چکیده مقاله Hyper-reality based pseudo-discourse in Simulacra propositions in ELT context with a critical discourse analysis approach
Language teaching textbooks, due to their linguistic structure, encompass dominant discourse orientations that produced them. What is raised in critical discourse analysis is the clear manifestation of dominant discourse propositions in the process of text production. Sometimes the dominant discourse content is produced in a way that hides its inclusion or exclusion propositions behind pseudo-discourse propositions which in postmodern thought, these simulacra are referred to as hyper-reality. According to the research literature, since the content of ELT is rooted in the dominant neoliberal discourse of the West, the purpose of the current research is to examine the pseudo-discourse propositions in stabilizing and expanding the propositions of this dominant discourse. Accordingly, a critical discourse analysis method based on Foucault's statement and exclusion analysis of discourse was used for the economic, cultural and social propositions. The results showed a significant relationship between the pseudo-discourse propositions in ELT education and the dominant neoliberal discourse. Considering the background of the research, the presentation of propositions in both discourse and pseudo-discourse levels based on the hyper-reality were accompanied by the predominance of the economic proposition and afterwards, the cultural and social proposition respectively, which with a significant distinction, it is in line with the stabilization and growth of its dominant discourse. Based on the research, the complications of the influence of neoliberal culture on ELT include amoralism, extreme individualism, and indication of imperialism and utilitarianism that roots in the capital market and according to the principles of cooperative learning, the educational system should be aware of pseudo-discourse intervention. Although these detrimental effects require more research but considering FRDE1, the current content produced for education at the macro and executive level should have a critical and propositional approach towards it.
