نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد قائم‌شهر ، قائم شهر، ایران

2 دانشیار، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد قائم‌شهر، قائم‌شهر، ایران.

3 استادیار، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد قائم شهر، قائم‌شهر، ایران

چکیده

نگارش علمی را می‌توان به‌عنوان یکی از مهارت‌های مهم آموزش عالی و یک پدیدۀ اجتماعی ازنظر بهره‌برداری‌های ایدولوژیک مورد بررسی قرارداد. هدف از این تحقیق پرده‌برداری از گفتمان هژمونیک غربی، مانند الگوهای مشروعیت‌بخشی در گفتمان دانشگاهی پژوهشگران حوزۀ زبان‌شناسی کاربردی ایران در سه پارادایم اصلی پژوهش بود. به‌این‌منظور، طبقه‌بندیِ پنج‌مولفه‌ای مقولۀ اعتباربخشیِ ون لیووَن (2008) به‌عنوان چارچوب تحلیلی مورد استفاده قرارگرفت. برای بررسی بسامد مشاهده‌شده در طبقه‌بندی‌های مذکور، مقاله‌های منتشرشده در مجله‌های علمی‌پژوهشی مورد تحلیل انتقادی قرارگرفتند و از آزمون مجذور کای برای پیداکردن رابطۀ معنی‌دار آماری بین الگوهای مشروعیت‌بخشی و روش‌تحقیق‌ها استفاده‌شد. نتایج نشان‌داد ازنظر آماری رابطۀ معناداری بین روش‌تحقیق کمّی و کیفی و همچنین بین روش‌تحقیق کمّی و ترکیبی وجوددارد. بنابراین، نتایج این تحقیق سلطۀ ایدئولوژیِ اثبات‌گرایی بر نگارش دانشگاهیان رشتۀ زبان‌شناسی کاربردی ایران را روشن می‌سازد. دراین‌رابطه، سیاست‌گذاران تحصیلات تکمیلی در وزارت علوم، تحقیقات و فناوری و هیات دبیران مجله‌های ایرانی در رشتۀ زبان‌شناسی کاربردی می‌توانند نگرش جهانی و غربی به آموزش را به رویکردهای بومی‌تر تغییردهند. همچنین، استادان دانشگاه و دانشجویان می‌توانند در پژوهش‌ها و گزارش مطالعات علمی خود نگاهی دموکراتیک داشته‌باشند.

کلیدواژه‌ها

Alimorad, Z. (2015). I'm no longer a child: A closer look at the interaction between Iranian EFL university students' identities and their academic performance. Journal of Research in Applied Linguistics, 5, 43-52. https://doi.org/10.22055/rals.2015.11268
Anthony, L. (2013). A critical look at software tools in corpus linguistics. Linguistic Research, 30(2), 141-161. https://doi.org/10.17250/khisli.30.2.201308.00
Askari Matin, S., Kiany, G., & Ghafar Samar, R. (2018). A framework of reference for teaching English as a foreign language at the threshold of I.R. of Iran. Teaching English Language, 12(1), 89-109. https://doi.org/10.22132/tel.2018.59614
Atai, M. R., Nabi Karimi, M., & Asadnia, F. (2018). Conceptions of research publication among Iranian doctoral students of applied linguistics:Cherish the wish to publish or rush to perish. Iranian Journal of Applied Linguistics, 21(1), 29-65. http://ijal.khu.ac.ir/article-1-2852-fa.html
Burgess, A., & Ivanic, R. (2010). Writing and being written: Issues of identity across timescales. Written Communication, 27(2), 228-255. https://doi.org/10.1177/0741088310363447
Canagarajah, A. S. (1996). Nondiscursive requirements in academic publishing, material, resources of periphery scholars, and the politics of knowledge production. Written Communication, 13(4), 435-472. https://doi.org/10.1177/0741088396013004001
Canagarajah, S. (2016). TESOL as a professional community: A half-century of pedagogy, research, and theory. TESOL Quarterly, 50(1), 7-41. https://doi.org/10.1002/tesq.275
Comte, A. (2009). A general view of positivism. Cambridge University Press.
Chu Kwan, B. C. (2010). An investigation of instruction in research publishing offered in doctoral program: The Hong Kong case. Higher Education, 59, 55-68. https://doi.org/10.1007/s10734-009-9233-x
Clark, R. (1992). Principles and practice of CLA in the classroom. In N. Fairclough (Ed.), Critical language awareness (pp. 117-140). Pearson Education.
Cumming, A. (1998). Theoretical perspectives on writing. Annual Review of Applied Linguistics, 18, 61-78. https://doi.org/10.1017/S0267190500003482
Denzin, N. K., & Lincoln, Y. S. (2005). Introdution: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 1-33). Sage Publications.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
Dornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
Fairclough, N. (1995). Critical discourse analysis: The critical study of language (2nd  ed.).   Longman.
Field, A. (2009). Discovering statistics using SPSS. Sage.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972-1977. (C. Gordon, Ed.) Pantheon Books.
Freire, P. (1970). Pedagogy of the oppressed. The Continuum International Publishing.
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125. https://doi.org/10.3102/0091732X025001099
Geerlings, L. R. C., & Lundberg, A. (2018). Global discourses and power/knowledege: Theoretical reflections on futures of higher education during the rise of Asia. Asian Pacific Journal of Education, 38(2), 229-240. https://doi.org/10.1080/02188791.2018.1460259
Habermas, J. (1971). Knowledge and human interests. Beacon Press.
Hall, A. (2007). Turning your coursework into articles. In D. P. Soule, L. Whiteley & S. McIntosh (Eds.), Writing for scholarly journals: Publishing in the arts, humanities and social sciences (pp. 10-24). eSharp.
Hyland, K. (2001). Humble servants of the discipline? Self-mention in research articles. English for Specific Purposes, 20, 207-226. https://doi.org/10.1016/S0889-4906(00)00012-0
Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Journal of Pragmatics, 34, 1091-1112. https://doi.org/10.1016/S0378-2166(02)00035-8
Hyland, K. (2005). Stance and engagment: A model of interaction in academic discourse. Discourse Studies, 7(2), 173-192. https://doi.org/10.1177/1461445605050365
Hyland, K. (2013). Teaching and researching writing. Routledge.
Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58-69. https://doi.org/10.1016/j.jslw.2016.01.005
Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. John Benjamins Publishing.
 Joseph, J. (2002). Hegemony: A realist analysis. Routledge.
Karimi, F., & Nafissi, Z. (2017). Effects of different culturally-based materials on EFL learners' reading anxiety, reading self-efficacy, and reading proficiency in project-based classes. Issues in Language Teaching, 6(1), 83-115. https://doi.org/10.22054/ilt.2017.8420
Karimifard, H. (2012). Constructivism, national identity and foreign policy of the Islamic Republic of Iran. Asian Social Science, 8(2), 239-246. https://doi.org/10.5539/ass.v8n2p239
Kubota, R., & Miller, E. R. (2017). Re-examining and re-envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14, 129-157. https://doi.org/10.1080/15427587.2017.1290500
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Lawrence Erlbaum Associates, Publishers         
Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language: The case for an epistemic break. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an intenational language (pp. 9-27). Routledge.
Lazaraton, A. (1995). Qualitative research in applied linguistics: A progress report. TESOL Quarterly, 29(3), 455-472. https://doi.org/10.2307/3588071
Mansouri Nejad, A., Qaracholloo, M., & Rezaei, S. (2019). Iranian doctoral students' shared experience of English-medium publication: The case of humanities and social sciences. Higher Education, 1-17. https://doi.org/10.1007/s10734-019-00478-1
McLean, M. (2006). Pedagogy and the university: Critical theory and practice. Continuum.
Mirhosseini, S. A. (2018). Introduction to the special issue: Politics of research in language education. Critical Inquiry in Language Studies, 1-6.https://doi.org/10.1080/15427587.2018.1442987
Mirhosseini, S. A., & Khodakarami, S. (2016). Aspects of English language education policies in Iran: Our own beliefs or out of who you are? Journal of Multicultural Discourses, 11(3), 283-299. https://doi.org/10.1080/17447143.2016.1217870
Montessori, N. M. (2011). The design of a theoretical, methodological, analytical framework to analyse hegemony in discourse. Critical Discourse Studies, 8(3), 169-181. https://doi.org/10.1080/17405904.2011.586221
O'Neil, D. (2017). English as the lingua franca of international publishing. World Englishes, 37(2), 1-20. https://doi.org/10.1111/weng.12293
Pennycook, A. (2010). Critical and alternative directions in applied linguistics. Australian Review of Applied Linguitsics, 33(2), 1-16. https://doi.org/10.2104/aral1016
Rahimpour, S., Sotoudehnama, E., & Sasani, F. (2018). An investigation into research identity in qualitative research articles in applied linguistics journals through the lens of critical discourse analysis. Journal of Research in Applied Linguistics, 9(2), 27-54. https://doi.org/10.22055/rals.2018.13794
Raitskaya, L., & Tikhonova, E. (2020). Pressure to publish internationally: Scholarly writing coming to the fore. Journal of Language and Education, 6(1), 4-7. https://doi.org/10.17323/jle.2020.10631
Rashidi, N., & Mansurian, M. A. (2015). The impact of identity aspects on EFL learners' acheivement in Iranian academic context. Teaching English Language, 9(2), 75-96. https://doi.org/10.22132/tel.2015.53725
Rezaei, S., & Seyri, H. (2019). Iranian doctoral students' perceptions of publication in English: Motives, hurdles, and strategies. Journal of Applied Research in Higher Education, 11(4), 941-954. https://doi.org/10.1108/JARHE-02-2019-0040
Rezvani, R., & Mansouri, T. (2013). Stripped of authorship or projected identity? Iranian scholars' presence in research articles. The Journal of Teaching Language Skills, 5(1), 91-110. https://doi.org/10.22099/jtls.2013.1494
Saboori, F., Pishghadam, R., Hosseini Fatemi, A., & Ghonsooli, B. (2015).Culture and identity: Linking Iranian identity components and cultural dimension. Issues in Language Teaching, 4(1), 49-78. https://doi.org/10.22054/ilt.2015.3463
Shear, B. W. (2008). Gramsci, intellectuals, and academic practice today. Rethinking Marxism, 20(1), 55-67. https://doi.org/10.1080/08935690701739964
Shohamy, E. (2008). Language policy: Hidden agendas and new approaches. Routledge.
Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Bergin & Garvey Publishers, Inc.
Stapleton, P. (2019). Standards of English in academic writing: A response to Mckinley and Rose. Journal of Second Language Writing, 44, 110-113. https://doi.org/10.1016/j.jslw.2019.02.003
Tavakoli, M., & Tavakol, M. (2018). Problematizing EAP education in Iran: A critical ethnographic study of educational, political, sociocultural roots. Journal of English for Academic Purposes, 31, 28-43. https://doi.org/10.1016/j.jeap.2017.12.007
van Dijk, T. A. (2006). Discourse and manipulation. Discourse and Society, 17(3), 359-383. https://doi.org/10.1177/0957926506060250
van Leeuwen, T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford University Press .