Analyzing Of The Representation Of Experiential And Textual Meta Function In The Reading Content Of Secondary English Language Books (Vision):Functional Grammar Approach

Parhizkar, Akram; Golfam, Arsalan; Agha Golzadeh, Ferdows

doi:10.22059/jolr.2025.395348.666918

Analyzing Of The Representation Of Experiential And Textual Meta Function In The Reading Content Of Secondary English Language Books (Vision):Functional Grammar Approach

Document Type : Research Paper

Authors

Akram Parhizkar ¹

Arsalan Golfam ²

Ferdows Agha golzadeh ³

¹ Ph.D. Candidate, Department of Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

² Linguistics Department, Humanities Faculty, Tarbiat Modares University, Tehran.Iran.

³ Linguistics Department, Humanities Faculty, Tarbiat Modares University. Tehran. Iran

10.22059/jolr.2025.395348.666918

Abstract

The aim of this study is to examine the clauses related to reading skills in secondary English books based on a functional grammar approach. Functional grammar approach has a wide impact on different parts of language learning, because instead of focusing only on linguistic structures, it pays attention to the communicative and contextual roles of language. This approach is effective in different language skills, and in this research we only examine reading skills. Reading skills not only help in learning new vocabulary and improving grammar, but also increase critical thinking and general language skills, so they are very important. For this purpose, 808 clauses were examined using a descriptive-analytical method, and the data collection method was documentary-library. The results indicate that from the experiential meta-role perspective, all processes were used in the Vision books in a proportionate manner, and it is only in the mental process that there is no meaningful relationship between the three books. From a textual meta-role perspective, the frequency of simple themes has not changed in all three books, and there is still no significant relationship with non-simple themes in terms of content presentation. However, marked themes are more coherently related to each other in all three books, and with the increase of the base, the amount of their use also increases. Given that the authors have claimed that the content of the textbooks is presented based on the CEFR levels and that students will reach level B1 by the end of upper secondary school, the present study proves the opposite of this claim and we witness many violations of level B1. Considering the above, the reading skills in Vision books need to be revised to be more in line with the needs of students. The analysis proposed in this research helps textbook designers to use more appropriate language structures in educational texts and encourage language learners to use language more effectively in real situations.

Keywords

Reading skill

English Text Book Of The Secondary High School

Experiential Meta Function

Textual Meta Function

Theme

Subjects

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