بررسی قواعد و اصول نگارش و تحلیل کتاب‌های نگارش دوره دوم متوسطه از منظر زبان‌شناسی شناختی کاربردی

The present study aims to evaluate high school writing textbooks (grades 10, 11, and 12) from the perspective of applied cognitive linguistics, with a focus on their alignment with cognitive learning principles and learner-centered educational content design criteria. This research employs a mixed-methods approach, including quantitative analysis based on Tomlinson’s (2013) checklist, qualitative content analysis grounded in applied cognitive linguistics, and analysis of text readability indices. The findings indicate that the eleventh-grade textbook performed better overall in terms of Tomlinson’s structural and content criteria; however, across all three grades, common weaknesses were observed in visual appeal, variety of activities, and systematic application of cognitive linguistic principles in content design. The qualitative analysis revealed that the writing textbooks have not fully utilized the potential of applied cognitive linguistic approaches in areas such as the use of metaphors and metonymy, categorization and prototypicality, embodiment and experientiality, and construction grammar. Based on these findings, the study suggests that future revisions of high school writing textbooks should pay particular attention to enhancing visual appeal and variety of activities, systematic application of cognitive linguistic principles, and development of support materials for teachers. The results of this study are considered an important step towards improving the quality of writing skills education in the country’s education system.
:Extended Abstract
Introduction
The present study critically evaluates Iranian secondary-level (grades 10–12) Persian writing textbooks through the lens of applied cognitive linguistics. The central aim is to examine the alignment of these textbooks with cognitive learning principles and learner-centered content design criteria, recognizing the pivotal role of textbooks in shaping language skills, cognitive growth, and academic success (Maleki, 2005; Audri & Nichols, 1989). Textbook content is foundational for learning, demanding that materials not only convey essential knowledge and skills but also engage with modern, interdisciplinary educational needs (Hasani, 1994; Irannejad et al., 2011). Writing proficiency, as emphasized by national curricula, is a crucial skill for scientific thinking and effective communication (Land, 2003). Therefore, the scientific writing textbook must support students in mastering written expression, promoting higher motivation and performance (Noriyan, 2009; Rezvani & Amiri, 2013).
Despite its importance, deficiencies in content engagement, learner-centeredness, and systematic application of cognitive linguistics principles are frequently observed. Allwright (1981) and Cunningsworth (1995) argue that excessive reliance on textbooks and insufficient supplementary materials hinder active student participation and meaningful language acquisition. Tomlinson and Masuhara (2018) underscore the necessity for detailed analysis, given the significant impact of textbook design on linguistic and cognitive development. Sheldon (1988) and Tomlinson (1996, 2013) posit that rigorous textbook evaluation enables informed selection and continuous improvement, yet a significant research gap remains regarding writing textbooks in Iran’s upper-secondary level, especially from the vantage point of applied cognitive linguistics.
Applied cognitive linguistics, by utilizing foundational cognitive linguistics theories to address practical issues such as language pedagogy, offers an insightful analytic framework. This study, thus, aims to answer: To what extent do Iranian upper-secondary writing textbooks conform to the principles of cognitive linguistics and criteria of effective educational content? The research is guided by these questions, hypothesizing that there is significant underutilization of metaphor, embodiment, prototype-based categorization, and construction-based grammar, resulting in missed opportunities for optimizing writing instruction (Forjani et al., 2021; Kamiabigol et al., 2014).
 
Methodology
This research employed a mixed-method approach, integrating both quantitative and qualitative content analysis. The study’s population comprised all three official Iranian secondary-level writing textbooks (for grades 10, 11, and 12). The sampling was exhaustive, encompassing the entire content of these textbooks as published by the Ministry of Education. Analysis tools involved: (1) a quantitative checklist based on Tomlinson’s (2013) generalized material evaluation criteria, assessing dimensions such as structural integrity, visual engagement, activity variety, and supplementary resources; and (2) qualitative cognitive linguistics analysis, focusing on core domains including conceptual metaphor and metonymy, prototype categorization, embodiment and experiential learning, and construction-based grammar instruction. The frequency of each criterion was computed for each textbook, and qualitative coding with thematic analysis was applied to identify patterns of adherence or deviation from applied cognitive linguistics principles, drawing from validated frameworks (Forjani et al., 2021; Kamiabigol et al., 2014; Nemat-Zadeh, 2020). The synergy of these approaches provided both breadth (comparative quantitative scores) and depth (thematic interpretation of cognitive-linguistic design) in the evaluation process.
Results
The quantitative results, presented in accordance with Tomlinson’s checklist, revealed that the eleventh-grade textbook performed best overall (75.8%), with lower average scores for the tenth (66.8%) and twelfth (71.5%) grades. All levels rated highest for “reasonable pricing” but showed critical weaknesses in visual attractiveness (55%) and provision of teacher guidance and supplementary resources, especially in grades 10 and 11 (41.7%). Low diversity and engagement in learning activities were identified as recurring concerns across all grades, corroborating Tomlinson’s (2013) view on the necessity of appealing, relevant, and meaningful content.
 
Qualitative findings highlighted several cognitive linguistic shortcomings:

Conceptual metaphor and metonymy: Usage was limited and rarely systematic. Only about 15% of grade 11 activities explicitly employed metaphors such as “writing from a bird’s perspective,” missing rich opportunities for facilitating abstract conceptualization (Forjani et al., 2021; Kamiabigol et al., 2014).
Prototype categorization: The textbooks relied on static categorizations (e.g., types of prose) without leveraging salient prototypes—70% of abstract concepts lacked concrete, exemplary instances, missing the potential for cognitive schema building (Lakoff, 1987).
Embodiment and experiential grounding: Only 10% of activities reflected bodily or sensory involvement (e.g., “mind mapping”). Most failed to incorporate tactile, visual, or performative elements crucial to deep learning (Nemat-Zadeh, 2020).
Construction-based grammar: Grammar was frequently presented as abstract rules, separated from meaningful textual examples, contrary to constructionist principles advocating contextualized, form-meaning pairings.

These findings indicate alignment with patterns reported in previous research highlighting superficial content engagement and lack of cognitive activation (Khodai-Moghadam et al., 2022; Roland et al., 2014).
Conclusion
This study reaffirms the critical role of applied cognitive linguistics in elevating textbook quality and learner engagement. While current Iranian upper-secondary writing textbooks adequately cover core writing topics, they exhibit significant deficiencies in visual appeal, activity diversity, and systematic application of cognitive linguistics principles. These limitations correlate with prior research, confirming that effective material design must integrate multidimensional cognitive, affective, and experiential criteria (Tomlinson, 2013; Sheldon, 1988; Kalantzis & Cope, 2009). Specific issues—such as limited use of metaphors, absence of salient prototypes, lack of embodied experiences, and disconnect between grammar and authentic texts—impede the internalization, transfer, and contextual application of writing knowledge.
The primary contribution of this research is in offering a detailed, theory-driven evaluation model for Persian educational materials and demonstrating how cognitive linguistics can enrich textbook analysis and development. Key recommendations include: (1) enhancing visual design and activity variation, (2) methodically integrating cognitive linguistic principles, such as conceptual metaphor, embodiment, and prototype examples, and (3) providing detailed guides and supplementary resources for teachers and students. In summary, foundational revision of both content and pedagogical approach is essential to achieving more effective, engaging, and cognitively empowering writing instruction in Iran’s educational system.
 
Acknowledgment
The authors of this article would like to appreciate and thank all those who somehow contributed to this research with their time and best efforts.
 
Conflict of Interest
The authors have no conflicts of interest to declare.