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On the Linguistic Features of Harry Potter Novels
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Joanne Kathleen Rowling published the first
Harry Potter
novel on 30th June,. 1997 when no .... living in other
places
and enabling the reader to feel it lifeǦlike.
TheHiddenCurriculuminChildren’sLiterature:TheHogwartsSchoolof WitchcraftandWizardry ǡǡ ǡ ǡ Ƭ ǡ
ǯ ǯ ǡ Ǥ ǯ ǡ ǡ ǡ Ǧ Ǥ ǡ ǡ ǯ Ǥ Ǣ Ǥ ǡ ǣ ǡ ǡ ǡ Ǥ Ǥ Ǣ ǯ Ǣ Ǣ Ǣ Ǣ Ǥ ǯ Ǥ Keywords: Ǣ Ǣ Ǣ Ǣ 1.Introduction
HarryPotter͵Ͳ ǡ ͳͻͻ ǡ ǡ ǡ ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺȋǤ͵ͷͻǦ͵ͺͲȌ
͵Ͳ
Ǥ Ǧ ǡ ǡ̵ ̈́ͳͶǡ͵ͲͲ Ǥ ǡ ̈́ͳͲͷǡͲͲͲǡ ̵ ǤǦ HarryPotter andtheChamberofSecretsǦ ͳͻͻͻǡ ǡǡHarryPotterandthePrisoner ofAzkabanǤʹͲͲͲǦHarryPotterand theGobletofFireǦ ǣ ͳǤͷ ͵Ǥͺ Ǥ ʹͲͲͲǡ Ǧ ǡ ʹͻ Ǥ ʹͲͲͳǡȋ Ȍǡ ̵ȋǡʹͲͲͶȌǤ ǡ HarryPotterandtheOrderof the Phoenix Ǧ ǡ ǡ ǡ Ǧ ʹͳ
ʹͲͲ͵Ǥ ǡͳǤͺ Ǣʹͺ The Order of the PhoenixǤ ǡ Ǥ ȋǡʹͲͲͷȌǤ 2.Reviewofliterature Pottermaniaǡ Ǣ ǡ Ǥ ǤǤ ǯ ǡ ǡ ǡǤǡ ȋʹͲͲȌȋʹͲͲͲȌ Ǥ Dz dz ǡ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵ͳ
ȋͳͻͻͺȌ ǡ Ȁ Ǥ ǡ Harry Potter and the Philosopher'sStone HarryPotterandtheSorcerer'sStone Ǥ ǡpost mailǡlorry truckǡfortnight twoweeksǢǡcrumpets muffinsǤǡcolour colorgrey grayȋ ǡʹͲͲȌǤ ǡ Ǥ ǯ ȋͳͻͻʹȌ ǡ ȋʹͲͲȌ ǡ Ǥ ǡ ǡ ǯ Ǥ ǡ only indirectly ǡ ǡ Ǥ ǡ Ǥ ǡ ǡ ǡ Ǥ ȋǤǤǡ ǡ ǤȌ ȋ Ƭ ǡ ʹͲͲ͵ȌǤ ǡ ȋʹͲͲͳȌ ǯ Ǥ ǡVoldemort, ǣ voldeȋǡ willȌmortȋ Ǥǥ DzdzȌ ȋǡ ʹͲͲͳȌǤ ǡ volde mort Dz ǤǢ Ǥdz
͵ʹ
ǡȋʹͲͲͳȌ ǯǤ ǡǦȋʹͲͲͷȌ Ǥ ǡ Ǥ ȋǦǡʹͲͲͷȌǤ Harry Potter and the Sorcerer’s Stone ǣ Ǣ Ǣ ǡ Ǥ ǡ Ǥ ȋʹͲͲͷȌ Ǥ Ǥ ǯ ǡ ǡ ǡ ǡǡ Ǥ ǡ Ǥ ǡ inequality Ǥ ǡǡ Ǧ ǡ Ǥ ǡ ǣ Daily Prophet ȋͳͻͻͺȌ ȋʹͲͲ͵ȌǤǡ ǡ Ǥ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵͵
ǣ ȋǡʹͲͲͲǡʹͲͲȌǡ ȋǡʹͲͲͳȌǡ ȋǦǡʹͲͲͷȌǡ ȋǡ ʹͲͲȌ ȋǡʹͲͲͷȌǢ Ǥ ǡ ǨȋͳͻͻͻǢǤͷͻȌ ǤȋʹͲͲͷȌǡǡ ǤǤǯǦ Ǥ ǡǡ ǡ ǡ Ǥ Ǥ Ȃ Ǧ ǡ Ǥ ǣ Ǩ Ǩǡ ǡ Ǣ ǡ Ǥwordmagic,ȋͳͻͻͻȌ ǦǤ ǡ ǡ ǯ Ǥ ǡ ǡ Ǥ 3.Children’sLiteratureasaVehicleforChange ǡǡ Ǥ ǡ Ǧ
͵Ͷ
Ǥ Ǥ ǡ ǡ Ǥ ȋͳͻͻͶǢ Ǥ ͳͻͳȌǡ hidden curriculum ǡ ǡ explicit curriculum; Dz ǡ dzǤ Ǧ ȋʹͲͲͷȌ ȋʹͲͲͳȌ ǯ Ǥ ǡ Ǥ ȋͳͻͺ͵Ȍ ǡ ǡ Ǥ Ǥ ǯȂ ǡ ǤǤ ǯ Ȃ Ǥ ǡ ǡ ͳͳ ͳǤ ǡ Ǥ ǯ ǡ ǡ ǡ ǡ ǡ ǡ ǡ Ǧ Ǥ ǡ Dzdz Ǥ ǣ ǡ ǡ Dzdz Ǥ ǡ ǡ ǡ ǤǦ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵ͷ
ǯǢ Dzdz Ǥ 4.TheEnglishschoolstory ȋʹͲͲͲȌ ǯ Ǥ Ǥ ǯ ǡ ǣ the English school storyǤ Ǥǡ Ǣ Ǥ ̵ ̵ ̵ ̵ ̵ Ǥ̵ Ǥ Ǥ Ǥ ǡ ǡ ǡ Ǥ ǡ ǡ Ǥ ǡ ǡ ǡ ǡ Ǥ ǡǡ Ǥ ǯ Ǥ Ǥ Ǣ Ǥ ǡ Ǥ ǡ ȋǡʹͲͲͲȌǤ ȋʹͲͲͲȌǡ ǡ ǡ Ǧǡ Ǥ
͵
ǡ ǯ ǡ ǦǤ ǡ Ǣ ǡǡ ǡ Ǥ ǡ ǡ ǡǤ ǡ ǡ ǡǡ Ǥ ǡ Ǧ ǡ ǡǤ Ǧǡ ǡ ǯ ǡ ǯ Ǥ ǡ Ǥ ǯ ǡ ǯ Ǥ ǡ ǡ ǡ Ǥǯ ǤǤ Ǥ ǡ ǫǡ ǦǨ ǯ ǡ ̵ǦǦǦǦǦ ǡ ǡ ǡ ǡ ǡ ǦǡǤ 5.TheHogwarts ǤǤǤ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵
ȋ Ȍǡ Ǥ ǡ Ǥ Ǥ ȋǤǤǤȌ ǡ ȋǤǤǤȌ Ǥ ȋǨȌǡ Ǥ Ǥ ǡ ǡ ǡ ǡ ǡ ǡ Ǥ ǡ ǡ ǡ ǡ ǡ ǡ ǡ ǡǤ 6.ABritishschool ǡ Ǥ ǡ ǡ Ǥ ǤǤǤǡ ǦǦ ǦǦ ȋȌ ȋʹͲͲ͵ȌǤ ̵ ͳͳ Ǧ Ǥ Ǥ ǡ ǡ Ǥ ǡ Ǥ Ǥǡ Ǥ ǡ Ǥ 7.Students’scaffolding ǡ Ǥ
͵ͺ
ǡǤ ǡ ǡ Ǥ ǡ Ǥ ǡ Ǥ ̵ ̶ ̶ ǡ ǡ ȋƬǡʹͲͲ͵ȌǤ ǡ ǡ ǡ Ǥ ǡ ǡ ǡ ǡquidditchǤǡ ǡ Ǥ ǡ Ǥ 8.Teachers’scaffolding ǡ Ȁ Ǥ ȋ ȌǤ Professor FlitwickǤ Ǥ ǡ Ǥ Ǥ Ǥ Ǥ 9.TeachersatHogwarts ȋʹͲͲ͵Ȍ ǡ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵ͻ
Ǥ ǡ Ǥ Ǧ ǡ Ǥ Ǥ ǡ Ǥ ǡ Dzdz Ǥ ǡ ǡ ǯ ǡ Ǣ Ǣ ǡ ǯ ȋǡ ǡ ǡǡʹͲͲʹȌǤ 10.GoodTeachersandExperientiallearning Professor Sprout Ǥ Ǥ Ǥ Ǥ Professor McGonagall ǡ ȋ ȌǤ Ǣ ǤMadameHoochǡ ǡ Ǥ ȋ Ȍǡ ǡǡ Ǥ ǡ Ǥ ǡ Ǧ Ǥ ǡǦ Ǧ Ǥ Ǥ Ǧ ǡ Ǧ Ǧ Ǥ
͵Ͳ
ǡ Ǧ Ǥ ǦǦǦ Ǥ ȋǡʹͲͲͶȌǤ ȋƬʹͲͲ͵ȌǤ ǡ ǡǤǤǢǡ ǡ ǡ ǡ ǡ ȋǡʹͲͲͶȌǤ 11.IneffectiveTeachers ǡ ȋȌǤ ǡǡǡǤ Ǥ ǡ ǡ ǡ Ǥ ǡ Ǥ ȋ Ƭ ǡ ʹͲͲ͵Ȍ ̵ǡ ǡ̵Ǥ ǡ ̶ ǡ ǡ Ǥ̶ Ǥ ǡ ǡ Ǥ ǡ ǡ Ǥ ǡ Ǥ Ǥ̵ Ǥ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵ͳ
̵ ǡ ̵ Ǥ ǡ ǡ Ǥ ǡ ǣ Ǧ Ǥ̵ ǣȋ Ȍ ȋ ȌǤ Ǥ ǡ ǤǦ ǡ ̶ ȏȐ̵ ̶ȋBooth&Booth,2003ȌǤ ǡ ǡ Ǥ Ǥ ǡ ǡ ǡ Ǥ 12.Approachestolearning Ǥ ǡ Ǥ ǡ ̶ ǦǤ̶ǡ ǡ ǡ Ǧ Ǥ ǡ ǡ ȋȌǡ Ǥ ǡ Ǥ ǡǦ Ǥ Ǥ ǡ Ǥ
͵ʹ
ǡ ǡ ǡ Ǥ Ǥ ǡ Ǥǡ Ǧ ȋʹͲͲͷȌ ǡ Ǥ ǡ Ǥ ̶ ǡ̶ Ǥ ǡ ȋ Ȍ Ǥ ǡ ̵ ǡ ̶ ̶ Ǧ Ǥ ǡǡ (ƬǡʹͲͲ͵)ǤǦ ǦȋȌǤ ǡ Ǥ ǡ Ǥ Ǥ Ǥ ǡ ǡ ̵ ǡ ȋ ̵ Ǧ Ȍǡ ȋ ̶ ̶ ̶̶Ȍǡ ȋ ȌǤ ̵ ǡ ǡ Ǥ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵͵
13.Academictesting Ǥ Ǧ ǡ ȋǤǤǤȌͳͷǤǡ ȋǦȌ ǡ ̵ Ǥ Weasley ǤǤǤ ǡ Ǥ ǯ Ǥ ǡǤ ȋGryffindor, Hufflepuff, Ravenclaw, and SlytherinȌ Ǥ ǡ Ǥ Ǥ Ǧ Ǥ ǡ Ǥ ǡ Ǧ Ȃ ȋǡ ʹͲͲͶȌǤ ǡ ̶ ̶ ǡ ̵ Ǥ ̶̶Ǣǡ Ǥ ̵ ǡ Ǥ ȋǡʹͲͲͶȌǤ 14.Shortcomingsoftheteachingsystem ͳǤ Ǥ ȋͳͻͻͶȌ
͵Ͷ
Ǣ ǡ ǡ Ǥ Ǣ ǡ ǡ ǡ Ǥ ȋͳͻͻȌ ǦǤ ǡ ǤȋͳͻͻͶȌ Ǣ Ǥ ǡ ǡ Ǥ ǡ ǡ ǡ ǡ ǡmakeandbreak ȋǦǡ ʹͲͲͷȌǤ ǡ Ǥ ǡ Ȃ Ȃ Ǥ Ǥ ʹǤ ȋ ǡ ȌǤ ǡ ǡ Ǥ ǯ Ǥ ǡ ǯ Ǥǡǡ Ǥ ǯ ȋ Ȍǡ ȋ Ȍǡ Ǥ ǡ Ǥ ǡ ǡ ǯ Ǥ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵ͷ
Ǥ ǡ Ǥ ǡ ǡ ǡ ǡ Ǥ Ǥ ǦȋǡǤǤǤȌǤ 15.Conclusion ǯ ǯ Ǥ ǡ ǣ Ǥ ǡ Ǥ ȋǡǤǤȀǤǤǤȌ ǡ ǯ ǯ ǯ Ǥ ǡ ǯ ǡ ǡ Ǥ ǡ Ǥ ǫ ǡ ǡ ǡ Ǥ ȋʹͲͲͳȌ Ǥ ǡ Ǧ Ȃ Ǧ Ǥ ǡ Ǥ ȋǡ ʹͲͲͳȌǤ ǡ Ǧ ǡ Ǣ
͵
Ǧ ȋǤǤ Snape BinsȌ Ǧ ȋǤǤ professor McGonagalǡ professor Sprout Madame HoochȌǤ ǡ Ǥ Ǥ ǡȋǤǤǤȌ ǡ ȋǤǤǤȌ Ǥ ǡ ǡ ǡ ǡ ǤǤ Ǣ Ǥ ǡǡ Ǥ Ǥ Ǥ ǡ ǡ ǡ Ǥ Ǥ ǡ Ǥ ǡ Ǥ ǡ ǡ Ǥ Ǣ Ǥ ǡ Ǥ ǡ ȋ Ǧǯ ʹͲͲͷ Ȍ Ǥ ȋʹͲͲͳȌǡ ǡ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵
Ǣ ǡ Ǥ ǡ ǡ ǡ ǡ Ǧ ǦȋǡʹͲͲͳȌǤ ǡ ǡ ǡ ǡ Ǥ ǯ ǡ ǡ ǡ ȋǡ ʹͲͲʹȌǡ ǡ Ǧ ȋ ƬǡʹͲͲ͵Ȍǡ ǡ ǡ ǯ ȋƬǡ ʹͲͲͷȌ ǡ Ǥ ǡǡ Ǥ Ǣ Ǥǡ Ǧ ǡ ǤǤ Ǥ ǡ ǡ ǯǡ Ǧ ǣ ǡ ǡ ǡ Ȃ Ǥ Ǩ
͵ͺ
TheAuthors Abbas Eslami Rasekh ȋ̷ǤǤ ǤȌ ǤǤ ǡ ǡ ǡ ǡ ǡ ǤǤ NematullahShomoossiȋ̷Ǥ Ȍ ǡ ǡ Ǥ Ǥ
References ǡ Ǥ Ǥ ȋʹͲͲͳȌǤ ǣ ǫ ʹͲͲ ǣ ǣȀȀǤǦ ǤȀȀǦ ǦǦ Ǥ ǡ Ǥ ȋʹͲͲͷȌǤ Ǥ ʹͲͲ ǣ ǣȀȀǤ Ǥ ȀȀ Ǥǫ αʹͷ͵ ͳƬ αͳ͵Ƭ αͳ ǡǤȋʹͲͲͷȌǤǤ ʹͲͲ ǣȀȀǤ Ǥ Ȁ Ǥǫ ̴αͶͷͶ ǡ Ǥ Ǥǡ Ƭ ǡ Ǥ Ǥ ȋʹͲͲ͵Ȍ . Ȁ ǡ ǡ ʹͲͲʹǤ ʹͲͲ ǣ ǣȀȀǤǤȀȀͲ͵ͳʹǤ. ǡ Ǥ ȋǤǤǤȌǤ ǣ ǡ Ǥ ʹͲͲ ǣ ǣȀȀǤǤ ȀȀȀȀ Ǥ ǡǤȋǤǤǤȌǤ ǫ ʹͲͲ ǣ ǣȀȀǤǤ ȀȀȀȀǤ
ȋ ȌǡǤʹȋ͵ȌǡʹͲͲͺ
͵ͻ
ǡ Ǥ ǤȋʹͲͲʹȌǤ ̵ ǫ ȏ ȐǤ Medical EducationǢ 36(12)ǣͳͳǦͳͳͺͳǤǣͳͲǤͳͲͶȀǤͳ͵ͷǦʹͻʹ͵ǤʹͲͲʹǤͲͳ͵Ǥ ǡ ǤǡƬǡǤȋʹͲͲͷȌǤȏ ȐǤ The Clinical TeacherǢ 2(1)ǣ ͵ͳǦ͵Ǥ ʹͲͲ ǣ ǣȀȀǤ ǦǤ ȀȀȀͳͲǤͳͳͳͳȀǤͳͶ͵Ǧ ͶͻͺǤʹͲͲͷǤͲͲͲͷʹǤǫ αͳǤ
ǡ Ǥ Ǥ ȋͳͻͺ͵ȌǤ Theory and resistance in education: A pedagogy for the oppositionǤǡǣ Ǥ ǡǤǤȋʹͲͲͲȌǤ Ǥ ʹͲͲ ǣ ǣȀȀǤǤȀ̱Ȁ̴ȀʹͲͲͲȀ ǤǤ ǡ Ǥǡ Ƭ ǡ Ǥ ȋͳͻͻʹȌǤ Style in fiction: A linguistic introduction to Englishfictionalprose.ǣǤ ǡ Ǥ Ǥ ȋʹͲͲͶȌǤ Fundamentals of educational planning ȋʹ ǤȌ ȏ ȐǤ ǣ ǣ Ǥ ǣ ǣȀȀ Ǥ ǤȀȀͲͲͳ͵ȀͲͲͳ͵Ȁͳ͵ʹͻǤ Ǧǡ Ǥ ȋʹͲͲͷȌǤ ǯ Ǥ ǡ Ǥ ʹͲͲ ǣ ǣȀȀǤǤȀȀǤ ǫͳͲͲͲʹͷʹ͵ʹǤ ǡ Ǥ Ǥ ȋͳͻͻͶȌǤ Life in schools: An introduction to critical pedagogy in thefoundationsofeducationȋʹȌ.ǣǤ ǡ ǤȋͳͻͻȌǤSchoolforwomenǤǣǤ ǡ Ǥ Ǥ Ǥ ȋʹͲͲͳȌǤ Ǥ Ǥ Ǥ ʹͲͲ ǣ ǣȀȀ ǤȀǦȀ ȀǤ ǡ Ǥ ȋʹͲͲȌǤ Ǥ Ǥ ǯ ǯ . ʹͲͲ ǣ ǣȀȀǤǦǤȀȀ ǫ̴̴̴̴Ǧ ͳʹͺ͵Ǧͳ̴̴Ǥ
͵ͺͲ
ǡ Ǥ Ǥǡ ǡ Ǥ Ǥǡ ǡ Ǥǡ Ƭ ǡ Ǥ Ǥ ȋʹͲͲʹȌǤ Understanding curriculum: An introduction to the study of historical andcontemporarycurriculumdiscoursesǤǣǤ ǡ Ǥ Ǥ ȋͳͻͻȌǤ Harry Potter and the philosopher’s stoneǤ ǣ Ǥ ǡ Ǥ Ǥ ȋͳͻͻͻȌǤ Harry Potter and the Chamber of Secrets. ǣ Ǥ ǡ Ǥ Ǥ ȋͳͻͻͻȌǤ Harry Potter and the Prisoner of Azkaban. ǣ Ǥ ǡ ǤǤȋʹͲͲͲȌǤHarryPotterandtheGobletofFire.ǣ Ǥ ǡ Ǥ Ǥ ȋʹͲͲ͵ȌǤ Harry Potter and the Order of the Phoenix. ǣ Ǥ ǡ Ǥǡ Ƭ ǡ Ǥ ȋͳͻͻͶȌǤ Failing at fairness: How America’s schools cheatgirls.ǣ ǯǤ ǡǤǡƬǡǤȋʹͲͲͷȌǤ Ǥ ʹͲͲ ǣȀȀǤ ǤǤȀ̴ȀȀ̴Ͳͷ̴ʹͺ̴ Ǥ ǡ Ǥ ȋʹͲͲͶȌǤ ͓ͳǣ Ǥ EzineArticles. ͳ͵ǡ ʹͲͲǡ ǣȀȀ Ǥ ȀǫǦ ǦǦ ǦͳǣǦ ǦƬα͵ͳͷ ǡ ǤȋͳͻͻͻȌǤǣ Ǥ Ǥ ȋȌǤ Understanding Children’s LiteratureǤ ǣǤ
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