A Critical Discourse Analysis of Four Advanced ELT Textbooks Based on Fairclough’s Framework

Abstract

Critical Discourse Analysis uncovers the relationship between discourse, ideology, and power. This study investigated and analyzed <em>contents</em>, <em>social relations</em>, and <em>subject positions</em> in conversations of four popular advanced ELT textbooks. The findings indicated that for contents, <em>giving/asking for information</em> and <em>interaction</em> were outstandingly significant. Regarding social relations, <em>friend</em> was the most conspicuous item. For subject positions, <em>societal</em>, <em>friendship</em>, and <em>occupational</em> took the first to third positions, respectively. The language utilized in ELT textbooks was not value free and discourse, tone, and intonation were based on the western ideology. Neo-liberalism, neoclassical ideology selected by the producers had effect on learners' attitudes towards social problems.