Table of Contents

Title                                                                                                                Page

Abstract      10

Chapter 1: Introduction

1.0: Introduction ..  11

1.1: Theoretical Framework . 13

1.2: Statement of the Problem … 13

1.3: Significance of the Study 15

1.4: Research Questions of the Study 15

1.5: Hypotheses of the study    16

1.6: Definitions of Key Terms     16

1.6: Summary  18

Chapter 2: Review of the Literature

2.0. Introduction   19

2.1: Phonology.   21

2.2: English Pronunciation. ..  22

2.3: Experiments on English Pronunciation.   29

2.4: Morphology and Lexicon. .. 51

2.5: Experiments on Knowledge of Vocabulary. ..  66

2.6: Summary. 74

 

Chapter 3: Methodology

3.0. Introduction .  75

3.1. The Pilot Study (*Optional)   76

3.2. The Design of the Study .   78

3.3. Participants or (Subjects)    79

3.4. Materials ..   80

3.5. Procedure .   81

3.6. Methods of Analyzing Data .   82

3.7. Summary ..   83

Chapter 4: Result

4.0. Introduction    83

4.1. Data Analysis and Findings   83

4.1.1. Descriptive Analysis of the Data .   86

4.1.2. Inferential Analysis of the Data   86

4.2. Results of Hypothesis Testing .  89

4.3. Summary .  90

Chapter 5: Discussion

 

5.0. Introduction   91

5.1. General Discussion     92

5.2. Implications of the Study    93

5.3. Limitations of the Study ..  94

5.4. Suggestions for further Research    95

5.5. Summary .   95

 

Reference .96

Appendixes .. 106

 

 

 

 

 

 

List of Tables

 

Table1. Mean scores gained by treatment groups in the pre-test

Table2. Mean scores gained by treatment groups in the pre-test

Table3. Mean scores gained by control groups in the post-test

Table4. Mean scores gained by treatment groups in the post-test

Table5. Descriptive analysis of the pretest (PR) and the posttest (PO) of the control group of the study

Table3.1. Descriptive Statistics for the Pilot Study, lexical Knowledge Scores

 

 

 

 

 

 

List of Figures

 

Figure1.1 the Percentage of the Scores over and Under the Mean of the Pre-test

Figure2.2 the Percentage of the Scores over and Under the Mean of the Pre-test

Figure3.3 the Percentage of the Scores over and Under the Mean of the Pro-test

Figure4.4 the Percentage of the Scores over and Under the Mean of the Pro-test

Figure3.1. the Percentage of the Scores over and Under the Mean of the Pilot Study

Figure3.2. the Diagram of the Design of the Study

 

 

 

 

  

 

Abstract

The aim of the present study was to investigate the effect of pronunciation forms on improving Iranian EFL learners’ knowledge of vocabulary. To achieve this purpose, fifty participants pre-intermediate language learners were selected based on their scores on a knowledge of vocabulary test and were randomly assigned to two groups. Each group was exposed to as pre-test and post-test. At the end of the experiment, to see whether or not any changes happened regarding their lexical knowledge, a post-test was administrated to two groups. The results suggested that the participants performed differently on the post-test indicating that teaching lexical through rehearsal and pronunciation forms promotes the Iranian EFL learners’ knowledge of vocabulary.

Key Words

Knowledge of pronunciation forms, Pronunciation Awareness (PA), Morphological awareness, Phonemic awareness, LK or knowing a word.

 

 

 

 

 

 

 

Chapter one

Introduction

 

 

 

 

1.0. Introduction

Vocabulary learning is essential for the learning of a second language, which constitutes a great challenge and enormous task for both second language learners and teachers. As Wilkins (1974) maintains without grammar very little can be conveyed, but without vocabulary nothing can be conveyed. One line of research on vocabulary development examines the effects of instruction on vocabulary growth (e.g., Biemiller & Slonim, 2001). Among older children, direct instruction in vocabulary knowledge is less important relative to reading experiences in developing vocabulary skill e.g., (Nagy & Anderson, 1984).Reading is strongly associated with vocabulary development (e.g. Baker et al., 1998; Stanovich, 1986) so that those with the sparsest vocabulary levels are often those with the poorest reading skills as well (see Baker et al., 1998, for a review). In the present study, apart from the above-documented effects of teaching, which are involved in both vocabulary and reading skill growth, I was particularly interested in those cognitive skills that are associated with variability in vocabulary knowledge. For example, Gathercole and colleagues (Gathercole et al., 1992) noted, “Although studies of word learning in children have documented the remarkable facility of preschool children to acquire new vocabulary . . . the factors underpinning the large individual differences in young children’s abilities to learn (e.g., Bowey, 2001; Gathercole et al., 1992, 1999) have therefore focused on the new words are as yet little understood” (p. 887). Several research studies importance of Pronunciation skills in promoting vocabulary learning. Tasks of memory, Pronunciation awareness, and articulation have all been used to explain vocabulary growth (e.g., Bowey, 2001; Gathercole et al., 1992, 1999). For example, Gathercole and colleagues (1992, 1999) demonstrated that Pronunciation memory (as measured by nonword repetition) was strongly associated with vocabulary acquisition in both young children and adolescents. Vocabulary is an essential component in learning a foreign language and understanding another culture. Research has shown that vocabulary is the building block of all four language skills: reading, listening, writing, and speaking. B. Laufer and D.D. Sim (1985) found in their study that among foreign language learners, vocabulary was needed more than subject matter knowledge and syntactic structure. That is vocabulary knowledge should be the top priority when it comes to learning a foreign language. Research demonstrates that vocabulary plays a crucial role in learning a second/foreign language (L2), and, for most students, it takes substantial time and effort to acquire the target vocabulary, both receptively and productively (Nation, 2001). Second language (L2) learners at all levels are faced with the difficulty of learning vocabulary. The acquisition of new English vocabulary, one of the important skills necessary for English as Foreign Language (EFL) learners, frequently involves much representational learning. In addition to needing a large number of lexical items, a learner must also know a great deal about each item in order to use it well. This is often referred to as the quality or “depth” of vocabulary knowledge, and is as important as vocabulary size (Schmitt, 2008). The ability to hear and apprehend a foreign word to be learned is crucial for several reasons. Firstly, in order to learn the word, it is necessary to hear it accurately, to be able to break the word down into its individual sounds and phonemes, and to rehearse the word. People can rehearse a foreign word aloud to themselves or as part of a class drill, but they can also do it silently, inside their heads, using their inner speech. The ability to form Pronunciation representations of words and rehearse them is crucial to learning foreign or novel words. Rehearsal of the target language can occur vocally or sub-vocally in inner speech, but the mechanisms for rehearsal are assumed to be the same. If the Pronunciation encoded material is not rehearsed via vocal or sub-vocal rehearsal, it will decay within about two seconds and the words will not be correctly recalled. One thing that students, teachers, materials writers, and researchers can all agree upon is that learning vocabulary is an essential part of mastering a second language (Schmitt, 2008). Vocabulary learning is central to language acquisition, whether the language is the first, the second, or a foreign language (Decarrico, 2001). It is related to other aspects of learning and use. It is also crucial to the learner’s overall language acquisition (Gao, 2003). Therefore, one of challenging topics in language learning in general concerns vocabulary learning; that is learning lexicon or words of specific language. Second Language Acquisition (SLA) researches have become heavily interested in vocabulary acquisition, because many strongly believe that vocabulary learning is central to language acquisition, whether the language is first, second, or foreign (Decarrico, 2001).

چکیده

پژوهش حاضربه بررسی تاثیر صورت های تلفظی در بهبود دانش لغوی نوآموزان ایرانی زبان انگلیسی می پردازد. پرسش اصلی که پژوهش حاضر سعی در پاسخ بدان دارد این است که آیا بکارگیری صورت های تلفظی قادر است دانش یادگیری واژگان  زبان آموزان زبان انگلیسی را افزایش دهد یا خیر. برای یافتن پاسخ به پرسش مذکور ، پنجاه نو آموز از مؤسسه خانه زبان واقع در تالش انتخاب و در آزمایش شرکت کردند و به دو گروه آزمایش و گواه تقسیم گردیدند.سپس

چکیده:

تحقیق حاضر، چهار کتاب متداول آموزش زبان انگلیسی در موسسات زبان انگلیسی ایران ( انگلیش ریزالت، توتال انگلیش، تاپ ناچ و اینترچنج ) را از دیدگاه مدرسان و زبان آموزان ارزیابی و مقایسه نموده است. 366 زبان آموز و 76 مدرس زبان انگلیسی که به طور تصادفی از موسسات زبان استان های گیلان و مازندران انتخاب شده بودند، در این تحقیق مشارکت نمودند. 212 نفر از زبان آموزان و 35 نفر از مدرسان را مردان و 154 نفر از زبان آموزان و 41 نفر از مدرسان را زنان تشکیل می دادند. بازه تجربه تدریس کتاب مورد نظر توسط مدرسان بین دو تا شش سال و بازه تجربه استفاده زبان آموزان از کتاب مورد نظر بین یک تا سه سال بوده است.  جمع آوری داده ها به وسیله پرسشنامه کانینگ ورث (1995) که اصلاحاتی در آن انجام شد و همچنین به وسیله مصاحبه با 25 درصد زبان آموزان و 10 درصد مدرسان شرکت کننده در این تحقیق انجام گردید. تجزیه و تحلیل اطلاعات نشان داد که نقاط قوت کتاب اینترچنج از دیدگاه مدرسان، محتوا و فرهنگ و از دیدگاه زبان آموزان، جلوه های بصری بوده است. بعلاوه، عدم توجه کافی به مهارت های مطالعه و محتوای آموزشی پشتیبان از دیدگاه مدرسان و عدم توجه کافی به آموزش واژگان، مهارت های زبانی، شیوه های آموزش، مهارت های مطالعه، آزمون و تمرین، به عنوان نقاط ضعف از دیدگاه زبان آموزان محسوب گردید. در مورد کتاب انگلیش ریزالت، نقاط قوت از دیدگاه مدرسان شامل شیوه های آموزش، جلوه های بصری و فرهنگ و از دیدگاه زبان آموزان شامل دستور و جلوه های بصری بوده است. علاوه بر این نقاط ضعف کتاب از دیدگاه مدرسان و زبان آموزان، عدم توجه کافی به آموزش واژگان و آموزش تلفظ بوده است. در رابطه با کتاب تاپ ناچ مدرسان اعتقاد داشتند که نقاط قوت کتاب، دستور، جلوه های بصری، محتوای آموزشی پشتیبان و فرهنگ و از دیدگاه زبان آموزان محتوا، دستور، آموزش تلفظ و جلوه های بصری بوده است. در مورد کتاب توتال انگلیش، بخش فرهنگ از دیدگاه مدرسان و جلوه های بصری، آزمون و تمرین از دیدگاه زبان آموزان به عنوان نقاط قوت شناخته شد. در حالیکه تنها نقطه ضعف این کتاب از دیدگاه زبان آموزان عدم توجه کافی به آموزش تلفظ بوده است.

واژگان کلیدی: کتاب آموزش زبان، پرسشنامه، ارزیابی محتوای آموزشی، زبان انگلیسی به عنوان زبان خارجی

 

Table of contents

Abstract. 1

Chapter one: Introduction.. 2

1.0 Preliminaries. 2

1.1 Statement of the problem.. 4

1.2 Significance of the Study. 6

1.3 Objectives of the study. 7

1.4 Research Questions/Hypotheses. 7

1.5 Definition of Key Terms. 8

1.5.1 Coursebook. 8

1.5.2 Evaluation. 8

1.5.3 Material Evaluation. 8

1.5.4 Checklist 9

1.6Outline of the Study. 9

Chapter two:Literature review… 10

2.0 Preliminaries. 10

2.1 The role of textbooks in English language teaching. 10

2.2 Evaluating ELT Coursebooks. 13

2.3 Criteria for coursebook evaluation. 17

2.3.1 Checklists. 22

2.4 Studies on coursebook evaluation. 24

Chapter three:Methodology.. 36

3.0 Preliminaries. 36

3.1 Participants. 36

3.2Instruments and Materials. 36

3.2.1 Checklist 37

3.2.1.1 Pilot study. 38

3.2.2 Interchange. 38

3.2.3 Top Notch. 39

3.2.4 English Result 40

3.2.5 Total English. 40

3.3 Data collection procedure. 40

3.4 Data Analysis. 41

Chapter four:Results. 42

4.0 Preliminaries. 42

4.1 Data Analysis and Findings. 42

4.1.1 Analysis of the Questionnaires. 43

4.1.1.1 Content from Teachers’ Perspective. 43

4.1.1.2 Content from Students’ Perspective. 51

4.1.1.3 Grammar from Teachers’ Perspective. 60

4.1.1.4 Grammar from Students’ Perspective. 66

4.1.1.5 Vocabulary from Teachers’ Perspective. 72

4.1.1.6 Vocabulary from Students’ Perspective. 76

4.1.1.7 Phonology from Teachers’ Perspective. 80

4.1.1.8 Phonology from Students’ Perspective. 84

4.1.1.9 Language Skills from Teachers’ Perspective. 88

4.1.1.10 Language Skills from Students’ Perspective. 93

4.1.1.11 Methodology from Teachers’ Perspective. 99

4.1.1.12 Methodology from Students’ Perspective. 104

4.1.1.13 Study Skills from Teachers’ Perspective. 110

4.1.1.14 Study Skills from Students’ Perspective. 116

4.1.1.15 Visuals from Teachers’ Perspective. 124

4.1.1.16 Visuals from Students’ Perspective. 129

4.1.1.17 Practice and Testing from Teachers’ Perspective. 134

4.1.1.18 Practice and Testing from Students’ Perspective. 140

4.1.1.19 Supplementary Material from Teachers’ Perspective. 146

4.1.1.20 Objectives from Teachers’ Perspective. 150

4.1.1.21 Content Selection from Teachers’ Perspective. 156

4.1.1.22 Gradation from Teachers’ Perspective. 160

4.1.1.23 Culture from Teachers’ Perspective. 163

4.1.2 Analysis of the Interviews. 178

Chapter five:Discussion.. 181

5.0 Preliminaries. 181

5.1 General Discussion. 181

5.1.1 Research Question 1. 181

5.1.2 Research Question 2. 186

5.1.2.1 Strengths of Interchange from Students’ Perspective. 187

5.1.2.2 Weaknesses of Interchange from Students’ Perspective. 187

5.1.2.3 Strengths of Interchange from Teachers’ Perspective. 188

5.1.2.4 Weaknesses of Interchange from Teachers’ Perspective. 189

 

5.1.2.5 Strengths of English Result from Students’ Perspective. 189

5.1.2.6 Weaknesses of English Result from Students’ Perspective. 190

5.1.2.7 Strengths of English Result from Teachers’ Perspective. 190

5.1.2.8 Weaknesses of English Result from Teachers’ Perspective. 190

5.1.2.9 Strengths of Top Notch from Students’ Perspective. 191

5.1.2.10 Strengths of Top Notch from Teachers’ Perspective. 192

5.1.2.11 Strengths of Total English from Students’ Perspective. 192

5.1.2.12 Weaknesses of Total English from Students’ Perspective. 193

5.1.2.13 Strengths of Total English from Teachers’ Perspective. 193

5.2 Implications of the Study. 193

5.3 Limitations of the Study. 194

5.4 Suggestions for Further Research. 194

5.5 Summery. 195

Reference. 196

Appendices 203

Appendix A.. 203

Appendix B.. 209

 

List of Tables

Table                                                                                                                                 Page

4.1       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content in the case of Interchange coursebook . ..43

4.2       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content in the case of English Result coursebook ……45

4.3       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content in the case of Top Notch coursebook 47

4.4       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content in the case of Total English coursebook … 49

4.5       Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to content in the case of   Interchange coursebook 51

4.6       Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to content in the case of   English Result coursebook … 53

4.7       Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to content in the case of Top Notch coursebook 56

4.8       Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to content in the case of Total English coursebook . ..58

4.9       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to grammar in the case of Interchange coursebook … 60

4.10    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to grammar in the case of English Result coursebook.. . 62

4-11    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to grammar in the case of Top Notch coursebook … ..60

4.12    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to grammar in the case of Total English coursebook 65

4.13    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to grammar in the case of Interchange coursebook . .66

4.14    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to grammar in the case of English Result coursebook .68

4.15    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to grammar in the case of Top Notch coursebook 69

4.16    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to grammar in the case of Total English coursebook .71

4.17    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to vocabulary in the case of Interchange coursebook .. ..72

4.18    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to vocabulary in the case of English Result coursebook .. .73

4.19    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to vocabulary in the case of Top Notch coursebook . 74

4.20    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to vocabulary in the case of Total English coursebook .. ..75

4.21    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to vocabulary in the case of Interchange coursebook . ..76

4.22    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to vocabulary in the case of English Result coursebook ..77

4.23    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to vocabulary in the case of Top Notch coursebook . ..78

4.24    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to vocabulary in the case of Total English coursebook …79

4.25    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to phonology in the case of Interchange coursebook .. 80

4.26    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to phonology in the case of English Result coursebook .81

4.27    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to phonology in the case of Top Notch coursebook 82

4.28    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to phonology in the case of Total English coursebook 83

4.29    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to phonology in the case of Interchange coursebook … 84

4.30    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to phonology in the case of   English Result coursebook ….85

4.31    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to phonology in the case of   Top Notch coursebook ..86

4.32    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to phonology in the case of Total English coursebook 87

4.33    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to language skills in the case of Interchange coursebook .88

4.34    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to language skills in the case of English Result coursebook .89

4.35    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to language skills in the case of Top Notch coursebook . .90

4.36    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to language skills in the case of Total English coursebook. 92

4.37    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to language skills in the case of Interchange coursebook 93

4.38    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to language skills in the case of English Result coursebook.. .95

4.39    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to language skills in the case of Top Notch coursebook .. .96

4.40    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to language skills in the case of Total English coursebook.. ..98

4.41    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to methodology in the case of Interchange coursebook ..99

4.42    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to methodology in the case of English Result coursebook.. 100

4.43    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to methodology in the case of Top Notch coursebook .101

4.44    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to methodology in the case of Total English coursebook .. ..103

4.45    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to methodology in the case of Interchange coursebook ..104

4.46    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to methodology in the case of English Result coursebook .105

4.47    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to methodology in the case of Top Notch coursebook … 107

4.48    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to methodology in the case of Total English coursebook… .108

4.49    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to study skills in the case of Interchange coursebook ..110

4.50    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to study skills in the case of English Result coursebook .112

4.51    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to study skills in the case of Top Notch coursebook …113

4.52    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to study skills in the case of Total English coursebook ..115

4.53    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to study skills in the case of Interchange coursebook 116

4.54    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to study skills in the case of English Result coursebook .118

4.55    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to study skills in the case of Top Notch coursebook .. .120

4.56    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to study skills in the case of Total English coursebook ..122

4.57    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to visuals in the case of Interchange coursebook . …124

4.58    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to visuals in the case of English Result coursebook.. .125

4.59    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to visuals in the case of Top Notch coursebook .126

4.60    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to visuals in the case of Total English coursebook ….128

4.61    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to visuals in the case of Interchange coursebook .. .129

4.62    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to visuals in the case of English Result coursebook .. 130

4.63    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to visuals in the case of Top Notch coursebook 131

4.64    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to visuals in the case of Total English coursebook . 133

4.65    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to practice and testing in the case of Interchange coursebook …134

4.66    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to practice and testing in the case of English Result coursebook…136

4.67    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to practice and testing in the case of Top Notch coursebook .137

4.68    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to practice and testing in the case of Total English coursebook….139

4.69    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to practice and testing in the case of Interchange coursebook 140

4.70    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to practice and testing in the case of English Result coursebook..142

4.71    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to practice and testing in the case of Top Notch coursebook.. ..143

4.72    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to practice and testing in the case of Total English coursebook 144

4.73    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to supplementary material in the case of Interchange coursebook.146

4.74    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to supplementary material in the case of English Result coursebook ..147

4.75    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to supplementary material in the case of Top Notch coursebook..148

4.76    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to supplementary material in the case of  Total English coursebook ..149

4.77    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to objectives in the case of Interchange coursebook ..150

4.78    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to objectives in the case of English Result coursebook . 151

4.79    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to objectives in the case of Top Notch coursebook ..153

4.80    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to objectives in the case of Total English coursebook . 154

4.81    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content selection in the case of Interchange coursebook . 156

4.82    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content selection in the case of English Result coursebook….157

4.83    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content selection in the case of  Top Notch coursebook . 158

4.84    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content selection in the case of Total English coursebook. 159

4.85    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to gradation in the case of Interchange coursebook 160

4.86    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to gradation in the case of English Result coursebook .. .161

4.87    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to gradation in the case of Top Notch coursebook .161

4.88    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to gradation in the case of Total English coursebook .. ..162

4.89    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to culture in the case of Interchange coursebook .. .163

4.90    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to culture in the case of English Result coursebook .. . 167

4.91    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to culture in the case of Top Notch coursebook 171

4.92    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to culture in the case of  Total English coursebook ..175

Abstract

The present study sought to evaluate and compare four popular English coursebooks (English Result, Total English, Top Notch and Interchange series) used in Iran’s language institutes from teachers’ and students’ point of view. Three-hundred and sixty-six students and 76 teachers, who were selected randomly from the language institutes of Guilan and Mazandaran provinces, participated in this study. Two-hundred and twelve of the students and 35 of the teachers were male and 154 of the students and 41 of the teachers were female. The range of teachers’ experience of teaching the coursebook was between 2-6 years and the range of students’ experience of studying the coursebook was between 1-3 years. Data were gathered through modified version of Cunningsworth’s (1995) checklist as well as interviews with 25 percent of the teachers and 10 percent of the students. Data analysis indicated that the strengths of Interchange from the teachers’ perspective are content and culture categories and from the students’ point of view are visuals. In addition, the coursebook’s weaknesses from the teachers’ perspective are reported to be insufficient study skills and supplementary materials and from the students’ point of view are lack of due attention to vocabulary, language skills, methodology, study skills, and practice and testing. In the case of English Result, the strengths from teachers’ perspective are methodology, visuals and culture and from students’ view are grammar and visuals. Moreover, the coursebook’s weaknesses from both teachers’ and students’ perspectives are reported to be lack of due attention to vocabulary and phonology. Regarding Top Notch, teachers believed that the strengths of the coursebook are grammar, visuals, supplementary materials and culture categories and from students’ point of view are content, grammar, phonology and visuals categories. In terms of Total English, culture is considered the strength of the coursebook from teachers’ perspective and visuals as well as practice and testing from students’ point of view. Moreover, from students’ perspective, the primary shortcoming of the coursebook is considered to be phonology. The findings have several implications for language teachers, students, and syllabus designers.

Key words:   Coursebook, checklist, evaluation, EFL

 

Chapter One:

Introduction

 

1.0 Introduction

In the process of language teaching and learning, several components are involved in such as the learners, the teachers, the environment in which the learning event is taking place, the purpose of learning, and more importantly the textbooks since they undoubtedly specify the main part of the teaching in the classroom and out-of-class learning of the students. Hutchinson and Torres (1994) state no teaching-learning situation is complete without adopting its appropriate textbook. Materials and textbooks serve as one of the main instruments for shaping knowledge, attitudes, and principles of the students (Nooreen & Arshad, 2010).

Today, coursebooks are of vital significance to educational practices all over the world since they serveas the means of transferring knowledge between teachers and students. In addition, they are considered as the basis formuch ofthe language input and the language practice which learners receive in the classroom. As Richards (2001) states, for learners the textbook might provide the main source of contact they maintain with the language.  Litz (2005) asserts that whether one believes textbooks are too inflexible and biased to be used directly as instructional material, there can be no denying that they are still the most valuable element in educational systems. Garinger (2002) believes that a textbook can serve different purposes for teachers: as a core resource, as a source of supplemental material, as an inspiration for classroom activities, even as the curriculum itself.

Various authors have given various merits of textbooks. In spite of their various limitations, textbooks are very useful tools in the hand of a teacher. Richards (2001, pp. 1-2) lists the following principal advantages of using textbooks:

• They provide structure and syllabus for a program.
• They help standardize instruction.

 

2-2-10- انواع زبان های نمایه سازی	15
2-2-10-1- زبان طبیعی	16
2-2-10-2- زبان نمایه سازی آزاد	17
2-2-10-3- زبان کنترل شده	17
2-2-11- زبان جامعه پزشکی و آشفتگی ها و نابسامانی های آن	17
2-2-12- مستندسازی	18
2-2-13- مهم ترین ابزارهای مستندسازی	19
2-2-14- اصطلاحنامه	20
2-2-15- تاریخچه اصطلاحنامه	21
2-2-16- هدف اصطلاحنامه	22
2-2-17- ویژگی های مهم ا صطلاحنامه	22
2-2-18- انواع اصطلاحنامه	24
2-2-19- اصطلاحنامه پزشکی فارسی	25
2-2-19-1- نمایه های موجود در اصطلاحنامه پزشکی فارسی	25
2-2-19-2- شکل ارائه اصطلاحات در اصطلاحنامه پزشکی فارسی	27
2-3- پیشینه پژوهش	28
2-3-1- پیشینه پژوهش در ایران	28
2-3-2- پیشینه پژوهش در خارج از ایران	33
2-4- استنتاج کلی از پیشینه ها	36
فصل سوم: روش شناسی پژوهش
3-1- مقدمه	37
	37
	40
گردآوری اطلاعات	40
3-5- تجزیه و تجلیل یافته ها	40
فصل چهارم: یافته­ های پژوهش
4-1- مقدمه	41
4-2- یافته های پژوهش	41

 

 

 

 

 

 

 

 

 

 

 

 

4-3- پاسخ به پرسش های اساسی پژوهش	48
4-4- تأیید یا رد فرضیه پژوهش	53
فصل پنجم: تجزیه و تحلیل یافته ها و نتیجه ­گیری
5-1- مقدمه	54
5-2- تجزیه و تحلیل یافته‌ها	54
5-3- نتیجه گیری نهایی	60
5-4- استنتاج کلی از پیشینه ها و مقایسه آن با پژوهش حاضر	61
5-5- پیشنهادات پژوهش	65
5-6- پیشنهاد برای پژوهش های آتی	66
منابع و مآخذ	67
پیوست
چکیده انگلیسی

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

عنوان	صفحه
جدول (4-1) توزیع فراوانی پژوهش ها به تفکیک نوع پژوهش (طرح و پایان نامه)	41
جدول (4-2) توزیع فراوانی انواع کلیدواژه ها بر حسب کیفیت آن (میزان انطباق با اصطلاحنامه پزشکی فارسی)	42
جدول (4-3) توزیع فراوانی پژوهش ها بر حسب تعداد کلیدواژه های پیشنهادشده	43
جدول (4-4) توزیع فراوانی انواع پژوهش ها به تفکیک شوراهای پژوهشی محل تصویب	44
جدول (4-5) توزیع فراوانی انواع پژوهش ها به تفکیک سال	45
جدول (4-6) توزیع فراوانی پایان نامه ها به تفکیک رشته و مقطع تحصیلی دانشجویان	46
جدول (4-7) توزیع فراوانی طرح ها به تفکیک وضعیت علمی مجری اول طرح تحقیقاتی	47
جدول (4-8) میانگین میزان انطباق واژه های نمایه ای با اصطلاحنامه پزشکی فارسی بر حسب نوع پژوهش	48
جدول (4-9) میانگین میزان انطباق واژه های نمایه ای پایان نامه ها با اصطلاحنامه پزشکی فارسی برحسب رشته و مقطع تحصیلی دانشجو	49
جدول (4-10) میانگین میزان انطباق واژه های نمایه ای طرح ها با اصطلاحنامه پزشکی فارسی برحسب وضعیت علمی مجری اول	50
جدول (4-11) میانگین میزان انطباق واژه های نمایه ای با اصطلاحنامه پزشکی فارسی بر حسب شوراهای پژوهشی تصویب کننده	51
جدول (4-12) میانگین میزان انطباق واژه های نمایه ای با اصطلاحنامه پزشکی فارسی بر حسب سال	52

 

 

 

 

 

 

 

 

عنوان	صفحه
نمودار (4-1) درصد فراوانی انواع کلیدواژه ها بر حسب کیفیت آن ( میزان انطباق با اصطلاحنامه پزشکی فارسی)	42
نمودار (4-2) توزیع فراوانی انواع پژوهش ها به تفکیک شوراهای محل تصویب	44
نمودار (4-3) توزیع فراوانی انواع پژوهش ها به تفکیک سال	45
نمودار (4-4) درصد فراوانی پایان نامه ها به تفکیک رشته و مقطع تحصیلی دانشجویان	46
نمودار (4-5) درصد فراوانی طرح ها به تفکیک وضعیت علمی مجری اول طرح پژوهشی	47

 

 

 

چکیده

هدف: اطلاعات با شیوه های مختلفی چون فهرستنویسی و نمایه سازی سازماندهی می شوند. اصطلاحنامه ها بعنوان ابزار نمایه سازی به کار می روند. یکی از این اصطلاحنامه ها، اصطلاحنامه پزشکی فارسی است. هدف از پژوهش حاضر « تعیین میزان انطباق واژه های نمایه ای پایان نامه ها و طرح های تحقیقاتی دانشگاه علوم پزشکی شهید صدوقی یزد با اصطلاحنامه پزشکی فارسی طی سال های 82 الی 87 » است.

روش شناسی: جامعه آماری پژوهش شامل 2670 کلیدواژه برگرفته از 213 طرح تحقیقاتی و 551  پایان نامه است. روش پژوهش حاضر پیمایشی تحلیلی و ابزار گردآوری داده ها چک لیستی تهیه شده توسط محقق است.

یافته ها: نتایج نشان دهنده 89/20 درصد کلیدواژه مطابق با استاندارد، 45/77 درصد کلیدواژه نامطابق با استاندارد و 64/1 درصد کلیدواژه اعلام است. 8 درصد از کلیدواژه های نامطابق با استاندارد کلیدواژه های با املای نادرست بودند. یافته ها نشان دهنده تفاوت معنی دار بین میزان انطباق واژه های نمایه ای پژوهش ها با اصطلاحنامه پزشکی فارسی و متغیرهایی چون سال و شورای پژوهشی تصویب کننده پژوهش بودند. همچنین بین میزان انطباق واژه های نمایه ای پایان نامه ها با اصطلاحنامه پزشکی فارسی و رشته و مقطع تحصیلی دانشجو و بین میزان انطباق واژه های نمایه ای طرح ها با اصطلاحنامه پزشکی فارسی و وضعیت علمی مجری اول آنها رابطه وجود دارد ولی از نظر میزان انطباق بین پایان نامه ها و طرح ها تفاوتی مشاهده نشد.

نتایج: نتایج، لزوم توجه به امر استانداردسازی نمایه ها بر مبنای اصطلاحنامه پزشکی فارسی را نشان داد. در نهایت پیشنهاداتی جهت بهبود وضعیت موجود ارائه شد.

کلیدواژه ها: مستندسازی کلیدواژه ها، پایان نامه های دانشگاه علوم پزشکی شهید صدوقی یزد، طرح های دانشگاه علوم پزشکی شهید صدوقی یزد

 

 

 

 

 

 

• مقدمه

سازماندهی اطلاعات از دیرباز دارای اهمیت ویژه ای بوده است و در هر زمان بسته به نوع و ماهیت منابع اطلاعاتی، از شیوه های ابتدایی و دستی گرفته تا پیشرفته و رایانه ای برای سازماندهی آنها مورد توجه قرار گرفته است. از جمله این ابداعات، فهرستنویسی، رده بندی، چکیده نویسی و نمایه سازی است که فرایند سازماندهی، ذخیره و بازیابی اطلاعات را تسهیل نموده، سرعت می بخشد. (فتاحی، 79)

ارزیابی کیفیت نمایه سازی همیشه نقش مهمی در پیشرفت و توسعه نظام های اطلاع رسانی داشته است. این ارزیابی معیاری برای اقتصادی بودن نظام اطلاع رسانی است. اگر این ارزیابی در مراحل اولیه ایجاد یک نظام اطلاع رسانی انجام شود بسیار مفید و اقتصادی است، زیرا در دراز مدت تجدید نظر در چنین امری بسیار مشکل و هزینه بر است. بنابراین معیارهای ارزیابی مطمئنی باید تهیه کرد و در همان ابتدای کار، نظام را از نظر نمایه سازی ارزیابی کرد. (فاگمن، 1374)

علاوه بر این در چند دهه اخیر نظام های ذخیره و بازیابی اطلاعات برای از میان برداشتن نارسایی ها و معایب موجود در واژگان طبیعی اقدام به کنترل واژگان یا مستندسازی نموده اند. نقش کنترل واژگان به هنگام ذخیره اطلاعات، انطباق واژه های در نظر گرفته شده با استانداردهاست که به منظور فهم روابط موجود میان واژه ها و یکسان سازی آنها صورت می گیرد. (فتاحی، 79)

در دانشگاه های مختلف کشور هر ساله اطلاعات بسیاری در قالبهای مختلف از جمله پایان نامه ها و طرح های تحقیقاتی تولید می شود. این منابع از نظر ماهیت پژوهشی و بکر بودن ارزش اطلاعاتی زیادی دارند که به منظور دسترس

Abstract:

The present dissertation seeks to critically investigatethe multiplicity of voices in Donald Barthelme’s Snow White according to Bakhtin’s premises of polyphony and dialogism. In Bakhtinian point of view, literary discourse is polyphonic, a combination of multiple voices of equal authority. This is defined in terms of his own concept of dialogism, the explicit or implicit dialogue of differently situated voices. As a result, there is a close relation between the two notions to the degree that polyphony is considered as a characteristic of dialogism. This is suggested by Donald Barthelme in his comic parable of Snow White (1967), in which the diversity of discourses, expressed through the dialogues, paves the way for polyphonic enterprise. Although the story is told from the first person point of view, almost the entire novel is conceived through dialogues, which the characters are engaged in both with themselves and other characters. This leads the various discourses to be heard equally. Investigating these discourses and the ideologies they represent through the polyphonic voices expressed in dialogic activities provides the backboneof the present dissertation.

 

Key Words: Polyphony, Discourse,Voice, Dialogue, Bakhtin

 

 

 

 

 

 

 

Table of Contents:

 

Dedication. i

Acknowledgement: ii

Abstract iii

Table of Contents. iv

 

CHAPTER ONE

INTRODUCTION.. 1

1.1. General Overview.. 1

1.2. Statement of the Problem.. 6

1.3. Objectives and Significance of the Study. 9

1.3.1. Significance of the Study. 9

1.3.2. Purpose of the Study. 9

1.3.3. Research Questions. 10

1.4. Review of literature. 10

1.5. Materials and Methodology. 18

1.5.1. Definition of Key Terms. 18

1.6. Organization of the Study. 21

 

CHAPTER TWO

BAKHTIN; WORKS and IDEAS. 23

2.1. Toward a Philosophy of the Act 24

2.1.1. Self and other 25

2.2. Problems of Dostoevsky’s Poetics. 27

2.2.1. Polyphony. 28

2.3. Carnival in Dostoevsky and Rabelais. 33

2.4. The Dialogic Imagination. 40

2.4.1. Dialogism.. 41

2.4.2. Heteroglossia. 44

2.4.3. Hybridization. 48

2.4.4. Chronotope. 50

 

CHAPTER THREE

3.1. Barthelme’s Art of Story-Telling. 53

3.1.2. Barthelme and Postmodernism.. 57

3.1.3. Disregard of Conventionality. 59

 

3.2. Why Bakhtin?. 72

 

CHAPTER FOUR

SNOW WHITE; A DIALOGIC CONSTRUCT. 78

4.1. Barthelme’s Dialogic Enterprise. 80

4.1.1. Artistic Representation of Language. 80

4.1.2. Multiplicity of Voices. 84

4.1.3. Multiplicity of Discourses. 86

4.1.4. Multiplicity of Documents. 92

4.1.5. Other Dialogic Techniques. 100

4.1.6. The Carnivalesque. 104

 

CHAPTER FIVE

CONCLUSION.. 109

5.1. Summing Up. 109

5.2. Findings. 118

5.3. Suggestions for Further Research. 120

 

Bibliography. 124

 

CHAPTER ONE

 

INTRODUCTION

 

 

 

 

 

 

 

 

 

1.1. General Overview

Donald Barthelme, an American author, novelist, editor, journalist and professorwas born in Philadelphia in 1931, deep in the deep Depression. He spent much of his early career in journalism till a Guggenheim Fellowship in 1967 paved the way for his first novel, Snow White (1967). Soon after, he was considered one of the masters of post-war fiction working outside the realistic tradition to satirize American life. He continued teaching and writing fictions until his death in 1989.

Although Barthelme isnever known as a science-fiction writer, he has created works which are included in the Avant-Garde of cyberpunk. His world combines Samuel Beckett’s nihilism with the ecstasy of Richard Bratigan’s surrealism. Nothing is absolutely true or false in his stories. He is a philosophical author who combines existentialism with post-modernism. He does not explicitly admit his debt to these schools in the themes and contexts of his works. However, his innovative and organic style reveals his close relation to Barth, Sartre, Foucault and Derrida.

Many critics have not appreciated Barthelme’s writing due to its rejection of traditional forms and its unusual nature. Others have dubbed it extremely modern and individualistic. Come Back, Dr.Caligari, the collection of his early stories published in 1964, is acclaimed as an innovation in short story form in which he has continued his success with Unspeakable Practices, Unnatural acts (1968). Later on, Barthelmecontinued to write over a hundred more short stories many of which are revised and reprinted in Sixty Stories (1981), Forty Stories (1987) and, posthumously, Flying to America (2007). As a huge success, Sixty Storiesbrought him a PEN/Faulkner Award for fiction. He also won a National Book Award in 1972 for his children’s book, The Slightly Irregular Fire Engine; or, the Hithering Thithering Djinn. Additionally, he has produced four novels in his typical fragmentary style: Snow White (1967), The Dead Father (1975), Paradise (1986), and The King (1990, posthumous).

Barthelme’s style and thought are products of twentieth century torment. The observation of absurdity lurking beneath the surface of most conventional customs becomesthe fuel for his creative fire. He is not only praised as disciplined but also judged as meaningless. His fragmented verbal collage surrounded in constant skepticism and irony has introduced him as a postmodernist writer. Furthermore, this fragmentation partly shapes his formal originality as the narrator in “See the Moon?” states: “Fragments are the only forms I trust”(Barthelme, UnspeakablePractices,UnnaturalActs 160). Joyce Carol Oates also comments on the same notion: “This from a writer of arguable genius whose works reflect what he himself must feel, in book after book, that his brain is all fragments . . . just like everything else” (63).

Barthelme’s first novel, Snow White, is a parody based upon both Grimm’s fairytale of Snow White and Disney’s version of the story. It displays both his avoidance of the formalism of his predecessors and his innovation in voice and style. Familiar characters of childhood have been taken away to be replaced with psychologically complex paradigms of postmodernist satire. Moreover, Barthelme’s clear-cut exploration of grotesque highlighted with an extraordinary humor encounters us with the irrational world of everyday life.

Barthelme brings the fairytale story up to date. Snow White lives with Kevin, Edward, Hubert, Henry, Clem and Dan, whooccupy themselves by washing the buildings and tending the vats where they make Chinese baby food. However, they are challenged by various problems to the point that even the President is worried about them. Bill, the leader of the men, is withdrawn as his ambitions would not come true. Eventually, he is judged to be guilty and punished to death by hanging primarily because of the sin of vatricide. On the other hand, Snow White awaits a prince and takes Paul, the artist as the prince figure. Jane, whose lover is Hogo de bergerac, is the wicked stepmother figure. Hogo falls for Snow White and Jane prepares a poisoned Gibson to kill her. But, Paul drinks the beverageinstead and dies. Snow White mourns Paul, though there’s nothing in it for her. Dan, the practical man is the new leader and the heroes depart in search of a new principle: Heigh-ho.

Mikhail Mikhailovich Bakhtin (1895-1975), although achieving fame posthumously, has been considered one of the most influential theorists of the twentieth century. From 1960s in which Bakhtin was introduced to the West, his writings on a variety of subjects have inspired works in a number of various traditions. His influence has grown enormously not only in literary criticism but also in disciplines as diverse as history, anthropology, linguistics, sociology and philosophy. Furthermore, his studies mainly on dialogue and discourse has changed the way we read texts, both literary and cultural.

Bakhtin’s life was concurrently associated with the vicissitudes of the October Revolution of Russia. In addition, Russian Formalism with which Bakhtin had close connections came to exist simultaneously. He was just the writer of an eccentric book on Fyodor Dostoevsky during his lifetime. The most part of his writings were published and soon translated into English in his last years and after his life. Subsequently, he has been recognized as a major thinker concerned with questions of language, society, culture, time and ethics.

Though his intellectual development should not be merely explained by Neo-Kantianism, Bakhtin’s starting points are in this tradition. This philosophical orientation which seeks to go back to Kant,is in part a reaction against positivism and empiricism of the nineteenth-century. It mainly focuses on the activity of the consciousness and argues that consciousness is not a blank sheet to reflect the external world. On the other hand, consciousness has its own independent forms to apprehend and explain the world outside. Bakhtin’s main interest in this traditionis in the way he argues the relationship between self and other, I and Thou, through these general questions.

Bakhtin, in his early writings, argues that it is in the unavoidable relationship with others that our sense of self and the other is constituted. In this respect, the aesthetic art has been considered as the highest form of human interaction. Therefore, it is the expression of a relationship not the outcome of an isolated consciousness. This can be best understood in what Simon Dentith quotes from Bakhtin:

 

Abstract

Translation, as a social and linguistic phenomenon, had been investigated from various viewpoints by scholars with different backgrounds. This research aims at investigating the ideological impacts of the process of translation and its consequences on the representation of ideologies and cultures. In pursuing this goal, Critical Discourse Analysis (CDA) was found to be an accommodating tool. The theoretical structure of this research is based upon Fairclough’s framework (1989, 1995) which is employed by Dr. Farahzad in Translation Criticism (2007). The corpus used for analysis in this research consists of two books and their corresponding Persian translations: the first book is Killing Hope: US Military and CIA Interventions since World War ΙΙ by William Blum (2003) translated by Abdorreza Houshang Mahdavi as ” . “سرکوب امید، دخالت­های نظامی آمریکا و سازمان سیا از جنگ جهانی دوم به بعد”  The second book is All the Shah’s Men by Stephen Kinzer (2003) translated by Shahryar Khavvajian and entitled “”همه مردان شاه، کودتای آمریکایی 28 مرداد و ریشه ­های ترور در خاور میانه. Examining both texts and their translations from two perspectives of microlevel and macrolevel in chapter 4 illuminated the fact that both translators employed different devices to change the ideological positioning of the source texts and deviate the readers from the route they might have taken through reading the ST toward the one they presumed it was more ideologically efficient regarding the community the books were translated for.

 

  

 

TABLE OF CONTENT

Introduction

• General Overview .. …1
• Statement of the Problem .. .. .2
• Rationale and Theoretical Framework of the Study 3
• Research Questions ..4
• Research Hypotheses 4
• Significance of the Study .5
• Limitations of the study 7
• Definition of Key Terms ..8

Review of the Related Literature

2.1. Introduction ..10

2.2. The History of Critical Discourse Analysis …12

2.3. Ideology . ….13

2.4. Ideology and Power … .. .15

2.5. Translation and Power … 18

2.6. Impact of Translation on Representation …21

2.7. Robert Hodge and Gunther Kress on CDA . .. 23

2.8. Norman Fairclough on CDA … ..28

2.9 Tenn Adrianus Van Dijk on CDA ..32

2.10. Farzaneh Farahzad on CDA 36

2.10.1 Microlevel 37

2.10.1.1 Vocabulary 37

2.10.1.2 Grammar …38

2.10.1.3 Multimodal Elements …40

2.10.1.3.1Multimodal Discourse Analysis 40

2.10.2. Macrolevel . …41

Methodology

3.1. Introduction ……44

3.2. Restatement of Research Questions ..44

3.3. Type of Research . .45

3.4. Corpus … 45

3.5. Procedure ..45

3.5.1. Data Collection .. …46

3.5.2. Instrument and Data Analysis . .47

3.5.2.1Microlevel ..47

3.5.2.1.1. Vocabulary 47

3.5.2.1.2. Grammar …47

3.5.2.1.3. Analyzing the Cover pages …48

3.6.1.3.1. Method of Analyzing Cover pages …48

3.5.2.2. Macrolevel 48

3.5.2.2.1. Analyzing Translators’ Judgments 48

3.5.2.2.2. Translation Strategies 49

3.5.3. Data Sheet ..49

Results and Discussions

4.1 Overview .52

4.2 Microlevel Analysis 52

4.2.1 Vocabulary ..53

4.2.2. Grammar 54

4.2.2.1 Passive Transformation ……57

4.2.3. Cover page Analysis .58

4.2.3.1 Analyzing the Cover Page of “Killing Hope, US Military and CIA Interventions since World War II” .59

4.2.3.2. Analyzing the Cover Page of  ”سرکوب امید، دخالت­های نظامی آمریکا و سازمان سیا از جنگ جهانی دوم به بعد” …62

4.2.3.3 Analyzing the cover page of “All the Shah’s Men, An American Coup and the Roots of Middle East Terror” 64

4.2.3.3 Analyzing the cover page of ” همه­ی مردان شاه، کودتای آمریکایی 28 مرداد و ریشه ­های ترور در خاور میانه” ..66

 

4.3. Macrolevel .. … 68

4.3.1. Translator’s Judgments . .68

4.3.2. Translation strategies .. …72

4.3.2.1 ”Killing Hope, US military and CIA interventions since World War II” ……72

4.3.2.1.1 Omission Strategy …74

4.3.2.1.2 Substitution/ Alteration strategies ..77

4.3.2.1.3 Explicitation 84

4.3.2.1.4 Mistranslation Strategy …86

4.3.2.1.5 Addition Strategy 87

4.3.2.1.6 Undertranslation Strategy …89

4.3.2.2 “All the Shah’s Men, An American Coup and the Roots of Middle East Terror” .. 90

4.3.2.2.1 Omission Strategy …91

4.3.2.2.2 Substitution/ Alteration Strategies . 97

4.3.2.2.3 Explicitation Strategy … 107

4.3.2.2.4 Addition Strategy .. 109

4.3.2.2.5 Undertranslation Strategy .113

Conclusion

5.1 Introduction . .116

5.2 Conclusion .. ..117

5.3 Pedagogical Implications .. 118

5.4 Suggestion for Further Research ..119

Bibliograghy . 120

 

 

 

List of Tables and Images

Tables:

Table 3.1 sample of verb tables ….49

Table 3.2 sample of strategy tables ..50

Table 3.3 sample of each case’s table .. .51

Table 4.1 verbs, types of verbs, and USA and its related words as agent in “Killing Hope, US military and CIA interventions since World War II” and ” “سرکوب امید، دخالت­های نظامی آمریکا و سازمان سیا از جنگ جهانی دوم به بعد ..56

Table 4.2 verbs, types of verbs, and USA and Britain and their related words as agents in “All the Shah’s Men, An American Coup and the Roots of Middle East Terror” and “همه­ی مردان شاه، کودتای آمریکایی 28 مرداد و ریشه ­های ترور در خاور میانه 61

Table 4.3  strategies applied in the translation of Killing Hope, ”سرکوب امید، دخالت­های نظامی آمریکا و سازمان سیا از جنگ جهانی دوم به بعد” 73

Table4.4 …74

Table 4.5 …74

Table 4.6 …75

Table 4.7 …75

Table 4.8 …75

Table 4.9 …76

Table 4.10 .77

Table 4.11 .77

Table 4.12 .78

Table 4.13 .79

Table 4.14 .79

Table 4.15 .80

Table 4.16 .80

Table 4.17 .81

Table 4.18 .81

Table 4.19 .82

Table 4.20 .82

Table 4.21 .83

Table 4.22 .84

Table 4.23 .84

Table 4.24 .85

Table 4.25 .86

Table 4.26 .86

Table 4.27 .87

Table 4.28 .88

Table 4.29 .88

Table 4.30 .89

Table 4.31 .90

Table 4.32 .91

Table 4.33 .92

Table 4.34 .92

Table 4.35 .93

Table 4.36 .96

Table 4.37 .96

Table 4.38 .97

Table 4.39 .98

Table 4.40 .99

Table 4.41 .99

Table 4.42 …100

Table 4.43 …100

Table 4.44 …101

Table 4.45 …101

Table 4.46 …101

Table 4.47 …102

Table 4.48 …102

Table 4.49 …103

Table 4.50 …103

Table 4.51 …104

Table 4.52 …104

Table 4.53 …105

Table 4.54 …105

Table 4.55 …106

Table 4.56 …106

Table 4.57 …107

Table 4.58 …108

Table 4.59 …108

Table 4.60 …109

Table 4.61 …109

Table 4.62 …110

Table 4.63 …110

Table 4.64 …111

Table 4.65 …111

Table 4.66 …113

Table 4.67 …113

Table 4.68 …114

Table 4.69 …114

Images

Image 4.1 cover page of “Killing Hope” ..59

Image 4.2- Cover Page of “سرکوب امید” .62

Image 4.3- Cover Page of “All the Shah’s Men” ..64

Image 4.4- cover page of ” همه­ی مردان شاه” …66

 

 

 

 

List of Abbreviations:

CDA: Critical Discourse Analysis

CL: Critical Linguistics

ST: Source Text

TS: Translation Studies

TT: Target Text

 

 

 

 

CHAPTER I

Introduction

 

• General Overview

Translation has been practiced from the very beginning of the human history. In Perez’s words “it is as old as human kind”(2003: 10). Translation has also been discussed from various viewpoints such as linguistic, philosophical, social, and many more. The reason is that the act of translation is involved in more than language and it always takes place in the cultural and political systems and in the history.

Translation studies (TS) owes its development more than anything else to James S. Holmes whose prominent essay, ”the name and nature of translation studies” , was lectured at the Third International Congress of Applied Linguistics in Copenhagen in 1972 (Monday 2001: 10). Since then many aspects of translation, from linguistic to hermeneutic, to philosophical and political have been continually scrutinized. Although most of the first attempts focused on linguistic aspects as the only way to investigate translation, nowadays there are many more tools at hand for researchers to conduct their investigations on the phenomenon of translation. Critical Discourse Analysis (CDA), which tries ” to read the traces and effects of power in language and discourse, in text and syntax’ (Hodge & Kress, 1993: 153) is one of these tools.

Perez reflects the idea of CDA scholars when states ” all language use is ideological” (2003: 4), and since translation, as a linguistic and social phenomenon, is carried out on language use it can

تربیت انتقادی

                                               Abstract

This research investigates the constitution and formation of social subject in the selection of short stories written by Kurt Vonnegut. In this regard, the researcher determines to benefit from Jean-François Lyotard’s postmodern theory to scrutinize the authoritative system in the postmodern society. In fact, Lyotard and other prominent postmodernist philosophers are of the opinion that the individual is severely influenced and manipulated by the capitalist system. In the postmodern social theory, the individual is defined as a dependant, fluid, receptive and inert being; he is a minor constituent of the global capitalism which exploits him to serve its interests. The researcher applied the theory of Lyotard on “Thanasphere”, “The Package”, “Poor Little Rich Town”, “Souvenir”, “The Cruise of the Jolly Roger”, “Custom-Made Bride”, and “2BR02B” from the collection of Bagombo Snuff Box; since, all the selected short stories narrate the social atmosphere after the Second World War while the capitalist economic system flourished to global capitalism. The researcher concludes that in the selected short stories the system of post-industrial capitalism produces its legitimated social institutions and apparatuses such as knowledge and truth by which it implements the normative behavior, standards and prevalent values in the social body. Capitalism regulates the social activities by the processes of homogenization and universalization; therefore, it produces the grand narratives and language games to direct the social interactions. In addition, the social subject is the product of power system. The postmodern social subject is a relational self as he is inevitably influenced by the legitimated social activities and participates in them. He has to learn the rules of the legitimated genres of discourse and to perform efficiently. Accordingly, during these social participations, he is gradually manipulated to conform to the advantage of power.

Key Terms: capitalism, power, language game, grand narrative, social subject, performativity.

 

چکیده

 

این پژوهش ساختار و شکل گیری فردیت اجتماعی را درگلچینی از داستان های کوتاه کرت وانگات بررسی میکند.در این رابطه٬ پژوهش گر بر آن شد تا از تئوری پست مدرن ژان فرانسوا لیوتارد برای بررسی نظام قدرتمند اقتصادی عصر پست مدرن سود جوید. در واقع٬ لیوتارد و دیگر فیلسوفان برجسته مکتب پست مدرن بر این باورند که انسان به شدت تحت تاثیر سلطه نظام سرمایه داری است. در تئوری پست مدرن انسان به عنوان موجودی وابسته٬ متغیر٬ پذیرنده و منفعل تعریف شده است. او یک جزء کوچک در نظام جهانی سرمایه داری است که منافع آن از طریق بهره کشی از انسان ها تامین میشود. پژوهش گر تئوری لیوتارد را بر داستانهای کوتاه تاناسفر٬ مجموعه٬ شهر غنی کوچک فقیر٬ سوقاتی٬ سفر جالی راجرز٬ عروس سفارشی و 2ب ر20ب از مجموعه داستان انفیه دان باگومبو پیاده کرد. همه داستان های کوتاه فضای اجتماعی پس از جنگ جهانی دوم که با شکوفایی اقتصاد سرمایه داری جهانی همراه بود را روایت میکنند. پژوهش گر به این نتیجه دست یافت که در داستان های کوتاه انتخاب شده سرمایه داری فراصنعتی نهادها و ابزارهای اجتماعی مشروعی چون دانش و واقعیت را تولید میکند و با بهره گرفتن از آن ها رفتار هنجاری٬ معیارها و ارزش های رایج را در متن جامعه به اجرا میگذارد. سرمایه داری فعالیت های اجتماعی را با فرایندهای هم جنس سازی و همگانی سازی اداره میکند؛ بنابراین٬ برای مسیردهی به برهم کنش های اجتماعی بازی های زبانی و کلان روایت ها را تولید میکند. علاوه بر آن٬ فردیت اجتماعی محصول نظام قدرت است. خود اجنماعی پست مدرن در ارتباطات شکل میگیرد. او به طرز اجتناب ناپذیری متاثر از شرکت در فعالیت های اجتماعی مشروع است. او ناگزیر از فراگیری گونه های مشروع گفتمان برای ایفای نقش کارآمد است. از این رو در خلال فعالیت های اجتماعی او به طور تدریجی به سمتی که در جهت منافع قدرت است هدایت میشود.

واژگان کلیدی: سرمایه داری٬ قدرت٬ بازی زبانی٬ کلان روایت٬ فردیت اجتماعی٬ قابلیت اجرایی

 

 

 

 

 

Table of Contents

Abstract

Dedication

Acknowledgement

Chapter 1: Introduction

1.1. General Background

1.2. The Argument

1.2.1. Research Questions

1.3. Literature Review

1.4. Thesis Outline

1.5. Methodology and Approach

1.6. Motivation and Delimitation

1.7. Definition of Key Terms

Chapter 2: The Postmodern Theory of Jean-François Lyotard

2.1. Jean-François Lyotard

2.2. The Postmodernist Movement

2.3. Early Marxist Activities

2.4. The Pragmatics of Knowledge

2.5. Modern Criteria of Legitimation

              2.6. Postmodern Criteria of Legitimation

2.7. The development of Capitalist System

2.8. The Semiotics and the Linguistic Based Culture

2.9. The Postmodern Self (Social Subject)

2.10. The Complementary Approaches of Baudrillard and Foucault

Chapter 3: Language Games

3.1. Studying Capitalism, Power, Language Game and Reality in “Thanasphere”

3.1.1 Synopsis

3.1.2 Commentary

 

3.2. Studying Capitalism, Reality, Language Game and Power in “Souvenir”

3.2.1 Synopsis

3.2.2 Commentary

3.3. Studying Language Game, Power, Capitalism and Alienation in “The Cruise

of the Jolly Roger”

3.3.1 Synopsis

3.3.2 Commentary

3.4. Studying Capitalism, Disciplinary Power, Language Game and Reality in

“2BR02B”

3.4.1 Synopsis

3.4.2 Commentary

Chapter 4: Grand Narratives

4.1. Studying Grand Narrative, Capitalism and Social Class in “The Package”

4.1.1 Synopsis

4.1.2 Commentary

4.2. Studying Grand Narrative, Capitalism and Performativity in “Poor Little Rich

Town”

4.2.1. Synopsis

4.2.2. Commentary

4.3. Studying Grand Narrative, Capitalism and Commodity in “Custom-Made

Bride”

4.3.1. Synopsis

4.3.2. Commentary

Chapter 5: Conclusion

5.1. Summary

5.2. Findings

5.3. Suggestions for Further Research

Works Cited

 

 

 

 

 

 

Chapter One

                                           Introduction

 

 

1.1. General Background

Kurt Vonnegut, Jr. (1922-2007) is renowned as a prominent American novelist and essayist. Vonnegut was one of the celebrated writers of post-World War ΙΙ in American literature. He defined himself as an atheist, agnostic and freethinker. The significant characteristic of his writing career is that for the most part in his works he combined satiric social observation and black comedy; also, he utilized surrealist and imaginary elements.

Several of his novels included science fiction themes. Actually, Vonnegut made use of the elements of science fiction and metafiction to direct the reader’s attention to the more serious issues associated with ethics and politics. His simple writing style is deceptive since it misleads the reader from perceiving the tense and unspeakable agony of the individual’s life in the twentieth century.

As a postmodern writer, in his writing Vonnegut employs some specific features; that is, the disorder in the narrative events and disruption of time or mixing past, present and future, blending of different genres, drawing the pictures, symbols or designs in the text, vicious circles and paranoia. In his works the limerick, humorous and jokes are entangled to narrate the serious facts that are really happened in Vonnegut’s lifetime.

The crucial event in Vonnegut’s life which had a profound influence on him and consequently on his writing career could be the firebombing of Dresden, Germany, by Allied armies in 1945, a horrifying happening he witnessed personally as a young captive of war. His understanding in Dresden laid the grounds for his greatest novel Slaughterhouse-Five published in 1969 as an obvious attack on the terrors of war in Vietnam, racial turmoil and cultural and social cataclysm.

Accordingly, there is linkage between Vonnegut’s life and works. War, genocide, environmental determinism, atomic bomb and technological advancement were all engendered in the postmodern epoch. He disapproved the technological science and the political economy. Common themes in Vonnegut’s works consist of the dehumanization resulted by the improvement of technology, Sexuality, fierceness, hopelessness, bewilderment, alienation, insecurity and depression.

Vonnegut was a humanist. He maintained that in the postmodern era the human being is a hapless, lonely, bewildered and desperate victim; he is robbed of his identity and integrity to transform to a totally dependent social subject. In an alien world organized by machines, the individual tries to cope with the forces beyond his control. In his novels Vonnegut compassionately praised the characters who refuse to surrender to despair and defeat.

Vonnegut’s remarkable works are Player Piano (1952), Sirens of Titan (1959), Cat’s Cradle (1963), Slaughterhouse-Five (1969), and Breakfast of Champions (1973). Galápagos (1985), Bluebeard (1987), Hocus Pocus (1990) and Timequake (1997). On the Whole, Vonnegut is the author of 14 novels and nearly 50 short stories, in addition to plentiful essays, autobiographical pieces, and plays. A number of his works have been transformed into television or film-as an adaptations- and he caused distinction to some of these with cameo role appearances.

This research is going to concentrate on seven short stories written by Vonnegut in the collection, Bagombo Snuff Box. The researcher chose to work on “Thanasphere”, “The Package”, “Poor Little Rich Town”, “Souvenir”, “The Cruise of the Jolly Roger”, “Custom-Made Bride”, and “2BR02B”. In these short stories the postmodern world after the Second World War- is depicted. The concepts which impact on the constitution and formation of the social subject in the postmodern philosophy of Jean-François Lyotard (1925-98) will be discussed by the researcher.

From the above-mentioned fictions, “Thanasphere” and “2BR02B” narrate the circumstances in advanced societies regulated by the technological knowledge. “Souvenir” and “The Cruise of Jolly Roger” deal with the events of World War ΙΙ straightforwardly. “The Package”, “Poor Little Rich Town” and “Custom-Made Bride” depict the social milieu in the American capitalist system. What inspired the researcher to undertake this study is that the entire short stories illustrate the helpless individuals entangled in the coercive environment caused by global capitalism.

In “Thanasphere”, Vonnegut shatters the borderline between the living and dead. He questions the legitimacy of the scientific knowledge since in the capitalist system this form of knowledge is deemed as ubiquitous and infallible; however, in the story some unexpected events take place that cannot be subsumed within the scientific knowledge. It happens that an astronaut as a player deviates the rules of the dominant language game as he communicates with the ghosts of the dead.

The researcher focuses on the reaction of the characters toward this so called illegitimate move of the astronaut; that the people in authority easily condemn him to be inefficient; therefore, they call him idiot and ignore him. Also, the nature of reality or truth in the postmodern world is going to be analyzed by the researcher since in this story the heads of power hide the new discovery and publicize a make-believe reality in order to maintain their legitimacy.

“2BR02B” narrates the far future where there is a boom in the science of medicine. The population of earth has increased enormously because the technology of health care has improved considerably; so that the dangers threatening physical health and soundness have been eradicated entirely. Government exerts strict control on the population. It even encourages people to die voluntarily and make room for others. Likewise, the nature of power in the postmodern period will be analyzed. The individuals in the story challenge a disciplinary kind of power system which invades the very personal territories of the citizens. It advocates suicide and self-sacrificing as a value practiced by the efficient social subject.

“Souvenir” narrates the bewilderment of language games in the wartime and how by the shift of power the dominant language game of German Nazi loses its legitimacy; hence, the individual experiences the contradicting situation in which the proficiency as a value fluctuates constantly. Duo to the improvement of technology, the production of the military machines brings about mass destruction and annihilation of the human being. The soldiers are the defenseless victims of the absurd war. Vonnegut pinpoints to the irrationality of the war when in the story on the day that the war ended still the soldiers were killed by the military vehicles.

“The Cruise of the Jolly Roger” also deals with the post-war circumstances. In this fiction the researcher foregrounds the disparity between the two dissimilar language games practiced in the army and in the public. It portrays the life of a retired army officer who leaves the army where he reckoned as his home; accordingly, the veteran faces the unknown civilian world where he was far from for many years. Encountering the new civil society, he experiences a deep feeling of estrangement and detachment.

The protagonist desperately identifies himself as an inefficient civilian among others whose language game he is strange to. In many places of this short story, Vonnegut implies the sense of alienation experienced by many veterans of the Second World War.  Once being a veteran of the same war, he became familiar with the suffering; consequently, he could vividly narrate the situation of the soldiers who survived the war and came back home as an outsider who had difficulty conforming to the new setting.

The story in “The Package” revolves around the wealthy and extravagant life style of the Americans. After the Second World War America succeeded in achieving the global economic dominance thanks to the technological advancement; therefore, the American society experienced the higher standards of living. It transformed to a rich and consumer society. The amalgamation of the social strata and the mixture of high culture and low culture advocated by the postmodernists facilitated the process.

“The Package” portrays one day in life of a nouveau-rich couple whom tries to fix themselves to their social class. They try to emulate the language game of the affluent class but they cannot perform efficiently; for that reason, they get upset. Vonnegut in this short story indicates the absurd economic-based life in the capitalist society according to which the value of the individual is estimated by the objects and materials that he possesses.

“The Poor Little Rich Town” narrates the traditional life style in a village which is disturbed when the perverted technological progress comes in. Apparently, in this story Vonnegut indirectly