In this study, a systematic review was conducted targeting the studies that employ discourse studies in the English as a Foreign Language (EFL) context of Iran. Reviewing the literature, the current study found the scopes discourse analysis studies in different Iranian contexts in terms of classroom discourse, discourse markers, critical discourse analysis, and teacher discourse. After a brief introduction to each of these aspects of discourse analysis, the related noticeable studies were critically reviewed with the focus on Iranian contexts. Finally, the mentioned studies were compared with each other to investigate their weaknesses and strength. The results are discussed separately for each section. Accordingly, the results of the current systematic review would provide further support for the use of discourse analysis in the classroom, which could be an alternative for facilitating the learning of English as a foreign language in an EFL context. Suggestions for further research and pedagogical implications are provided.
کلید واژگان :Classroom Discourse, Discourse Markers, Critical Classroom Discourse Analysis, Teacher Discourse, EFL
ارزش ریالی : 300000 ریال
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