A Comparative Analysis of Discourse Narrative in Stories of Elementary Schools Textbooks of Iran and Japan: Semiotics Approach

The discourse analysis of semiotic process is as a suitable tool for the analysis of the word, Exploring abstract data generates meaning in the deep structure of each text. And it seeks to "discover the meaning where the foundations of the interrelated and closely intertwined signs are formed. This article attempts to answer these questions based on the discourse semantics framework.1. What are the most important discourse systems in Iranian and Japanese elementary school textbooks? 2. What are the identity elements of the two countries stories? 3. From the perspective of cultural semiotics, how is the representation of the culture of "self" and "other" in the stories of Iran and Japan elementary schools? The research method is descriptive-analytical and the research method is content analysis. And the method of doing research is a discursive semantics. The results of this study show that the discourse systems in Iran's book stories are stative model. But the discourse systems of Japanese language stories were more actional regim. The characters in Japanese stories have hybrid identity. But Iranian stories have individual identities. The quality of the interaction between the “self” and the “other” is assessed in two themes of orientation and repetition. In the stories we read, the elementary school was centered on orientation .But in Japanese stories, there is a mutual interaction between the center and the periphery