چکیده:
This study aimed to investigate patterns of encoding motion events in the
sentences of „Reading Comprehension‟ sections of English textbooks that are
taught in Iranian guidance schools and high schools. To achieve this objective, all
sentences that described motion events were collected from textbooks. These
sentences were examined on the basis of two factors: 1) The encoding of Figure,
Manner, Path, Source, Goal, Cause, and Ground; 2) Metaphorical description of
non-motion events in terms of motion events. Based on the obtained results, it
was concluded that sentences of these books are the simplified versions of typical
English sentences that are used to describe motion events. In other words, these
sentences minimize the details of motion events and do not offer a complete
picture of such events. Regarding the use of metaphors to describe non-motion
events in terms of motion events, the obtained results showed that metaphors are
underused in English textbooks that are taught in Iranian schools. Therefore, it is
recommended that some modifications be made in these textbooks to improve the
quality of teaching these aspects of language to L2 learners in Iranian high
schools and guidance schools.
خلاصه ماشینی:
<H1>Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks</H1> Saemeh Askani* Azad University of Chabahar <H1>Omid Khatin Zadeh</H1> Chabahar Maritime University Abstract This study aimed to investigate patterns of encoding motion events in the sentences of „Reading Comprehension‟ sections of English textbooks that are taught in Iranian guidance schools and high schools.
These sentences were examined on the basis of two factors: 1) The encoding of Figure, Manner, Path, Source, Goal, Cause, and Ground; 2) Metaphorical description of non-motion events in terms of motion events.
The aim of this study was to investigate the ways that manner and path component of motion events are encoded in reading comprehension passages of English textbooks in Iran.
In this way, the differences and similarities between the ways that the semantic elements of Figure, Manner, Path, Source, and Goal are represented in English and Persian were investigated.
3. 3 Data collection and data analysis To achieve the objectives of the study, the number and percentage of sentences in which the semantic elements of Figure, Manner, Path, Source, and Goal had been represented by satellites were obtained.
Table 1 shows the parentages of cases that the five main components of a motion event (Figure, Manner, Path, Source, and Goal) have been mentioned in the sentences of textbooks.
The five main components of motion events (Figure, Manner, Path, Source, Goal) are underrepresented in the sentences of general English textbooks that are taught in Iranian guidance schools and high schools.