze the way gender is represented, in this study, a sample of each volume was selected in the following way. From each volume, a lesson from the beginning, one from the middle, and another one from the end of the book were selected. More specifically, in volumes 1 to 4, the 1st,15th and 29th lessons were chosen for the analysis because the 30th lesson is a review of the previous lessons. In Volume 5, on the other hand, the 2nd,15th and 29th lessons were selected for content analysis because the first lesson consists of two prayers which were not suitable for analyzing gender representation. Then, the representation of gender was investigated by coding the data based on the aforementioned framework. Moreover, to ensure the reliability of the coding procedure, inter-and intra-coder reliabilities were also estimated. The inter-coder reliability index was 94% while the intra-coder agreement was 98%, which was high enough and suited the purposes of this study. Findings indicated that in all considered criteria except for one in the first volume, where female characters outnumbered male ones, gender bias in favor of men was observed. Further, results of the chi-square test indicated a statistically significant difference with respect to all the criteria, except for the order of males and females' mention in a phrase, among different volumes of this series. Additionally, analysis of pictures suggested gender bias in favor of men in terms of the number of female and male characters. In general, the presence of more women in the beginning-level volume compared to the intermediate and advanced ones was salient. More specifically, most of the characters of the first volume were children and women and the topics revolved around introducing people and everyday events. However, the intermediate and advanced volumes, in which the topics shifted to social and literary ones, showed the underrepresentation of female characters in texts and pictures. It is noteworthy that women were mostly marginalized in the last two volumes which mainly focus on Persian literature. Implications of these findings for curriculum and syllabus designers as well as materials developers and Persian language teachers are discussed. | ||
| کلیدواژه‌ها [English] | ||
| Gender Representation, Let’s Learn Persian Textbook Series, TEPSOL, Gender Bias, Language Teaching Textbook Evaluation, Content Analysis | ||
| مراجع | ||
|
اعزازی، ش. (۱۳۸۵). ضرورت استفاده از رویکرد جنسیتی در پژوهش‌ها. ویژه‌نامه مسائل آموزش و پرورش دختران، ۲۲ (۳)، ۳۳-۵۷.
آل احمدی، م و شرفی ابقاء، ا. (۱۳۹۵). اهمیت و لزوم استفاده از کتاب‌های درسی به‌روز، در فرآیند یاد‌دهی و یادگیری. ارائه‌شده در کنفرانس ملی دانش و فناوری روانشناسی، علوم تربیتی و جامع رواشناسی ایران، تهران.
تقوی، س. (۱۳۸۶). بررسی جایگاه زن در پهنه ادبیات فارسی. پیام زن، ۱۹۰ (۱۰)، ۵۲- ۵۷.
جلیلی، ن. (۱۳۸۷). تعامل بین زبان و فرهنگ در تدریس زبان خارجی. مجلة قلم، شماره ۷.
رجانیوز، (۱۳۹۱). نگاهی به کلیشه‌های جنسیتی سنتی و مدرن: زن باشم یا نباشم. شناسة خبر ۱۰۸۱۸۱.
رحمانی، ا. محمدی رکعتی، د. و جهرمیان، م. (۱۳۹۹). بررسی نقش‌های جنسیتی در کتاب صدی‌الحیاة، بر اساس مدل پورکا. پژوهش و نگارش کتب دانشگاهی، ۲۴ (۴۷)، ۱۰۹-۱۲۴.
روحانی، ع. و اکبرپور، س. (۱۳۹۳). نمود جنسیت در کتاب American English File. فصلنامة مطالعات زبان و ترجمه، 47 (۲)، 107-131.
سیف‌الهی، س. و ابراهیمی، م. (۱۳۸7). نقش و منزلت زن در کتاب‌های درس فارسی مدارس آموزش و پرورش ایران. پژوهش‌نامه علوم اجتماعی، ۲ (۱)، ۵۰-۷۵.
عبادی، س. و ابراهیمی مرجل، ب. (۱۳۹۴). بازنمایی جنسیت در کتاب‌های آموزش زبان فارسی به غیرفارسیزبانان: مطالعه موردی جلد دوم و سوم مجموعه‌ی فارسی بیاموزیم. پژوهشنامة آموزش زبان فارسی به غیرفارسیزبانان، ۴ (۲)، ۲۷-۴۶.
علی‌نقیان، ش. (۱۳۹۸). فرهنگ اصطلاحات کلیدی در مطالعات جنسی. کانون انسان‌شناسی و فرهنگ.
فکوهی، ن. (۱۳۸۳). تاریخ اندیشه و نظریه‌های انسان‌شناسی. تهران: نشر نی.
کراچی، ر. (۱۳۹۴). تاریخ شعر زنان، از آغاز تا سدة هشتم هجری قمری، ج اول. پژوهشگاه علوم انسانی و مطالعات فرهنگی.
محمدی رکعتی، د.، رحمانی، ا، جهرمیان، م. (1401). بازنمایی جنسیت در دو کتاب «مینا1» و «الطریق الی العربیه». پژوهشنامة آموزش زبان فارسی به غیرفارسیزبانان، 11(1)، 175- 193.
محمدی، ش. (۱۳۹۹). دربارة زبان فارسی. رسانه هدهد.
مرزوقی، ر. و منصوری، س. (۱۳۹۴). تحلیل محتوای کیفی کتاب‌های درسی دورة ابتدایی، از منظر جهت‌گیری جنسیتی. زن در توسعه و سیاست، ۱۳(۴)، ۴۶۹ - ۴۸۵.
موسوی حسن‌آباد، ر. و علیمراد، ز. (۱۳۹۵). بررسی نحوة بازنمایی شخصیت‌های مرد و زن، در دو کتاب فارسی بیاموزیم و آموزش نوین زبان فارسی. ارائه شده در نخستین همایش ملی واکاوی منابع آموزش زبان فارسی به غیرفارسیزبانان.
References:
Al-e-Ahmadi, M., & Sharafi-Ebgha, A. (2016). The importance and necessity of utilizing up-to-date textbooks in the teaching and learning process. Presented at the National Conference on Knowledge and Technology of Psychology, Educational Sciences and Sociology of Iran, Tehran. [In Persian]
Alinaghian, Sh. (2019). Glossary of key terms in sexuality studies. Tehran: Center for Anthropology and Culture. [In Persian]
Biber, D. & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26(3), 263-286.
Ebadi, S., & Ebrahimi Marjal, B. (2015). Gender representations in the textbooks of teaching Persian to non-Persian speakers: A case study of “Let’s Learn Persian” (volumes 2 and 3). Journal of Teaching Persian to Speakers of Other Languages, 4 (2), 27-46. [In Persian]
Ezazi, S. (2006). The necessity of using a gender equality approach in research. Journal of Education, 22 (3), 33-57. [In Persian]
Fakoohi, N. (2003). History of anthropological thoughts and theories. Tehran: Ney Ed. [In Persian]
Islam, K. M. M. & Asadullah, M. N. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks. PLoS ONE, 13(1).
Jalili, N. (2008). Interaction between language and culture in foreign language teaching. Ghalam, 4 (7), 37-57. [In Persian]
Karachi, R. (2015). A history of Iranian women’s poetry (volume 1). Tehran: Humanities and Cultural Studies Institute. [In Persian]
Lee, F. K. (2014). Gender representation in Hong Kong primary school textbooks-a comparative study. Gender and Education, 26(4), 356-376.
Marzooghi, R., & Mansoori, S. (2015). Qualitative content analysis of elementary textbooks based on gender orientation. Women in Development and Politics, 13 (4), 469-485. [In Persian]
Mohammadi, Sh. (2020). About Persian language. Hodhod Media. [In Persian]
Mohammadi Rakati, D., Rahmani, E., & Jahromian, M. (2022). Representation of gender in the two books “Mina 1” and “Attariq ilal Arabiat”. Journal of Teaching Persian to Speakers of Other Languages, 11 (1), 175-193. [In Persian]
Moosavi Hassan Abad, S. R. & Alimorad, Z. (2016). Examining the representation of female and male characters in two books of "Lets learn Perisan" and "the novel teaching of Persian". Presented at the First National Conference of Evaluating Textbooks of Teaching Perisan to Non-Persian Speakers, Shahid Beheshti University, Tehran. [In Persian]
New Oxford American Dictionary (3rd ed.) (2010). Oxford University Press
Porreca, k. L. (1984). Sexism in current ESL textbooks. TESOL Quarterly, 18(4), 705-724.
Rahmani, A., Mohammadi Rakati, D., & Jahromian, M. (2021). An analysis of gender roles in Sadi Al-Hayati advanced level textbook series based on Porreca model. University Textbooks; Research and Writing, 24 (47), 109-124. [In Persian]
Raja News (2012). A look at traditional and modern gender stereotypes: Should I stay a woman or not? News ID 108181. [In Persian]
Rees, D. K. (2002). Facing up to stereotypes in second language classroom. The Internet TESL Journal, 8(7).
Roohani, A., & Akbarpoor, S. (2014). Gender representation in American English File textbook. Journal of Language and Translation Studies, 47 (2), 107-131. [In Persian]
Seifollahi, S., & Ebrahimi, M. (2008). The role and dignity of women in educational Persian textbooks of Iranian schools. Journal of Social Sciences, 2 (1), 50-75. [In Persian]
Taghavi, S. (2007). A study of women’s dignity in Persian literature. Payamezan, 190 (10), 52-57. [In Persian]
Thanasoulas, D. (2001). The importance of teaching in the foreign language classroom. Radical Pedagogy. Retrieved from http://radicalpedagogy. Icaap. org/content/issue 3-3/7thanasoulas.html
Yonata, F. & Mujiyanto, Y. (2017). The representation of gender in English textbooks in Indonesia. Journal of Language and Literature, 12(1), 91-101. | ||
|
آمار تعداد مشاهده مقاله: 237 تعداد دریافت فایل اصل مقاله: 246 |
||