نوع مقاله : مقاله پژوهشی
نویسندگان
1 استاد زبانشناسی دانشگاه فردوسی مشهد، مشهد، ایران
2 دانشجوی دکتری زبانشناسی دانشگاه فردوسی مشهد، مشهد، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
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.
کلیدواژهها [English]
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