آموزش زبان فارسي ازطريق ساختار مبتدايي با تكيه‌بر تلقي هاي پنهان

The present study aims to examine whether increasing linguistic an‎d discursive awareness can lead to greater control over implicit assumptions in text production. The theoretical foundation of the study is based on the premise that language is not merely a tool for conveying meaning, but a social construct through which beliefs, values, an‎d ideologies are implicitly reproduced. Therefore, textual analysis that ignores discursive structures an‎d underlying assumptions offers an incomplete account of the meaning-making process. The study adopts a qualitative design with an analytical–interpretive approach. Data were collected through the implementation of an instructional intervention in a classroom setting. Students were first asked to write a short text on a controversial topic prior to receiving instruction in concepts related to textual cohesion, thematic structure, Theme–Rheme organization, an‎d discourse analysis. Following the instruction, they were then asked to rewrite the same text. The two sets of texts (pre-instruction an‎d post-instruction) constituted the primary data of the study. The analytical framework included indicators such as structural an‎d non-structural cohesion, thematic organization, degree of explicitness of discursive stance, signs of change in implicit assumptions, an‎d the level of awareness in controlling implied meaning. The analysis revealed that, in most cases, post-instruction texts exhibited noticeable improvement in textual cohesion, clearer discursive positioning, an‎d greater control over implicit meaning. In addition, evidence of reflection an‎d reconsideration of some students’ underlying assumptions was identifiable in their revised texts. The findings, in connection with Halliday’s view on awareness of textual structure, the concept of implicit assumptions, an‎d the Language as Ideology approach, indicate that linguistic awareness can enhance discursive self-awareness an‎d strengthen writers’ ability to manage meaning in text production. Accordingly, the study emphasizes the necessity of incorporating discourse analysis an‎d textual awareness into language education an‎d academic writing curricula.

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