ABSTRACT The present study attempts to investigate the three facets of meaning namely Subject positions, social relations, and contents through critical discourse analysis in English Language Teaching (ELT) textbooks in Iran based on Fairclough’s (2001) framework. In order to investigate the frequency of these facets of meaning the conversations of two series of textbooks in Bahar and Navid Language Institutes (two famous Institutes in Shiraz, Iran) were selected to figure out the ideology behind these series of textbooks. To investigate subject positions, social relations, and contents, Fairclough’s (2001) framework was used. Results indicated that, educational and friends related positions were abundant in Navid and Bahar Language Institutes respectively. In both series of textbooks social relations were more or less equal. Content analysis of conversations revealed that the conversations were almost pertained to friendship, sports, and traveling issues. Through the analysis of audio, setting of conversations, tone and intonation in the conversations, it was revealed that the language in the conversations of these two series of textbooks was along with the western culture and ideology. It was concluded that the chosen textbooks had a particular discourse type specifically western ideology and this study was hoped to bring about some degrees of consciousness among people involved in language teaching by rejecting this idea that language textbooks are value free. The study implicated that attempts should be made by text users to acquire a threshold level in critical language awareness in order to understand the central role language can play in structuring human mind.
Available at: http://works.bepress.com/ali_taghinezhad/5/