DEVELOPING CRITICAL DISCOURSE ANALYSIS AS A PEDAGOGICAL TOOL IN TEACHING READING COMPREHENSION AT IRANIAN HIGH-SCHOOL

This paper attempts to introduces a range of discourse analysis strategies as a pedagogical tool to demonstrate its practical relevance in teaching reading copmrehension. The study that is going to be reported here, will address a new area in Iranian English Language Teaching (ELT). Specifically speaking, this article aims at determining what areas of discourse analysis are relevant to teaching EFL reading at Iranian high-school as well as identifying what language teachers and learners can borrow from the linguistic study of text and discourse and make use of in the language classroom as well as outside it. Critical Discourse Analysis (CDA) is amongst the most popular methodologies for the analysis of language and texts. All of us, as language users and makers, are continuously engaged in reading comprehension in our everyday lives. Relatively few studies in Iran have investigated the role of critical discourse analysis in teaching reading comprehension. The article argues that knowing critical discourse analysis techniques lead learners to have a deeper understanding of reading comprehension. Finally, in this paper, some recommendations are suggested: techniques of Critical Discourse Analysis can be used by teachers, students and others; and due to Critical Discourse Analysis skills, they become conscious of the concealed meaning within various kinds of text

کلیدواژه ها:

discourse ، critical discourse analysis ، language teaching ، reading copmrehension ،