Unveiling the Pedagogical Constructs: A Deconstructive Analysis of TeachingGrammar in Iranian Vocational Schools through the Lens of Vision SeriesTextbooks

This study applies Derridean deconstruction to analyze the teaching of grammar in Javadolaemme Vocational School, Fasa, Iran, using the Vision Series textbooks. It focuses on the challenges faced by students with limited prior knowledge in meeting the requirements of the grammar course. The study examines the underlying assumptions, power dynamics, and ideologies that shape grammar instruction within the Vision Series textbooks. Findings reveal the dominance of rule-based instruction, a lack of emphasis on meaningful language use, and the impact of power relations on pedagogical practices. Alternative approaches are suggested, emphasizing scaffolding, contextualized learning, and interactive activities to enhance student engagement and understanding. The investigation highlights the importance of fostering critical thinking skills and learner autonomy in teaching grammar using Vision Series as the main textbook. The research also contributes to improving the quality of grammar teaching practices and supporting students with limited knowledge in vocational schools.

کلیدواژه ها:

Derridean deconstruction ، grammar teaching ، Javadolaemme Vocational School ، Fasa ، Iran ، Vision Series textbooks ، prior knowledge ، power dynamics ، rule-based instruction ، meaningful language use ، alternative approaches ، student engagement ، critical thinking ، learner autonomy.