Gender differences in Iranian and native EFL text books: A case of

International Research Journal of Applied and Basic Sciences © 2013 Available online at www.irjabs.com ISSN 2251-838X / Vol, 4 (7): 1972-1983 Science Explorer Publications

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Gender differences in Iranian and native EFL text books: A case of cross-textual analysis of High school English Language Book One and New

Interchange Intro

Esmail Zare-Behtash1, Saieed Moslemi Nezhad*2

1.Associate Professor of English, Chabahar Maritime University

2.M.A Student of TEFL at University of Sistan & Baluchestan *Corresponding Author email: [email protected] ,[email protected], [email protected]�

ABSTRACT: This research intends to analyze the relationship between language and sex as represented in Iranian High School English Language Book 1. It tries to find out, among other things, the relative amount of female pronouns and proper nouns to that of males, the category of word classes and the job distribution used for each sex, and the type of verbs, adjectives utilized for any of the two sexes. The same procedure is conducted with the original English book at the same level which is identified as New New Interchange Intro. Doing so, data gathered to see if there is a bias towards presenting sex (male and female) in both text books. This study is based on the reviewing, analyzing, and classifying the two mentioned text books. One table was provided based on the verbs, adjectives, adverbs, and number of pronouns used for the two sexes of male and female. Then, both regarded text books are reviewed carefully unit by unit on the selected parts. Findings show that there is a bias or a big difference for presenting different sexes in both Iranian high school English language book 1 and the New Interchange Intro as an original English book. And still there is a difference between male and female genders in status, power, social identity, and etc. Key words: Cross textual analysis, Gender differences, Discourse analysis, Language and culture

Background It is widely believed that there is a natural connection between the language spoken by members of a social group and its identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community” (Kramsch, 2008, p. 65). This is why language and culture are defined in parallel.

Later on, sociology and linguistics mixed to answer basic questions through the above mentioned idea. Following this, the notion of socio-cultural linguistics was created. This concept is a term used to cover a wide range of theories and methods for the study of language in its socio-cultural context. Its growing use is a response to the increasingly narrow association of the term sociolinguistics with specific types of research involving the quantitative analysis of linguistic features and their correlation to sociological variables. Socio-cultural linguists, particularly in the United States, take an interdisciplinary approach to the study of language and the social and cultural functions of language use. This is clear that socio-cultural study alone cannot satisfy the discovering relationship of language with culture. Thus, another approach came to help socio-cultural studies under the name of sociolinguistic approach. Sociolinguistics according to Tarone (2007) “is a well-established branch of linguistics that focuses on t he study of the impact of society, including the impact of social context, on the way language is used” (p. 1).

The idea of discourse analysis by having the sociolinguistic and socio-cultural approaches among its multi-dimensional approaches takes into account nearly all of the involved features and variables through the study of language and culture. It introduces sex, identity, culture, texts, conversations, speech and social communities and many other attributes within the language and culture. Basically, the review part will open this idea apart as it is related to recent study.

Intl. Res. J. Appl. Basic. Sci. Vol., 4 (7), 1972-1983, 2013

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This study Entering from one of the basic approach’s point of view toward discourse analysis that is sociolinguistics,

this study aims at analyzing the relationship between language and sex as represented in Iranian English Book 1. It tries to find out, among other things, the ratio of female pronouns and proper nouns to that of males; the category of word classes used for sex, i.e., which type of verbs, adjectives, etc. are utilized for any of the two sexes; job distribution; and so on. The same procedure will be repeated with the original English book at the same level such as New Interchange intermediate book. In this manner, it can be found out if there is a bias towards presenting genders in both books. By comparing the two sets of data, we will discover the extent to which Iranian high school English book 1 reflects the culture of English language as represented in the original book at the same level.

As mentioned before, the main idea behind this study is to evaluate the Iranian textbook on the sociolinguistics variables. Setting the exact point, this study relates to the cross-textual analysis based on the variables in socio-linguistics approach under the domain of discourse analysis. The basic questions this study is trying to answer are as following; (1) Is there any bias towards any of the two sexes in both the original and Iranian English book series? (2) Is there any balance between the original and Iranian English book series with respect to the representation of sex? These two main questions are creating a two-way road toward this investigation, that is looking for sex differences in one way and locating the dominant sex (gender) in another way in back.

Although, finding the style of presenting genders in formal texts is the main concern of this study, as it relates itself to sociolinguistics area, it seems that the central position is located in gender differences through this evaluation. As cited in Wikipedia (2012) “the study of language and gender has developed greatly since 1970s with prominent scholars like Deborah Cameron, Penelope Eckert, Janet Holmes, Deborah Tannen, and some others. And the study of gender and language in sociolinguistics and gender studies is often said to have begun with Robin Lakoff's 1975 book, Language and Woman's Place, as well as some earlier studies by Lakoff” (p. 1). Thanasoulas (1999) believes, “examining language use which leads to significant "discoveries" as to the structure of society or a specific community and the values - and the concomitant expectations - that permeate it and determine the ways in which individuals are viewed and treated. Interestingly, language always implies more than what is literally meant” (p. 1).

Review We clearly recognize if the speaker or writer is emotionally close or far-off, unselfish or small-minded, and having an outgoing disposition, obsessed, or opening to new incidents. This is what discourse analysis accompany by all its interrelated approaches is attempting to come back with. “Discourse analysis, being a relative social phenomenon solely depends on the wide range of disciplines” (Ahmad, 2011, p. 1). Real areas, among many others, concerning this study are language and culture, socio-cultural studies, sociolinguistics, and cross-textual analysis which need to be discussed to shed light on the basic concentration of this study. Language

Cook (1999) defines language as a system of human communication. This system of communication is used to convey needs, requirements, requests, wishes, desires and ideas. However, it should not be put out of mind that people are not the same under their visible face. Even though they seem to be similar, people tend to have different point of views, they tend to look at the same things but have entirely different awareness and perceptions (Freeman, D. E. and Yvonne S. F., 2004). And now this is language as a means that they use to utter their ideas and perceptions. According to Jenkins (2005), “It is through language that through is verbalized, and again it is through language that ideas or points of view can be conveyed and proven for others to accept” (p. 1).

Culture

The notion of "culture" in the modern-day teaching of foreign languages incorporate these aspects, but mainly, attentions are focused to the everyday life of commonplace and the values, beliefs and prejudices they distribute with their members within their linguistics and social group, with due attention to intergroup differences. Culture ascertains a context of cognitive and affective behavior, an outline for personal and social life for each person. But, tend to perceive reality strictly within the context of our own culture; this is reality that we have created, not necessarily objective reality, if needed there is any such thing as objectivity in its ultimate sense (Kramsch, 2008). Culture as defined by Llurda (2004) mentioned in (Asgari, 2011) is synonymous with the "ways of the people". Socio-cultural linguistics

Socio-cultural linguistics refers to a broad range of theories and methods for the study of language in its socio-cultural context. Its growing utilization is a retort to the increasingly narrow association of the term


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sociolinguistics with specific types of research involving the quantitative analysis of linguistic features and their correlation to sociological variables. The term as it is currently used not only clarifies this distinction, but highlights an awareness of the necessity for interdisciplinary approaches to language, culture and society (Wikipedia, 2012). In other words, the simple definition of this type can be suggested as “language and culture” (Asgari, 2011). In this way, the language is an integral part of the functioning social system. The psychologist Osgood (1957 as cited in Modiano, 2001) set out a theory of language "meaning" which maintains that the full meaning of words for individuals is the result of the sum total of experiences they have had with those words in the environment in which they learned them (p.3). The meaning of a word is shared by members of a cultural group with similar experiences, however it may be different in certain respects from the meaning this word has for other groups.

Socio-cultural linguists, especially in the United States, take an interdisciplinary approach to the study of language and the social and cultural functions of language use. Although generative and cognitive linguistics have been dominant in the United States since the mid-twentieth century, American linguists have periodically proposed to bring their studies closer to other fields of social inquiry. For example, as cited in Wikipedia (2012) “in 1929, Edward Sapir urged linguists to move beyond diachronic and formal analyses for their own sake and to become aware of what their science may mean for the interpretation of human conduct in general” (p. 2).

Sociolinguistics

Forty years later, the notion of sociolinguistics was created by the idea of Hymes (1964) that linguistics had been purified its relationship with the study of human interaction in the wake of formalist studies, scholars believed that sociolinguistics in turn had narrowed to symbolize only specific types of study. Bucholtz, Mary, and Kira Hall (2005) clarified this belief and argued that socio-cultural linguistics was “the broad interdisciplinary field concerned with the intersection of language, culture, and society" (p. 5). Now this is the time that sociolinguistics by all its sub-features comes into the scene and play a very epochal role.

Previously it was mentioned language and culture are moving in parallel. Different scholars in order to define the relationships between language and culture created another approach which was socio-cultural linguistics. Afterward, it was proved that there might be other factors and elements along with language and society in which determines this relationship. Accordingly, another approach was born under the title of sociolinguistics. Sociolinguistics refers to the study of relationships between language and social and cultural elements that influence it. According to Tarone (2007), “sociolinguistics is a well-established branch of linguistics that focuses on the study of the impact of society, including the impact of social context, on the way language is used.” (p. 837). Sociolinguistics is the descriptive study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and the effects of language use on society (Wikipedia, 2012). For example, the way language is used by the different genders in a society related to their culture evaluated by sociolinguistics. However, sociolinguistics differs from sociology of language in that “the focus of sociolinguistics is the effect of the society on the language, while the sociology of language focuses on language's effect on the society” (Cook-Gumperz, 2008, p. 434).

Discourse analysis

Sociolinguistics, as one of the basic disciplines in discourse analysis studies how language varieties diverge between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, age, etc., and how formation and observance to these rules is used to classify individuals in social or socioeconomic classes. Since the practice of a language differs from place to place, language usage also varies amongst social classes, and it is these sociolects that sociolinguistics study. As Wikipedia (2012) documented sociolinguistics in the West first appeared in the 1960s and was pioneered by linguists such as William Labov in the US and Basil Bernstein in the UK. In the 1960s, William Stewart and Heinz Kloss introduced the basic concepts for the sociolinguistic theory of pluri-centric languages, which describes how standard language varieties differ between nations (e.g. American/British/Canadian/Australian English; Austrian/German/Swiss German; Bosnian/Croatian/Montenegrin/Serbian Serbo-Croatian). However, the matter of gender and status from the sociolinguistics point of view under the broad sense of describing humans’ language, i.e., discourse analysis is mainly relevant to this research. Textual analysis

Language and culture, the indispensible factors in the study of society, after creation of socio-cultural and sociolinguistics studies, realized these aspects along many others should stand and work beside each other to get the best evaluation on the spoken or written texts (discourse) by different people. Regarding so, the idea of discourse analysis, the interdisciplinary concept, was created. In other words, the contribution of different scholars


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in discourse during the 1970s and 1980s lead to the homogeneity and heterogeneity of different ideas. As a result, it caused this notion that discourse analysis consists of different principles such as linguistics, sociology, psychology, anthropology, and etc. Through discourse analysis different methodologies are used to make the study of discourse (oral or written) possible. One of these ways is textual analysis.

According to McKee (2011), textual analysis is a way for researchers to gather information about how other human beings make sense of the world. It is a methodology � a data-gathering process � for those researchers who want to understand the ways in which members of various cultures and subcultures make sense of who they are, and of how they fit into the world in which they live. Textual analysis is useful for researchers working in cultural studies, media studies, in mass communication, and perhaps even in sociology and philosophy (p. 2). When we carry out textual analysis on a text, we make a well-informed deduction at some of the most likely understandings that might be feasible out of that text. Simply speaking, this method of analysis could provide a good perception about the culture, social, and the ideology that people of one community are represented by. According to Carrell and Cook, as cited in Marco (2008, p. 2), “there is a complex relationship between discourse and the social structure it represents. On the one hand, the norms and conventions of the social structure constrain the discourses that are generated. Discourse is a reflection of the ideological system, since the linguistic choices in discourse are socially and ideologically determined. On the other hand, discourse is constructive. It contributes to constructing, perpetuating or transforming the dimensions of the social structure where it has been generated. In this process of constructive representation writers take into account the schemata that help the reader decode discourse. However, when we analyze two texts from two different communities and comparing them based on the above mentioned concepts, it is called that we do a cross-textual analysis. Methodology Design

This research supports the descriptive type of studies and the method for conducting this study has bee established upon the reviewing, analyzing, and classifying two text books. We reviewed and read two text books one by one. The reason for doing so is to gather our data to analyze the so-called texts based on the categories which will be defined at the procedure sub-sections. This should be stated that sections on exercises and activities for each lesson in both textbooks are ignored; that is, “New Words” sections and “Readings” parts for Iranian English Book 1, and the Conversation and practice” sections in addition to “Reading” parts for the New Interchange Intro.

Subjects and Instrumentation

The real corpuses of this study are the English language books: Iranian high school English language book 1 and New Interchange Intro. The point that must be borne in mind is that this research is only delimited to the so-called books and cannot be generalized to any other books at this level.

At first place, one table was provided based on the verbs, adjectives, adverbs, and number of pronouns used for the two sexes of male and female applicable for both two text books. Then, the texts were selected and reviewed cautiously unit by unit. Based on this table the number of male and female pronouns was counted for both of the texts. Subsequently, numbers of verbs, adjectives, and adverbs were noted for both genders. We also added the column of “jobs” and noted down the names of the professions (job titles) for each sex.

Table 1. Provided for analyzing and categorizing corpus

1. Emphatic

, 2. Emotional

, 3. Positive

, 4. Negative

, 5. Time

, 6. place

, 7. High level

, 8. Low level

As this is shown in Table 1, for the matter of best consideration, two basic categories for each column have been selected. For example to determine the type of “verbs”, categories of Emphatic and Emotional have been chosen carefully. For words which are standing under the column of “adjectives” and “adverbs”, two sub-classes of

Intl. Res. J. Appl. Basic. Sci. Vol., 4 (

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“positive” and “negative”, “time” and “place” are selected respectively. “High level” and “low level” classifications have also been provided for words related to jobs column.

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DataIranian shown as follow

By looking at the Table times more than the number of

Iranian English Language difference through the used numbers of male and female pronounsquestions will be discussed at the results and implication section.

looking at the Table number of verbs for females. That is, respectively. “e

these verbs it seems that three verbs of “do”, “find”, and “want” have the most frequencies that all of them are placed under the category of emphatic verbs type. Why is things or they have to “find” their interests, or not, they “want”

females opposite ge


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Data AnalysisIranian high school Table 2 shown as follow

By looking at the Table times more than the number of

Based on the Iranian English Language difference through the used numbers of male and female pronounsquestions will be discussed at the results and implication section.

All over again, this difference shows itself up through the numlooking at the Table number of verbs for females. That is, respectively. Figure 2emphatic” and “

In view of these verbs it seems that three verbs of “do”, “find”, and “want” have the most frequencies that all of them are placed under the category of emphatic verbs type. Why is things or they have to “find” their interests, or not, they “want”

For “male” sex the same

females opposite ge



Analysis high school English language

Table 2 conducted shown as follows

By looking at the Table 2 thistimes more than the number of

Based on the Figure 1

Iranian English Language Bdifference through the used numbers of male and female pronounsquestions will be discussed at the results and implication section.

All over again, this difference shows itself up through the numlooking at the Table 2 it is shown that the number of verbs for females. That is,

Figure 2 shows the frequency of used verbs for “female” gender based on the categories of mphatic” and “emotional”.

In view of Figure 2, all these verbs it seems that three verbs of “do”, “find”, and “want” have the most frequencies that all of them are placed under the category of emphatic verbs type. Why is things or they have to “find” their interests, or not, they “want”

For “male” sex the same

females opposite gender. This

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Intl. Res. J. Appl. Basic. Sci. Vol., 4 (7), 1


English language for Iranian high school English lang

Table 2. T

this is clear that the number of used times more than the number of female pronouns used at the same book.

Figure 1. T

Figure 1 it seems that there is a significanBook 1. The basic question which may show up itself here is that why there

difference through the used numbers of male and female pronounsquestions will be discussed at the results and implication section.

All over again, this difference shows itself up through the numit is shown that the

number of verbs for females. That is, the shows the frequency of used verbs for “female” gender based on the categories of

motional”. Figure 2

2, all 22 numbers of the verbs for “female” gender are given. By looking at the frequency of these verbs it seems that three verbs of “do”, “find”, and “want” have the most frequencies that all of them are placed under the category of emphatic verbs type. Why is things or they have to “find” their interests, or not, they “want”

For “male” sex the same figure is

nder. This figure is shown bellow as

1972-1983, 2013


English language Book 1 for Iranian high school English lang

The number of analyzed and categorized

that the number of used emale pronouns used at the same book.

The frequency of used pronouns for both genders

it seems that there is a significanook 1. The basic question which may show up itself here is that why there


All over again, this difference shows itself up through the numit is shown that the number of used verbs for males is

the total number of shows the frequency of used verbs for “female” gender based on the categories of

Figure 2. The frequency of used verbs for females

22 numbers of the verbs for “female” gender are given. By looking at the frequency of these verbs it seems that three verbs of “do”, “find”, and “want” have the most frequencies that all of them are placed under the category of emphatic verbs type. Why is things or they have to “find” their interests, or not, they “want”

figure is provided in order to show the frequency of numbers of verbs used for

shown bellow as

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for Iranian high school English language book 1.

he number of analyzed and categorized

that the number of used memale pronouns used at the same book.

he frequency of used pronouns for both genders

it seems that there is a significant difference between the numbers of ook 1. The basic question which may show up itself here is that why there


All over again, this difference shows itself up through the numnumber of used verbs for males is

total number of 57 and shows the frequency of used verbs for “female” gender based on the categories of

he frequency of used verbs for females

22 numbers of the verbs for “female” gender are given. By looking at the frequency of these verbs it seems that three verbs of “do”, “find”, and “want” have the most frequencies that all of them are placed under the category of emphatic verbs type. Why is it such a way? It might be said, women always “do” things or they have to “find” their interests, or not, they “want” to have bests.

provided in order to show the frequency of numbers of verbs used for

shown bellow as Figure 3.

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“positive” and “negative”, “time” and “place” are selected respectively. “High level” and “low level” classifications

uage book 1. T

he number of analyzed and categorized corp

male pronounsemale pronouns used at the same book.


difference between the numbers of

ook 1. The basic question which may show up itself here is that why theredifference through the used numbers of male and female pronouns. A probable a

All over again, this difference shows itself up through the number of verbs used for each gender. By

number of used verbs for males is 21 verbs are used for male and female genders,

shows the frequency of used verbs for “female” gender based on the categories of


22 numbers of the verbs for “female” gender are given. By looking at the frequency of these verbs it seems that three verbs of “do”, “find”, and “want” have the most frequencies that all of them are

it such a way? It might be said, women always “do” to have bests.


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corpora

pronouns in Iranian text


difference between the numbers of ook 1. The basic question which may show up itself here is that why there

A probable answer to this

ber of verbs used for each gender. By number of used verbs for males is two times

verbs are used for male and female genders, shows the frequency of used verbs for “female” gender based on the categories of



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he completed form of this table

text book is nearly

difference between the numbers of “she” and ook 1. The basic question which may show up itself here is that why there is

nswer to this question and further

ber of verbs used for each gender. By s higher than the used



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form of this table is

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the ones used for females. Based on what is shown

the higher frequencies of other verbs such as “wash” and “say”. And the p

all of the verbs set themselves under the title of “emphatic” verbs which can be identified by the blue color in

3. What is the reason that verb “go” has frequently used by male sex through

book. As this is shown by the below

is shown at

Giving impression to the male genders is really higher than the female ones, and the second one is the higher frequencies of two adjectives of old and rich which are also classified as ““little” in contrast to the males who are old and rich?

book, whereas there is no a

level” and “Low level” classifications.


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But on the contrary, we have 11 adjectives for male gender with different frequencies in the same book. This

is shown at Figure

Giving impression to the male genders is really higher than the female ones, and the second one is the higher frequencies of two adjectives of old and rich which are also classified as ““little” in contrast to the males who are old and rich?

We have just two adverbs of easily and hardly which are repeated just once for male gender through the


As for the “Job” titles used for male gender through Book I,


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Figure 5. The frequency of adjectives used for male gender

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5 we could get to basic ideas. The first one is that the total number of adjectives for male genders is really higher than the female ones, and the second one is the higher frequencies of two adjectives of old and rich which are also classified as “positive” adjectives. What is the reason that females are “alone” and “little” in contrast to the males who are old and rich?


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Book one?

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the other hand, we have just the word “servant” as a job used for female gender.

in the number of used names for male and female genders in this book. In contrary to female gender in which only

two names of “Maryam” and “Mary” are used, we have total number of 10 names provided for male gender:

shown in that why there is such a big difference in total number of names used between male and female genders throughout Book I.

Original English language book, New Interchange Intro

procedure was conducted for this book and the bellow

used are shown clearly and numerically. As we see, each column has its own specific classification such as

“Emphatic”, “Emotional”, “Positive”, “Negative”, and etc. considering the to

genders, it is clearly understood that the difference is not too much as it was for Iranian English language book.


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The point which has a big worth to mention is that based on the related data



Two names of “James watt” and “Isaac Newton” have been frequently used besides the other names as shown in Figure that why there is such a big difference in total number of names used between male and female genders throughout Book I.


The same table as Table 1 was used for the New Interchange Intro. Like what we d


Through looking at the





As shown in Figure 6 three “jobs” titles such as “teacher”, “waiter”, and “host” used for male gender, but on





Two names of “James watt” and “Isaac Newton” have been frequently used besides the other names as Figure 7. Once again, the repetitive question may come to mind for finding a logic answer for this idea

that why there is such a big difference in total number of names used between male and female genders throughout Book I.




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Figure 6. The frequency of used “Job” titles for male gender

Figure 6 three “jobs” titles such as “teacher”, “waiter”, and “host” used for male gender, but on





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that why there is such a big difference in total number of names used between male and female genders




Table 1.2.

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procedure was conducted for this book and the bellow Figure is provided.

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he number of analyzed and categorized corp



“Emphatic”, “Emotional”, “Positive”, “Negative”, and etc. considering the total number of pronouns used for both


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The point which has a big worth to mention is that based on the related data there is also a great difference







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tal number of pronouns used for both


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there is also a great difference



�Two names of “James watt” and “Isaac Newton” have been frequently used besides the other names as

7. Once again, the repetitive question may come to mind for finding a logic answer for this ideathat why there is such a big difference in total number of names used between male and female genders

The same table as Table 1 was used for the New Interchange Intro. Like what we did for Book I, the same





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id for Book I, the same






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total numbers of he pronouns, as a male pronoun, are 33 and the amount of 24 is given for female gender.

Although this difference is not quite high (as what we had for Iranian English book

33 for females), but it seems that somehow he is preferred to its opposite sex. However, at least, based on the

Figure 8

New

categories of “Emphatic” and “Emotional”. Based on the same Chart, i

main verbs have the most frequencies respectively. Why is and has both titled by the emphatic type of verbs are

frequently repetitive for male sex?

the most frequent verb for female gender through the Interchange is

interesting point here is that by referring to the

has the most frequent usage for females, too. On the other hand, the verb is, as a main verb, in its high frequency

is same as is for male genders, as stated by the last paragraph


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The frequency of pronouns used for




Figure 8 this difference exists. Now, we had better look at the verbs frequencies for male and female genders i

New Interchange

Considering Figure 9 the frequencies of verbs are given for male gender based on their pre




Now, take a look at the same extracted data for females. This is










this difference exists. Now, we had better look at the verbs frequencies for male and female genders i

Interchange Intro.










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Figure 8. The frequency of pronouns used for both genders






Figure 9. T










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he frequency of pronouns used for both genders

The frequency of pronouns used for both genders in the New Interchange Intro is shown at Figure 8





. The frequency of used verbs for male gender






interesting point here is that by referring to the Figure 2



The frequency of used verbs for female gender

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both genders in the New Interchange Intro is shown at Figure 8





he frequency of used verbs for male gender






Figure 2 it is clearly understood that for Iranian Book 1 the verb do


is same as is for male genders, as stated by the last paragraph.

e frequency of used verbs for female gender

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categories of “Emphatic” and “Emotional”. Based on the same Chart, it seems that the verbs is and has, as the


Now, take a look at the same extracted data for females. This is given as

the most frequent verb for female gender through the Interchange is “is” and also the verb

it is clearly understood that for Iranian Book 1 the verb do



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Although this difference is not quite high (as what we had for Iranian English book the amount of 134 for males and





t seems that the verbs is and has, as the


given as Figure 10. This

and also the verb “d




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the amount of 134 for males and



Considering Figure 9 the frequencies of verbs are given for male gender based on their pre-determined



. This Figure shows

“do” after that. The very



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both genders in the New Interchange Intro is shown at Figure 8. The


the amount of 134 for males and


this difference exists. Now, we had better look at the verbs frequencies for male and female genders in the

determined



Figure shows that

after that. The very




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under the “Negative” category.

used for male gender. On the other hand, for the adjectives used for female gender at the same book

provided.

adjectives such as interesting and great give themselves the second rank among the most frequent adjectives in

New Interchange Intro book. This is exactly in contrast with the most rep

and “Alone” for female.

four of them stand under the “Place” classification. Two of the rest are related

reason why we decided to add “Manner” category to the

weekend have the most frequencies among other ones. Based on the above


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Among the 21 records of adjectives used for male gender through the Interchange, 9 of them are positioned


Giving imp


provided.

As the above




Among fourteen adverbs used for male genders in the Interchange, 7 of them are related to “Time” and



From what is shown by the above chart, this is noticeable that


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Giving impression to the


Figure 12

As the above Figure shows









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Figure 11. The frequency of used adjectives for male gender

ression to the Figure 11


Figure 12. The frequency of used

Figure shows positive adjective of well has the major frequency among others. Other






Figure 13. T



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he frequency of used adjectives for male gender

Figure 11 it seems that the adjective “Good” is the most frequent positive adjective


he frequency of used

positive adjective of well has the major frequency among others. Other






The frequency of used adverbs for male gender



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it seems that the adjective “Good” is the most frequent positive adjective


he frequency of used adjectives for female gender






reason why we decided to add “Manner” category to the Figure 13

he frequency of used adverbs for male gender



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adjectives for female gender



New Interchange Intro book. This is exactly in contrast with the most repetitive adjectives through Book I i.e. “Little”



Figure 13. This Figure


From what is shown by the above chart, this is noticeable that the adverb of place in and the adverb of time


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adjectives for female gender



etitive adjectives through Book I i.e. “Little”


four of them stand under the “Place” classification. Two of the rest are related to manner adjectives. This is the

is given as following.


the adverb of place in and the adverb of time

weekend have the most frequencies among other ones. Based on the above Figure this is confirmed that these

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used for male gender. On the other hand, for the adjectives used for female gender at the same book Figure 12





to manner adjectives. This is the

is given as following.


is confirmed that these

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to manner adjectives. This is the


is confirmed that these

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numbers of adverbs are much greater than the total numbers of adverbs used in Book I regarding the sam

gender. Unlike the null number of adverbs used for females in Book I, totally 16 adverbs counted for female gender

through the Interchange. These adverbs and their frequencies are given as

Interchange. This point needs to be stated that so far although the differences between male and female genders

in the Interchange are not too hig

male genders are preferred, but not clearly and significantly.

Figure

only 3 of them are categorized as low level jobs. This number (9 job

by Book I for male gender. Continuing this story, the number of job titles for female genders through the

Interchange is presented as

genders in Book I which was only one job title, (servant). Among these seven job titles just one job belongs to the

low level classification. Based on

in allocating job titles to both male and female genders in the Interchange. However, this difference is very low, but

it can be said for “Job” concept these are males who ar


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As you see from the




Job, as one of the main factors in creating and presenting the person’s status is summarized through the

Figure 15 as bellow.

From the above chart, this is clearly stated that among 9 job titles with the same frequency used for males,




Through the above mentioned book we have 7 job titles for female in contrast to what was used for female





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As you see from the





15 as bellow.










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Figure 14. The frequency of adverbs used for female

As you see from the Figure 14, the adverb of manner really is frequently used by females through the


in the Interchange are not too high, this very modest differences in numbers of verbs, adjectives, and etc, shows



Figure 15. The frequency of used job titles for male genders




Interchange is presented as Figure 16 in following.

Figure 16. The frequency of used job titles f



low level classification. Based on the Figure 15



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he frequency of adverbs used for female

, the adverb of manner really is frequently used by females through the


h, this very modest differences in numbers of verbs, adjectives, and etc, shows



he frequency of used job titles for male genders




in following.

he frequency of used job titles f



Figure 15 and Figure 16



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he frequency of used job titles f



Figure 16, opposed to Book I, there is no such a big difference


it can be said for “Job” concept these are males who are preferred. About the number of names used for male

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through the Interchange. These adverbs and their frequencies are given as Figure 14








only 3 of them are categorized as low level jobs. This number (9 job titles) is 3 times higher than the job titles used





, opposed to Book I, there is no such a big difference


e preferred. About the number of names used for male

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Figure 14.

he frequency of adverbs used for female gender







titles) is 3 times higher than the job titles used


or male genders






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numbers of adverbs are much greater than the total numbers of adverbs used in Book I regarding the same














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genders we extracted 27 names through the Interchange which is abstracted based on their frequencies as

17

allocated the second place to itself among the most repetitive names. The very interesting point about the

presented names for female gender in the Interchange is that the

times higher than the male ones. Maybe this can be regarded as a special attention to the females in the same

book. The related data about the used names for females is shown at

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any bias towards any of the two sexes in both original and Iranian English book seriesthem. The first null hypothesis belongs to this investigation is as following.

Based on the data related to the frequencies and classifications of verbs, adjectives, adverbs, and job types, the above mentioned null hypothesis is rejected. Because, it seems that there is a bias or a big difference for different sexes in both Book I anof uniformity about both male and female sexes, but in the former this difference finds itself in a significant way. The high inequality through the used quantityadverbs with respect to male genders, and also allocating the most amounts of job titles to male genders show that male sex is more preferred than the female sex in both of the so


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17 in bellow.

Based on the ab





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Based on the analyzed data we are going to set our first hypothesis based on the first question: “Is there

any bias towards any of the two sexes in both original and Iranian English book seriesthem. The first null hypothesis belongs to this investigation is as following.

H01 There is no bias towards any of the two sexes in both original and Iranian English book series.

Based on the data related to the frequencies and classifications of verbs, adjectives, adverbs, and job types, the above mentioned null hypothesis is rejected. Because, it seems that there is a bias or a big difference for different sexes in both Book I anof uniformity about both male and female sexes, but in the former this difference finds itself in a significant way. The high inequality through the used quantityadverbs with respect to male genders, and also allocating the most amounts of job titles to male genders show that male sex is more preferred than the female sex in both of the so



Based on the above chart the name “Michael” has the most frequency among others and the name “John”





Based on the analyzed data we are going to set our first hypothesis based on the first question: “Is there any bias towards any of the two sexes in both original and Iranian English book seriesthem. The first null hypothesis belongs to this investigation is as following.

There is no bias towards any of the two sexes in both original and Iranian English book series.Based on the data related to the frequencies and classifications of verbs, adjectives, adverbs, and job types, the above mentioned null hypothesis is rejected. Because, it seems that there is a bias or a big difference for different sexes in both Book I and the New Interchange. This difference in the latter is little and seems to be more in favour of uniformity about both male and female sexes, but in the former this difference finds itself in a significant way. The high inequality through the used quantityadverbs with respect to male genders, and also allocating the most amounts of job titles to male genders show that male sex is more preferred than the female sex in both of the so

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Figure 17. T

ove chart the name “Michael” has the most frequency among others and the name “John”





Figure 18. T


There is no bias towards any of the two sexes in both original and Iranian English book series.Based on the data related to the frequencies and classifications of verbs, adjectives, adverbs, and job types, the above mentioned null hypothesis is rejected. Because, it seems that there is a bias or a big difference for different

d the New Interchange. This difference in the latter is little and seems to be more in favour of uniformity about both male and female sexes, but in the former this difference finds itself in a significant way. The high inequality through the used quantityadverbs with respect to male genders, and also allocating the most amounts of job titles to male genders show that male sex is more preferred than the female sex in both of the so

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The frequency of names used for male gender






The frequency of names used for female gender

CONCLUSION



d the New Interchange. This difference in the latter is little and seems to be more in favour of uniformity about both male and female sexes, but in the former this difference finds itself in a significant way. The high inequality through the used quantity of “He” and “She” pronouns, difference in frequency of adjectives and adverbs with respect to male genders, and also allocating the most amounts of job titles to male genders show that male sex is more preferred than the female sex in both of the so

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he frequency of names used for male gender






he frequency of names used for female gender

CONCLUSION



d the New Interchange. This difference in the latter is little and seems to be more in favour of uniformity about both male and female sexes, but in the former this difference finds itself in a significant way.

of “He” and “She” pronouns, difference in frequency of adjectives and adverbs with respect to male genders, and also allocating the most amounts of job titles to male genders show that male sex is more preferred than the female sex in both of the so-calle

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presented names for female gender in the Interchange is that the amount of names for females are nearly two


book. The related data about the used names for females is shown at Figure 18





of “He” and “She” pronouns, difference in frequency of adjectives and adverbs with respect to male genders, and also allocating the most amounts of job titles to male genders show that

called books.

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amount of names for females are nearly two


Figure 18 as following.


Based on the analyzed data we are going to set our first hypothesis based on the first question: “Is there any bias towards any of the two sexes in both original and Iranian English book series?” in order to reject or accept




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as following.

Based on the analyzed data we are going to set our first hypothesis based on the first question: “Is there ?” in order to reject or accept

There is no bias towards any of the two sexes in both original and Iranian English book series. Based on the data related to the frequencies and classifications of verbs, adjectives, adverbs, and job types, the above mentioned null hypothesis is rejected. Because, it seems that there is a bias or a big difference for different



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genders we extracted 27 names through the Interchange which is abstracted based on their frequencies as Figure





Based on the analyzed data we are going to set our first hypothesis based on the first question: “Is there ?” in order to reject or accept

Based on the data related to the frequencies and classifications of verbs, adjectives, adverbs, and job types, the above mentioned null hypothesis is rejected. Because, it seems that there is a bias or a big difference for different




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If we re-set the second null hypothesis based on the proposed questions of this investigation (Is there any balance between original and Iranian English book series with respect to the representation of sex?), we will have the following;

H02 There is somehow a balance between the original and Iranian English book series with respect to the representation of sex.

Again, based on the analyzed data the second null hypothesis is rejected. And it can be said that there is not any balance between the original and Iranian English textbook. This is clearly understood that these two textbooks are presenting the genders inequalities, status, and their social class in a different variety or extremity, however, with presenting a kind of partiality and bias toward two sexes. So, the second assumption is rejected and table 1 and table 1.2 are verifying this refusal. The evaluation of two formal and educational textbooks as a written language of two different communities shows that there is still a difference between male and female genders in status, power, social identity, and etc, somehow with diverse intensity. Regardless of other conceptions such as language ideology, language power, political authority, and etc which influence the culture and the language of one community, these selected and evaluated written languages reflects the reality differences among genders in Iran and outside of Iran and gives an idea about the sex inequalities in communities.

REFERENCES Ahmad Z. 2011. Stylistics and Discourse analysis: A contribution in analysing Literature. Retrieved 10 3, 2012, from /www.apnaorg.com:

http://www.apnaorg.com/research-papers/zulfiqar-1/ Asgari A. 2011. The Compatibility of Cultural Value in Iranian EFL Textbooks. Journal of Language Teaching and Research , 887-894. Bucholtz M, Kira H. 2005. Identity and Interaction: A Sociocultural Linguistic Approach. Discourse Studies 7 , 4-5. Cook V.1999. Going beyond the native speaker in language teaching. TESOL Quarterly,5 , 117-130. Cook-Gumperz J. 2008. Studying language, culture, and society: Sociolinguistics or linguistic anthropology? Journal of Sociolinguistics 12 ,

532–545. Dijk TA. 1989. Text and Context, explorations in the semantics and pragmatics of discourse. New York: Longman. Freeman DE, Yvonne SF. 2004. Essential Linguistics. What You Need to Know to Teach Reading, ESL, Spelling, Phonics, Grammar.

Portsmouth: Heinemann. Hymes D.1964. Introduction: Toward Ethnographies of Communication. American Anthropologist 66 , 1-34. Jenkins J. 2005. ELF at the gate: the position of English as a Lingua Franca. Retrieved 4 5, 2007, from www.hltmag.co.uk:

http://www.hltmag.co.uk/mar05/idea.htm Kramsch C. 2008. Language and Culture. Oxford: Oxford University Press. Kunsmann P.2008. Gender, Status and Power in Discourse Behavior of Men and Women. Linguistik online 5 , 1. Lakoff R. 1975. Language and woman’s place. New York: Harper Colophon Books. Newman ML, Groom CJ, Handelman LD.2008. Gender Differences in Language Use:An Analysis of 14,000 Text Samples. Discourse

Processes , 211–236. Marco MJ. 2008. Linguistic Choices for the Represeiitation of Women in Discourse. Universitat Jaurne 1 de Castelló , 40-53. McKay S. 2003. The Cultural Basis of Teaching English as an International Language. Retrieved 2 10, 2009, from www.tesol.org:

http://www.tesol.org/pubs/articles/2003/tm13-4-01.html McKee A. 2011. Textual Analysis: A Beginner's Guide (McKee). SAGE Publications. Schoefthaler T. 2009. Understanding Gender and. Anna Lindh Euro-Mediterranean Foundation . Soleimani H.2012. Textbook evaluation: A reflection on the New Interchange. International Journal of Research Studies in Language Learning ,

19-32. Tarone E. 2007. Sociolinguistic Approaches to Second Language Acquisition Research. University of Minnesota . Thanasoulas D. 1999. Language and Sex (EnglishClub.com). Retrieved 11 29, 2012, from www.englishclub.com:

http://www.englishclub.com/tefl-articles/language-sex.htm Wikipedia. 2012. October 24. http://en.wikipedia.org/wiki/Language_and_gender. Retrieved 12 20, 2012, from www.wikipedia.org:

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Gender differences in Iranian and native EFL text books: A case of