تحلیل نمود گفتمان پسااستعماری در کتاب های آموزش زبان فارسی انگلیسی زبانان (مقاله علمی پژوهشی)

The present study deals with the discourse analysis of the postcolonial theory in Persian language textbooks and based on this theory emphasizes the methodology of how to reproduce social and political power in these texts. This research uses descriptive-analytical method. Reading the author’s introduction, texts and conversations of twenty four Persian textbooks published in London and the United States between 1800-2015, this research has explored the contrasts between itself and other in showing the superiority of the west. The findings of this study in these textbooks show that colonial appearance in the first century of this period are revealed by the denial of Persian speakers for civilized appearance of England and their contempt for domination In the second century, by justifying the historical action of the west in expressing the relations between Iran and Britain, another denial is formed to prove itself by stating the necessity for change in Iran and emphasizing the merits of western man and the role of the west in civilizing and reconstruction and development of Iran. In the last fifteen years, political intervention and the emphasis on Iran's underdevelopment have been the most important appearance of colonialism. Anti-Islamism is a feature that occurs in all three periods. A careful understanding of the colonial appearance in Orientalist writings, even simple language learning books, can helps the subaltern to the true understanding of its place in the world and to strive for reaching it.

Extended Abstract:
Introduction
Language textbooks play a constructive role in generating special insights and attitudes in language learners, which leads them to goals beyond learning a language. In the discourse of these books, which is accompanied by texts and conversations, there are various elements that appear in the social, cultural and political contexts. This research tries to study the Persian language teaching books from the perspective of postcolonial discourse analysis by reading the introductions, texts and conversations. Since postcolonial discourse is language-based, it provides the basis for truth to be formed. Western colonialism, which for centuries has been an integral part of the West and world history, with its various figures and behavior has a dominant intellectual basis and a powerful discourse for “self” that not only motivates colonial action but also it adds to its stability and scope. This way of expressing Western hegemonic thought must be identified in order to introduce the domination of the West over the East and its consequences, and to reject the justification of this idea. On the other hand, it makes it possible for Eastern nations to find wise and mature behavior in protecting their rights in the world. This research answers these questions:
1. Is there any evidence for postcolonial discourse regarding the Iran and Persian-speaking community in Persian language teaching textbooks for English speakers?
2. How is the representation of “self” and “other”, which is the implementation of colonial hegemony, in Persian language teaching textbooks for English speakers?
3. Have Western colonial policies changed over time in Persian language teaching textbooks for English speakers?
2. Theoretical framework of research
The theoretical framework of the present research is based on the theory of postcolonial discourse. Emphasizing the consequences of colonialism, this theory analyzes colonial discourse and has two approaches: The first approach studies the speech and writing patterns produced by Western authors about the East. This research also relies on this approach in reading Persian language teaching textbooks for English speakers. The second approach also studies the speech and writing patterns of subalterns and the discourse patterns of third world authors. In accordance with the first approach, this discourse refers to a set of propositions that on the basis of which the colonized is known and formed as the "other." The colonialist also represents "self" by proposing power, knowledge and enduring values ​​as the dominant group. The confrontations between East and West, which are examined in Persian language teaching textbooks for English speakers, include the purpose of writing a textbook, denying “other” and proving “self”, the mission of civilizing, meaning reproduction, justifying historical practice, inherent moral weakness of Eastern man, scientific superiority of the West, anti-Islamism, and Western political intervention.
3. Research method
The research method in this study is descriptive-analytical. In this study, to find evidence of the postcolonial discourse of "self" and "other", twenty-four English textbooks for Persian language teaching, published in London and some American cities between 1800 and 2015, were examined. Among these, seven books are from 1800 to 1900, eight books are from 1900 to 2000 and nine books are from 2000 to 2015. With a critical look, everywhere in the books that the authors described cultural, moral, political and religious characteristics of Persian-speakers in the form of "other", according to the postcolonial criteria of Edward Saeed, those cases were selected as case study and were included in the collection of discourse components of this research.
4. Discussion and conclusion
From 1800 to 1899, the purpose of the books was teaching Persian to the English members of the East India Company with the aim of domination and then establishment of relations with the Iranian rulers to obtain economic and trade advantages. The superiority of the Englishmen over jobs and titles is obvious. Showing the confusion and backwardness of Persian speakers in meaning reproduction for power justification is very obvious and somewhat offensive. Emphasis has been placed on the disease and the lack of amenities. The inherent nature of moral weaknesses in Persian-speakers is expressed and is even accompanied by insulting Persian-speakers. Native Persian teachers are not accepted and should be tolerated. Happiness has not been shown to Islam, but there is no political intervention.
From 1900 to 2000, the purpose of books was generally language learning, and there was only one book dedicated to teaching Persian to the U.S. army. Denial of “other” is formed by stating the need for change in Iran and emphasizing the merits of Western men and role of them in the civilizing and development of Iran. The issue of British oil extraction by Britain has been viewed as a good and civilizing work. Disease and pollution is an important theme of the meaning reproduction, and special attention has been paid to justifying the historical practice of the West expressing the history of Iran-Britain relations. The expression of the inherent denial of Iranians fades and is no longer so offensive. The expression of social problems gives way to the expression of individual problems. There are still references to the scientific superiority of the West, and anti-Islamism is taking on a new form, especially at the end of this century. There is low political intervention in this century.
From 2000 to 2015, more emphasis is placed on Iran as an underdeveloped third world country. Immigration to the West is welcome, and the texts criticize Iranian pollution, poor medical facilities and traditionalism. Driving in Iran is a social weakness and what is most evident is political intervention that addresses issues such as sanctions, nuclear weapons, lack of freedom and politicization of the country. Among these twenty-four books, nine books have Iranian authors, seven of them have been published after the year 2000. They had a more political view of Iran than English authors and their views were not far from the postcolonial discourse. A careful understanding of the colonial appearance in Orientalist writings, even simple language learning books, can help the subaltern to understand their true place in the world and to strive for reaching it.