متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

 

عنوان : پایان نامه رشته زبان انگلیسی بررسی اختلاط تعلیم و تربیت انتقادی در میان معلمان قبل از خدمت مرد و زن EFL: ارتباط بین سطح مهارت ها و نگرش نسبت به تعلیم و تربیت انتقادی

 

 

 

دانشگاه آزاد اسلامی

 

 واحد بین الملل قشم

 

 

 

پایان نامه برای اخذ درجه کارشناسی ارشد (MA.A)

 

برای رشته آموزش زبان انگلیسی (TEFL)

 

 

 

 

 

بررسی اختلاط تعلیم و تربیت انتقادی در میان معلمان قبل از خدمت مرد و زن EFL: ارتباط بین سطح مهارت ها و نگرش نسبت به تعلیم و تربیت انتقادی

 

 

 

 

 

استاد راهنما :

 

جناب آقای دکتر کربلایی

 

 

 

تابستان 1393

 

برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود

 

(در فایل دانلودی نام نویسنده موجود است)

 

تکه هایی از متن پایان نامه به عنوان نمونه :

 

(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)

 

چكیده فارسی:

 

پژوهش حاضر دست به بررسی اختلاط تعلیم و تربیت انتقادی در میان معلمان مرد و زنقبل از خدمت  EFLزد تا از سود درک ارزش  کیفیت و منافع ELT در نگرش های انتقادی بهرمند شود. بنابراین، ارتباط سطح مهارت، جنسیت، و نگرش نسبت به آموزش انتقادی برآورد شد. شرکت کنندگان در این مطالعه 120 معلم قبل از خدمت ایرانی بودند. سطوح مهارت تمام شرکت کنندگان مرد و زن با آزمون IELTS سنجدیده شد. جهت مقایسه دو گروه، گروه مرد تشکیل شده بود از 30 تن با نمره ایلتس 6 و 30 مرد با نمره 5  و همینطور گروه زنان تشکیل شده بود از 30 تن با نمره 6 و 30 تن با نمره 5 . پرسشنامه نگرش تعلیم و تربیت انتقادی قابل اعتماد و معتبر استفاده شده است، و آن از طریق یک روش گام به گام با اطمینان با پایایى0.93 توسعه داده شده است. یافته ها نشان داد که تفاوت جنسی می تواند برارتباط نگرش معلمان قبل از خدمت EFL نسبت به آموزش انتقادی تاثیر تاثیر گذار باشد. همچنین، میانگین نگرش تعلیم و تربیت انتقادی در میان گروه مردان بیشتر از گروه زنان است. بنابراین، تفاوت جنس می تواند راه مطالعه یک معلم در فرهنگ و جامعه زبان آموزانش را با توجه به CP تغییر دهد. با این حال، سطح مهارت معلمان تاثیری بر ارتباط با نگرش CP نمی گذارد. همچنین، این قابل توجه است که یک معلم در کلاس درس (در رابطه با  (مسئول موضوع و دانش خود از طریق تعامل با فراگیران است، بنابراین اگر این امر درست باشد، بهبود سطح مهارت معلمان قبل از خدمت قابل توجه خواهد بود، اما یافته های حال حاضر بااین ادعا مخالف هستند که، معلمان قبل از خدمت و یا معلم کلاسی (با توجه به نگرش انتقادی تعلیم و تربیت) لازم نیستند که به عنوان مثال به سطح زبان انگلیسی خیلی بالای برای کمک به دانش آموزان خود را در پردازش زبان رسیده باشند.

 

ABSTRACT

 

The present studied incorporation of Critical Pedagogy among EFL pre-service teachers to offer advantages for understanding the worth of ELT distinguishing qualities and interests of critical attitudes; therefore, the correlation between proficiency levels, sexes, and attitudes toward critical pedagogy was estimated. The participants in this study were 120 Iranian pre-service teachers. All of the male and female participants’ proficiency levels were tested by IELTS. For the reason of comparing the two groups, Male Group had 30 participants with band score 6 and 30 ones with band score 5, and Female Group had 30 participants with band score 6 and 30 ones with band score 5. A reliable and valid Critical Pedagogy Attitude Questionnaire is used, and it was developed through a step-wise procedure with a reliability of 0.93 (Pishvaei & Kasaian, 2013). Findings presented that sex difference can affect the correlation of EFL pre-service teachers’ attitudes toward critical pedagogy. Also, the Critical Pedagogy Attitude mean among male group is greater than female group. Thus, sex difference could change the way a teacher study their learners’ culture and society with respect to CP. However, preservice teachers’ proficiency level did not affect its relation with CP attitude. Also, it is noticeable to mention that a classroom teacher, in relation with CP, has to be responsible for his subject and knowledge through interaction with learners, so if it is true, improving the proficiency level of preservice teacher will be significant, but the present findings present the opposite claim; that is, preservice teachers or teacher, with respect to Critical Pedagogy, do not need to be so knowledgeable, with respect to English language, to help their students in language processing, for example.

 

 

 

Key words: Critical Pedagogy, Pre-service teacher

 

 

 

TABLE OF CONTENTS

 

Abstract                                                                                                                             III

 

Acknowledgments                                                                                                              IV

 

Dedication                                                                                                                           V

 

Table of Contents                                                                                                               VI

 

List of Tables                                                                                                                       IX

 

 

 

CHAPTER I: Background and Purpose                                                                            1

 

1.0. Overview                                                                                                                     2

 

1.1. Statement of the Problem                                                                                           7

 

1.2. Significance of the Study                                                                                           8

 

1.3. Purpose of the Study                                                                                                  8

 

1.4. Research Questions                                                                                                    9

 

1.5. Research Hypotheses                                                                                                 9

 

1.6. Definition of Keywords                                                                                              10

 

1.7. Limitation and Delimitation of the Study                                                                  10

 

 

 

CHAPTER II: Review of the Related Literature                                                              12

 

2.0. Overview                                                                                                                     13

 

2.1. Critical Pedagogy                                                                                                        13

 

2.1.1. Pedagogical Approach in Critical Pedagogy                                                    16

 

2.1.2. Critical Pedagogy and Educational Process                                                     21

 

2.1.3. Critical Pedagogy and the Teachers’ Role                                                        24

 

2.1.4. Critical Pedagogy and Teacher Success                                                           27

 

2.1.5. Curriculum in CP                                                                                              30

 

2.2. Pre-service teacher                                                                                                      31

 

2.2.1. The difficult and stimulating tasks of pre-service teacher training                   33

 

2.2.2. Advancing ELT teachers for future and Critical Pedagogy                             35

 

 

 

CHAPTER III: Methodology                                                                                         41

 

3.0. Overview                                                                                                                     42

 

3.1. Setting and Participants                                                                                              42

 

3.2. Instruments                                                                                                                 43

 

3.2.1. Critical Pedagogy Attitude Questionnaire                                                       43

 

3.2.2IELTS (International English Language Testing System)                                  45

 

3.3. Procedure                                                                                                                    45

 

3.3.1. Data Collection                                                                                                 45

 

3.3.2. Data Analysis                                                                                                    46

 

3.4. Ethical Considerations                                                                                                46

 

 

 

CHAPTER IV: Results and Discussion                                                                              48

 

4.0. Overview                                                                                                                     49

 

4.1. Main Results                                                                                                               49

 

4.2. Discussion                                                                                                                   54

 

 

 

 

 

CHAPTER V: Conclusion and Recommendations                                                           57

 

5.0. Overview                                                                                                                     58

 

5.1. Summary                                                                                                                     58

 

5.2. Brief Overview of the Findings                                                                                  59

 

5.3. Theoretical and Pedagogical Implications                                                                  60

 

5.4. Suggestions for Further Research                                                                               61

 

REFERENCES                                                                                                                    62

 

 

 

APPENDIXES                                                                                                                      74

 

Appendix A: Critical Pedagogy Attitude Questionnaire                                                      75

 

Appendix B: The Female Group with IELTS Band Score 6                                                77

 

Appendix C: The Female Group with IELTS Band Score 5                                                79

 

Appendix D: The Female Group with IELTS Band Score 6                                                            81

 

Appendix E: The Female Group with IELTS Band Score 5                                                 82

 

 

 

 

 

 

 

 

 

 

 

List of Tables

 

Table 3.1: Participants’ Characteristics                                                                                   44

 

Table 3.2: Reliability Coefficient                                                                                            44

 

Table 4.1: Stastistical Description Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test                                                                               49

 

Table 4.2: One Sample Kolmogorov- Smirnov Test                                                               50

 

Table 4.3: Group Statistics between IELTS Band Scores                                                      51

 

Table 4.4: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test                                                    51

 

Table 4.5: Group Statistics between Male Group and Female Group                                    52

 

Table 4.6: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and Gender Difference                                                                                                                               52

 

Table 4.7: Effect Size                                                                                                             53

 

Table 5.1: The Brief Overview of All Independent Samples Test                                        60

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

INTRODUCTION

 

 

 

 

 

 

 

 

 

CHAPTER I

 

Introduction

 

1.1. Overview

 

Freire (1970) Critical Pedagogy can be analyzed in many fields of study.

 

In this respect, Critical Pedagogy (CP) announced to be the way to analyze, education including English Language Teaching (ELT), a new dimension, which has the interaction of social and political elements to holds the view which education is not impartial, and it both affects and is affected by the social and political elements (Freire, 1970).

 

Critical pedagogy tries to face students with more aims of education to make autonomous students; it is stated that learners acquire their own voice to participate critically in their own processing; that is, confident learners are capable of critiquing learning problems and begin to seek even instruction in their classrooms _what will we have to act in a society in the future?(Freire, 1970).

 

Recently, ELT researchers try to administer the view of CP to study language learning and acquisition; that is, they are looking for utilizing this social and political theory in assisting teaching as a component of education.

 

Therefore, they are starting to understand the sociopolitical elements with the represent of the critical viewpoint many scholars in ELT industry as uncovering the hidden aim of scholars’ thoughts and ideologies (Freire, 1970).

 

Critical theory is interested in the concepts of human beings and the relations between them such as cultural, economic, political, and the power to influence people’s behavior or course of events (Freire, 1973).

 

Through enabling convert of life requirements, a philosopher of critical theory agrees on satisfying free oppressed members of a race religion or culture (Freire, 1973).

 

Also, according to Freire (1970), utilizing the body of bases belonging to critical subjects is the main source in language teaching and learning.

 

Thus, Pre-service teacher education may take advantage of Critical Pedagogy to provide professional ELT teachers before the real actual teaching (Schon, 1996).

 

A main disclosure during such critical education theory can be the practical section of a course of study when the pre-service teachers are trained to face their students’ critical thoughts within multiple school settings (beginning to advanced courses) (Schon, 1996).

 

According to Schon(1996), the pre-service teachers will be had the chance to improve their skills through classroom curriculum, teaching lessons, and lesson plans to allow Critical Pedagogy is run.

 

Therefore, this consoled and vital aspect is the main component of any course, such as ELT courses, to be assigned in curriculums.

 

Also, because of the viewpoint of critical pedagogy, teachers are capable of bearing the task of questioning the inappropriate curriculums to assist their own learners in language processing, for example (Canagarajah, 1999).

 

According to Hall (1995), socio-historical and political elements are parts of ELT components which are related to the theory of language learning and teaching in social characteristics of learners.

 

It seems that Critical Pedagogy is able to gain the momentum to come from a huge amount of experiment to create conditions to help learners in recent years. In spite of acquiring multiple researchers in this area from the past and recent years, it seems that a few papers could target the main and vital characters of Critical Pedagogy in ELT.

 

Thus, the present study tries to bright a major theme in CP including teacher, for example, in CP. However, Okazaki (2005) argued that classrooms are far removed from conditions which deal with historical and social aspects.

 

Critical theory face the view of a society in which people require to control political, economic, and cultural aspects of their lives(Kincheloe, 2005).

 

Critical Pedagogy may be the approach to assist language teachers, for example, to concern the power of learners’ relations with the processed language and their society which they live. Critical Pedagogy (CP) is a start to deal with in a certain way of language teaching and learning.

 

Kincheloe (2005) believed that converting connections between people or groups of abilities which are depressing leads to depression among the people. CP seeks to give human qualities to learning (Kincheloe, 2005).

 

Likewise, according to Kincheloe (2005), advocates of critical theory assume that these aims are satisfied only through liberating unsuccessful learners to empower their abilities to change their educational conditions.

 

The main assumption of Critical Pedagogy is with criticizing the educational context in societies. As Gor (2005) puts it, the main goals of Critical Pedagogy are conscious raising and rejecting any signs of discrimination against people in any field.

 

Therefore, this theory seeks to help unsuccessful learners, for example, to save them from being objects of acquisition to subjects of their own autonomy in learning.

 

With this respect, learners are able to change their societies via appropriate education; that is, it is done through problem solving, surveying the problematic subjects in learners’ lives, and developing a critical awareness to assist learners to improve their educational conditions because it is important to take appropriate actions to structure and equitable society (Gor, 2005). Thus, it is crystal clear that Critical Pedagogy face any inappropriate dominations with the goal of assisting unsuccessful people to achieve their demands.

 

Moreover, “language learning theory, and teaching should focus on larger socio-historical and political forces which reside in the social identities of people who use them” (as cited in Aliakbari1 & Faraji, 2011, p. 78). However, Okazaki (2005) claimed that most teachers ignore historical and social conditions of their classrooms.

 

According to Okazaki (2005), as a consequence, researchers advocating examining socio-historical and political

 aspects of language learning (Benesch, 2001; Canagarajah, 1999, 2002; Morgan 1998). They recommended an optional access – critical pedagogy- which some researchers mentioned it.

 

It may be the main organ of language pedagogy (Aliakbari1 & Faraji, 2011). It is wondered to see that Critical Pedagogy has increased in impetus recently; therefore, some substantiation come from a lot of researches about CP to accept this claim.

 

Byean (2011) claimed that Critical Pedagogy mainly supports teachers to investigate English language in relation to the historical and cultural issues.

 

However, English teachers must understand ELT with more judgmental minds; furthermore, Critical Pedagogy may encourage English teachers to obtainthe role of English to clarify how ELT is affected with the procreation of social unfairness in distinctive backgrounds (Byean, 2011).

 

In fact, critical theory was the point of commencement for Critical Pedagogy (Aliakbari1 & Faraji, 2011).

 

The main interest of Critical Pedagogy is the act of giving an evaluation of good and bad qualities for schooling in an economic system based on competition between businesses and societies (Aliakbari1 & Faraji, 2011).

 

Moreover, the main purposes of Critical Pedagogy “are awareness raising and rejection of violation and discrimination against people” (as cited in Aliakbari1 & Faraji, 2011, p. 77).

 

According to Freire (1973), Critical Pedagogy is similar to critical theory, that is, it seeks to convert depression members of a race religion or culture to maintain them “from being objects of education to the subjects of their own autonomy and emancipation” (as cited in Aliakbari1 & Faraji, 2011, p. 77).

 

Therefore, language learners can be able to maintain converting their fellowships “through emancipatory education” (as cited in Aliakbari1 & Faraji, 2011, p. 77).

 

Also, some language teaching researchers believed “through problem posing education and questioning the problematic issues in learners’ lives, students learn to think critically and develop a critical consciousness which help them to improve their life conditions and to take necessary actions to build an equitable society” (Aliakbari1 & Faraji, 2011, p. 77).

 

Therefore, Critical Pedagogy stimulates any frameworks of dominion, suppression and subjugation with the purpose of decreasing depression.

 

Kissing-Styles (2003) mentioned that Critical Pedagogy is an instructive reactionto unfairness relations in instructive places where people are confined and treated.

 

Also, Byean (2011) claimed that Critical Pedagogy mainly supports teachers to investigate English language in relation to the historical and cultural issues.

 

However, English teachers must understand ELT with more judgmental minds; furthermore, Critical Pedagogy may encourage English teachers to obtainthe role of English to clarify how ELT is affected with the procreation of social unfairness in distinctive backgrounds (Byean, 2011).

 

 

 

1.1. Statement of the problem

 

Nowadays, Iranian people are interested in learning at least one foreign language to maintain their relationships to the world wide village.

 

Meanwhile, there has been an increasing inclination among language researchers with the involvement of CP all around the world. The outbreak involvements of CP affect all branches of studies in language pedagogy.

 

Also, “critical perspectives towards ELT industry and the role of English in the world are immersing worldwide” (Pishvaei & Kasaian, 2013, p. 60).

 

Therefore, ELT researchers should concern about their obligations of distinguishing the issue ofconcealed particular parts or features of EFL equipment, and supplies needed for English learning such as English teachers.

 

By concerning the vital role of English teachers and the outgrown interest of Iranian people toward English learning in a country with the Islamic regulations and policies, ones can understand the necessity of reliable and valid documents to judge the worth or quality of Iranian ELT characteristics and interests of a critical attitude. The researchers, therefore, took this important issue into concern.

 

That is, In the light of the attempts to refine structure of books and writings on this particular subject, Critical pedagogy, and the absence and deficiency of a valid and reliable critical pedagogy thought in the context of Iran, this study is an effect to develop and validate a research to influence community’s critical attitude towards the critical ELT.

 

 

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 استفاده از آن ها رفتار هنجاری٬ معیارها و ارزش های رایج را در متن جامعه به اجرا میگذارد. سرمایه داری فعالیت های اجتماعی را با فرآیندهای 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 alludes to the post-industrial capitalism that swept the world after the Second World War. The global economy subjected the other countries in the world to its homogenizing policy. Likewise, the story contrasts the pre-modern (primitive) and modern culture.

 

Lyotard and other postmodernist philosophers condemned modernity and lauded the premodern or primitive communities. The researcher studies how in “The Poor Little Rich Town” the arrival of progress degrades the former social bond and the individuals nearly lose their custom and background owning to the fact that they are regarded as no longer legitimated. The new system harms the social relations, warmth and friendship as well; instead, it engenders animosity and distance.

 

“Custom-Made Bride” deals with the objectification of the human being in the economic-based system of capitalism. The researcher studies one of the grand narratives legitimated by the capitalist system; that is fashion. In the system of production the social subject is personalized to follow the fashion. In such society the individual must be up-to-date; as a consequence, he consumes more and more product.

 

The story narrates the life of a genius and artist who represents postmodern aesthetic taste. He designs his wife according to the latest fashion but he pays no attention to her feelings and opinions. The woman at last protests to her subjection in view of the fact that her identity is lost; she is degraded to function as a pleasure commodity. The events in the story stand for the condition of the social subject in the capitalist system that is personalized to serve the interests of the market-driven economy.

با پیشرفت سریع فناوری و ظهور نسل جدیدی از بسته های نرم افزاری رایانه ای، بررسی بیشتر این مقوله در حوزه ی یادگیری و تدریس زبان انگلیسی منطقی به نظر می رسد. بدین منظور، پژوهش حاضر به ارزیابی دیدگاه زبان آموزان نسبت به برنامه ای خودخوان با استفاده از دو نرم افزار آموزش زبان به نام های رزتا استون (Rosetta Stone) و تل می مور (Tell Me More) پرداخت. شصت شرکت کننده در سطح مقدماتی زبان انگلیسی به طور تصادفی از یک دبیرستان غیر دولتی انتخاب شدند. سپس شرکت کنندگان به دو گروه تقسیم شدند و هر کدام با یکی از بسته های نرم افزاری که پیش تر ذکر شد به یادگیری زبان انگلیسی پرداختند. آنها طی یک دوره ی سه هفته ای از نرم افزارها استفاده کردند. پس از آن، از آنها خواسته شد تا پرسشنامه ای را که به صورت لیکرت تنظیم شده، در مورد تجربه یادگیری شان تکمیل نمایند. این پرسشنامه ی بیست و هفت آیتمی دیدگاه شرکت کنندگان را نسبت به این نوع برنامه ی خودخوان نشان می داد. اطلاعات جمع آوری شده بر اساس آمار توصیفی و استنباطی تحلیل شد. بر اساس آمار توصیفی، یافته ها نشان داد که دیدگاه شرکت کنندگان نسبت به هر کدام از گزینه ها متفاوت بوده با این حال برای اکثر گزینه ها از جمله تمایل زبان آموزان نسبت به یک برنامه ی خودخوان، دیدگاه شان نسبت به ویژگی گرافیک بسته ها ی نرم افزاری، سیستم تشخیص صدا، سهولت استفاده از نظر مهارت های پایه ای و غیره دیدگاه مثبتی نسبت به هر کدام از بسته های نرم افزاری داشتند. به علاوه، آزمون من ویتنی یو (Mann Whitney U  ) نشان داد که از لحاظ آماری، تفاوت آماری معناداری بین زبان آموزان از نظر دیدگاه شان نسبت به بسته های نرم افزاری آموزش زبان وجود ندارد.  

 

 

کلید واژه ها: یادگیری زبان به کمک کامپیوتر، دیدگاه زبان آموزان، بسته های نرم افزاری، انگلیسی به عنوان یک زبان بیگانه

 

Table of Content

 

 

 

Title                                                                                                                                 Page                  

 

 

 

Abstract………………………………………………………………………………………………………………………… 1

 

Chapter 1: Introduction 

 

1.0: Introduction…………………………………………………………………………………………………………… 2

 

1.0.1: Software packages to be investigated in the present study………………………………….. 4

 

1.1: Theoretical Framework………………………………………………………………………………………….. 5

 

1.2: Statement of the Problem………………………………………………………………………………………. 6

 

1.3: Significance of the Study………………………………………………………………………………………. 7

 

1.3.1. Merits of the integration of technology in English language education………………. 8

 

1.3.2. Drawbacks of the integration of technology in English language education……….. 9

 

1.4: Research Questions……………………………………………………………………………………………….. 9

 

1.5: Research Hypotheses…………………………………………………………………………………………… 10

 

1.6: Definitions of Key Terms…………………………………………………………………………………….. 10

 

1.7: Summary……………………………………………………………………………………………………………… 10

 

Chapter 2: Review of the Literature

 

2.0. Introduction…………………………………………………………………………………………………………. 11

 

2.1. Autonomy and Self-study Programs…………………………………………………………………….. 11

 

2.2. Language Training Software Packages…………………………………………………………………. 12

 

2.3. Assessing Attitude, Belief, Perception and Motivation in CALL………………………….. 13

 

2.4. Online vs. Traditional Way of Language Learning………………………………………………. 23

 

2.5. Barriers to the Integration of CALL……………………………………………………………………… 25

 

2.6. Summary……………………………………………………………………………………………………………… 26

 

Chapter 3: Methodology

 

3.0. Introduction…………………………………………………………………………………………………………. 27

 

3.1. The Design of the Study………………………………………………………………………………………. 27

 

3.2. Participants………………………………………………………………………………………………………….. 28

 

3.3. Materials and Instruments……………………………………………………………………………………. 28

 

3.3.1. Placement Test………………………………………………………………………………………………….. 28

 

3.3.2. Questionnaire……………………………………………………………………………………………………. 29

 

3.3.3. Software Packages…………………………………………………………………………………………….. 29

 

3.4. Procedure…………………………………………………………………………………………………………….. 31

 

3.5. Methods of Analyzing the Data……………………………………………………………………………. 32

 

3.6. Summary……………………………………………………………………………………………………………… 33

 

Chapter 4: Results

 

4.0. Introduction…………………………………………………………………………………………………………. 34

 

4.1. The Results of the Reliability Analyses of the OPT test and Attitude Questionnaire (Pilot Study)…………………………………………………………………………………………………………………………………… 35

 

4.2. The Results of OPT Test for the Sampling Purpose………………………………………………. 36

 

4.3. Descriptive Statistics for the Items of the Attitude Questionnaire……………………….. 38

 

4.4. Inferential Statistics for the Attitude Questionnaire…………………………………………….. 57

 

4.5. Summary……………………………………………………………………………………………………………… 60

 

Chapter 5: Discussion

 

5.0. Introduction…………………………………………………………………………………………………………. 61

 

5.1. General Discussion……………………………………………………………………………………………… 61

 

5.2. Implications of the Study…………………………………………………………………………………….. 68

 

5.3. Limitations of the Study………………………………………………………………………………………. 68

 

5.4. Suggestions for further Research…………………………………………………………………………. 69

 

5.5. Summary……………………………………………………………………………………………………………… 69

 

 

 

References………………………………………………………………………………………………………………….. 70

 

Appendices………………………………………………………………………………………………………………… 80

 

 

 

List of Tables

 

Table                                                                                                                              Pages                                                                                               

 

Table 4.1: Reliability Statistics for the OPT test…………………………………………………………. 35

 

Table 4.2: Suggested Standards (Adopted From Barker, Pistrang, and Elliott, 1994…… 36

 

Table 4.3: Statistics For the OPT Test…………………………………………………………………………. 37

 

Table 4.4: Item Statistics for the for the Attitude Questionnaire…………………………………. 38

 

Table 4.5: Item 1: Learning A Language Using Computer Software Was An Interesting Experience…………………………………………………………………………………………………………………………………… 41

 

Table 4.6: Item 2: Language learning May be Important to My Goals, But I Do not Expect It to be Much Fun…………………………………………………………………………………………………………………… 41

 

Table 4.7: Item 3: It Is Easier to Learn A Language at Home without Classroom Pressure  42

 

Table 4.8: Item 4: I Worry a Lot About Making Mistakes in Classroom……………………… 43

 

Table 4.9: Item 5:I Think Working at Home; Using Rosetta StoneTell me more Is More of a Computer Game than a Serious Instruction…………………………………………………………………………………. 43

 

Table 4.10: Item 6: I have found that classroom attendance is not the only way to learn a language…………………………………………………………………………………………………………………………………… 44

 

Table 4.11: Item 7: I would like to learn English, provided I allocate flexible time per week        45

 

Table 4.12: Item 8: I Will Recommend Rosetta Stone/TELL ME MORE to My Friends.      45

 

Table 4.13: Item: 9 I would like to learn English through videos, photos, and graphics not just studying textbooks……………………………………………………………………………………………………………………. 46

 

Table 4.14: Item 10: Learning with Computers Offers More Advantages over Traditional Methods of Language Education…………………………………………………………………………………………………… 46

 

Table 4.15: Item 11: Computers Are Useful for Language Learning…………………………… 47

 

Table 4.16:Item 12: I Have No Difficulty in Operating the Basic Functions of Computers as far as Language-Learning Software Is Concerned………………………………………………………………… 47

 

Table 4.17: Item 13: Computers Have Proved to be Effective Learning Tools Worldwide 48

 

Table 4.18: Item 14: Students Prefer Learning from Teachers to Learning from Computers          49

 

Table 4.19: Item 15: I Think I Could Spend More Time Practicing Skills (Listening, Speaking, Reading and Writing) Using Rosetta StoneTell me more…………………………………………………………. 49

 

Table 4.20: Item 16: I Prefer to Learn English through Rosetta StoneTell me more Because I Can Adjust My Own Speed of Learning…………………………………………………………………………….. 50

 

Table 4.21: Item 17: I Would Rather Take A Formal Course Than A Self-Study Program  51

 

Table 4.22: Item 18: Rosetta Stone/Tell me more Is So User-Friendly. It Is Quite Convenient for Me as an Ordinary Computer User……………………………………………………………………………………. 51

 

Table 4.23: Item 19: I Enjoyed the Lessons of Rosetta StoneTell Me More……………….. 52

 

Table 4.24: Item 20: I Think Speech Recognition System in Rosetta StoneTELL ME MORE Can Help You Sound Like a Native Speaker………………………………………………………………………………. 53

 

Table 4.25: Item 21: It Gradually Becomes Boring Working with Rosetta StoneTell me more     53

 

Table 4.26: Item 22: It Is Important to Practice Prefabricated Conversation but There Is Not Such a Thing in Rosetta StoneTell me more………………………………………………………………………….. 54

 

Table 4.27: Item 23: The Speech Recognition System In Rosetta StoneTell me more Is Very Complicated. I Cannot Adjust My Tone to That of the Native Speaker’s……………………. 54

 

Table 4.28: Item 24: It Is a Good Idea to Use Rosetta StoneTell me more but not as the Main Source of Education……………………………………………………………………………………………………………….. 55

 

Table 4.29: Item 25: Diverse and Colorful Photos Used in Rosetta StoneTell me more Have Enormous Appeal………………………………………………………………………………………………………………………… 56

 

Table 4.30: Item 26: If I Cannot Pursue a Formal Course In English, Anyway I Prefer to Use Rosetta StoneTell me more…………………………………………………………………………………………………….. 56

 

Table 4.31: Item 27: I Cannot Imagine How Exciting It Was to Practice at Home Using Rosetta StoneTell me more…………………………………………………………………………………………………….. 57

 

Table 4.32: Ranks of group (A) and (B) for their Attitudes………………………………………… 58

 

Table 4.33: Mann Whitney U Test for EFL learners’ Attitudes towards the Packages…. 58

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Figures

 

Figure                                                                                                                             Page

 

Figure 4.1 the Comparison between Groups (A) And (B) With Respect To Their Attitudes towards the Two Language Learning Packages (“Tell Me More” and “Rosetta Stone”)………………….. 58

 

 

 

Abstract                                

 

With the rapid advancement of technology and the outbreak of the new generation of computer software packages, it seems plausible to shed more light on this issue in the realm of English language learning and teaching. To this end, the present study aimed at scrutinizing the EFL learners’ attitude towards a self-study program using two language training software packages called Rosetta Stone and Tell Me More. Sixty elementary EFL participants were selected randomly from a non-state high school. Then they were divided into two groups each learning English through one of the previously-mentioned packages. They passed a self-study three-week using the two software packages. After that, they were required to fill up a Likert-type questionnaire based on their learning experience. The twenty-seven-item questionnaire elicited participants’ attitudes towards this sort of self-study program. The collected data were analyzed using both descriptive and inferential statistics. Based on the descriptive statistics, the findings revealed that the attitudes of the participants towards each item were different, although for most items such as learners’ preference towards a self-study program, their ideas about the software packages graphics, the speech recognition system, the ease of use in terms of individuals’ basic skills etc. they reflected positive views towards the use of each of the software packages. In addition, the result of Mann-Whitney U test showed that there was not a statistically significant difference between elementary EFL learners in terms of their attitudes towards the two language learning software packages.

 

 

 

 

 

Key Words: Computer-assisted Language Learning (CALL), Learners’ Attitude, Software Packages, English as a Foreign Language (EFL)

 

 

 

Chapter One

 

 

 

Introduction

 

 

 

 

 

 

 

1.0. Introduction

 

With the beginning of the era of technology and a whole raft of new language training software packages, it seems quite sensible to take a closer look at some of these attempts to enhance the quality and effectiveness of language learning and teaching. This is quite a fact that the advent of computer and following it the Internet has made the process of language learning easier, more convenient and even more enjoyable. In other words, technology has revolutionized diverse aspects of human life and as such language learning and teaching is no exception. The inclination towards the use of computer and multimedia facilities in the past two decades in the language education has been reported in the works of some researchers such as Salaberry (2001). The form of technology that is taken into consideration in the current study is the language training software packages.

 

Figura and Jarvis (2007) defined CALL as learners’ learning language in any context with, through, and around computer technologies. Egbert (http://www.iatefl.org.pl/call/j_key24.htm) (n.d.) also stated that CALL is the catalyst for new kinds of teaching and learning that enables learners to achieve their goals faster. It can be said that one of the final goals of CALL is to develop thinking skills in learners out of class environment. Apparently, CALL materials seem to be more appealing and promising owing to their capacity to integrate text, picture, sound, and animation. However, what makes a widespread research in this area arduous appears to be the difficulty in locating the learners using CALL materials.

 

It can be estimated that the use of computers as an asset to language learning and teaching commenced in the 1960s. As technology is subject to changes almost all the time, the definition of Beatty (2003) of CALL (computer-assisted language learning) that “any process in which a learner uses a computer and, as a result, improves his or her language” (p. 7) truly fits its nature. The field of CALL emerged in three various stages during its protracted history, Structural or Behavioristic CALL (1970s-1980), Communicative CALL (1980s-1990), and Integrative CALL (from late 20th up to 21st century).

 

As the first stage, behavioristic CALL was adopted as the part of the general field of computer-assisted instruction. As its name indicates, it was inspired by the behavioristic psychology clarifying repetitive language drills so called drill-and-practice (or drill-and-kill). The role of the computer was seen as a mechanical tutor that provided the opportunity to work at individuals’ own speed without getting tired. At that time a tutorial system called PLATO could mesmerize attentions with a central computer and terminals and featured extensive drills, grammatical explanations, and translation tests at various intervals (Ahmad, Corbett, Rogers, & Sussex, 1985).

 

The second stage, communicative CALL, came into existence at the time when behavioristic CALL was being rebuffed at both theoretical and empirical levels. It also synchronized the outbreak of PCs (personal computers) which proved to be more capable as far as individual work was concerned. Advocates of communicative CALL believed that computer-based activities should emphasize using forms in lieu of the forms themselves, teaching grammar implicitly rather than explicitly, encouraging and having learners produce authentic instead of prefabricated language, and using the language predominantly (Jones & Fortescue, 1987). Communicative CALL was pertinent to the cognitive theories maintaining learning as a process of discovery, expression, and development. Text reconstruction programs with the aim of discovering the patterns of language and meaning through unscrambling words and texts in the form of individual or group works as well as the simulation programs with simulated discussion and conversation allowing students to work in pairs or groups were on full swing. The dominant focus of most advocates of communicative CALL was the students’ interaction with each other while working with the computer.

 

Although the second stage of CALL seemed a greater success in comparison with the first, it was open to criticism. Critics slammed communicative CALL stating that computer is still being used in an ad hoc and disconnected fashion as a result; it “finds itself making a greater contribution to marginal rather than central elements” of language learning process (Kenning & Kenning, 1990, p. 90). It paved the path to adaptation of communicative language teaching theory in both theory and practice. Cognitive view of communicative language learning was leaving its place to a more socio-cognitive perspective that emphasized more language use in authentic social contexts. Approaches like task-based and content-based used to integrate learners into authentic language situations and also different language skills. As a result, the third stage of technology and language learning called Integrative CALL emerged. As stated before, this stage sought to integrate language skills (listening, speaking, reading, and writing) and also technology to language learning process. Simply put, students are exposed to technological assets as a constant process rather than isolated exercises every now and then.

:

 

تحقیق حاضر دو ترجمه انگلیسی از تلمیحات موجود در منطق الطیر عطار را که در سالهای 1954و 1984بوسیله نات،دربندی ودیویس صورت گرفته اند را مورد بررسی قرار داده است.این تحقیق،استراتژیهای ارایه شده توسط لپیهالم 1997را که مترجمین حاضر جهت انتقال معنا از زبان فارسی به زبان انگلیسی بکاربرده اند را نیزمورد بررسی قرارداده و با هم مقایسه نموده است. نتایج نشان داده اند که هردو مترجم در ترجمه این تلمیحات از منطق الطیر،ازاستراتژی های مختلفی استفاده کرده اند که پرکاربردترین آنها عبارتندازترجمه استاندارد،تغییر جزیی،حذف،جایگزینی،كاهش،تولیددوباره وشناخت سطحی.بیشترین استراتژیهایی كه توسط مترجمان بكار گرفته شده اند ترجمه استاندارد،تغییرجزیی،و حذف هستند.استراتژیهای مورد نظر به مباحث معناشناسی، فرهنگی، بافت معنایی و ترجمه تحت الفظی تلمیحات مذکور مربوط می شوند.همچنین محقق دریافت که در ترجمه های مذکوراستراتژی استفاده از زیرنویس کمتر بکار برده شده است و با مقایسه این دو ترجمه از تلمیحات کدام ترجمه ازترجمه دیگری استاندارد تراست.ترجمه دربندی و دیویس تاحدی تحت الفظی تر از ترجمه ایست که توسط نات صورتگرفته است.لذا،عوامل دیگری چون آشنایی مترجمین با مسایلی همچون فرهنگ اسلامی،آیات و احادیث وایده  خود مترجم در انتخاب استراتژی آنها نیز ایفای نقش کرده اند.یافته های تحقیق حاضر بر این فرض است که تلمیحات و ترجمه بینامتنیت، مقولات پیچیده ای هستند که در این تحقیق تنها نات توانسته است بطور موفق معنای مورد نظرمتن شعری اصیل در منطق الطیررا به خواننده زبان مبدا انتقال دهد

 

Table of Contents

 

Title                                                                                                                                      Page

 

Title Page

 

Approval page ……………………………………………………………………………………………………….  II

 

Table of Contents …………………………………………………………………………………………………. III

 

Acknowledgements………………………………………………………………………………………………. VI

 

Abstract ………………………………………………………………………………………………………………. IX

 

List of Abbreviations  …………………………………………………………………………………………….. X

 

Chapter One: Introduction ……………………………………………………………………………………. 1

 

1.1. Overview  ……………………………………………………………………………………………………….. 2

 

1.2. Intertextuality and Allusion……………………………………………………………………………….. 2

 

1.3. Statement of the Problem………………………………………………………………………………….. 4

 

1.4. Significance of the Study ………………………………………………………………………………….. 4

 

1.5. Research Questions …………………………………………………………………………………………… 5

 

1.6. Definition of Key Terms……………………………………………………………………………………. 5

 

Chapter Two: Literature Review…………………………………………………………………………… 7

 

2.1. Overview ………………………………………………………………………………………………………..  8

 

2.2. History of Intertextuality…………………………………………………………………………………… 8

 

2.3. Types of Intertextuality…………………………………………………………………………………… 11

 

2.3.1.Horizontal or Vertical Reference…………………………………………………………………….. 11

 

2.3.2. Manifest or constitutive Reference    …………………………………………………………….    12

 

2.3.3. Active versus passive Intertextuality………………………………………………………………. 12

 

2.4. Scope of Intertextuality…………………………………………………………………………………… 12

 

2.5. Poetry……………………………………………………………………………………………………………. 12

 

2.6. Forms of Intertextuality…………………………………………………………………………………… 13

 

2. 7. Allusion ………………………………………………………………………………………………………… 14

 

2. 7.1.Functions of Allusion…………………………………………………………………………………… 15

2.7.2. Forms of Allusion ………………………………………………………………………………………… 15

 

2.7.3. Types of Allusion …………………………………………………………………………………………. 16

 

2.7.3.1. Religious Allusion……………………………………………………………………………………… 16

 

2.7.3.2. Literary Allusion ……………………………………………………………………………………….. 17

 

2.7.3.3. Mythological Allusion……………………………………………………………………………….. 18

 

2.7.3.4. Historical Allusion…………………………………………………………………………………….. 18

 

2.7.3.5. Proper-Name Allusion……………………………………………………………………………….. 19

 

2.7.3.6. Key-Phrase Allusion ………………………………………………………………………………….. 20

 

2.7.4. Potential Strategies for translating Allusion …………………………………………………….. 20

 

2.7.5. Complication of translating Allusive Texts ……………………………………………………… 27

 

2.8. Poetry Translation…………………………………………………………………………………………… 28

 

2.8.1. Possibility of Poetry Translation …………………………………………………………………….. 28

 

2.8.2. Types of Poetry Translation…………………………………………………………………………… 31

 

2.8.3. Methods of translating poetry……………………………………………………………………….. 34

 

2.8.4. Linguistic Problems……………………………………………………………………………………… 35

 

2.8.5. Literary or aesthetic Problems……………………………………………………………………….. 35

 

2.8.6. Poetic Structure…………………………………………………………………………………………… 35

 

2.8.7. Socio-cultural problems ………………………………………………………………………………… 35

 

Chapter three: Methodology………………………………………………………………………………… 36

 

3.1. Overview……………………………………………………………………………………………………….. 37

 

3.2. Restatement of the research questions  ………………………………………………………………. 37

 

3.3. Materials ……………………………………………………………………………………………………….. 38

 

3.3.1. Mantiq ut-Tair……………………………………………………………………………………………….. 38

 

3.3.2. Nott’s Translation………………………………………………………………………………………….. 38

 

3.3.3. Darbandi’s and Davis’ Translation ………………………………………………………………….. 39

 

3.4. Procedures …………………………………………………………………………………………………….. 39

 

Chapter Four: Data Analysis and Results …………………………………………………………….. 40

 

4.1. Overview ………………………………………………………………………………………………………. 41

 

4.2. Analysis of the Data……………………………………………………………………………………….. 41

 

4.2.1. Key-phrase Allusions in Attar’s Mantiq ut-Tair………………………………………………….. 41

 

4.3. Results ………………………………………………………………………………………………………….. 69

 

Chapter Five: Discussion and Conclusions ……………………………………………………………. 74

 

5.1. Overview………………………………………………………………………………………………………. 75

 

5.2. Strategies Used for Key-phrases Allusion  …………………………………………………………. 76

 

5.3. Concluding Remarks ………………………………………………………………………………………. 76

 

5.4. Limitations of the Study ………………………………………………………………………………….. 77

 

5.5. Implications of the Study ………………………………………………………………………………… 77

 

5.6. Suggestions for Further Research……………………………………………………………………… 77

 

References …………………………………………………………………………………………………………… 78

 

Appendix……………………………………………………………………………………………………………… 84

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Acknowledgements

 

I would like to express my deepest gratitude to my supervisor, Dr.  H. Vahid Dastjerdi for his guidance, advice and constructive comments on the topic in question and providing advice and guidance throughout the research period.

 

My special thanks also go to Dr. M. R. Talebinejad for his advice, help and encouragement. And also I am grateful to my brother, Saadi, M.A. English teaching from University of Tehran.

 

Finally and most importantly, I thank my God for granting me health and fitness and inspiring me hope and encouragement to accomplish this work.

 

 

 

 

 

 

 

List of Tables

 

Table 1   ……………………………………………………………………………………………… 68

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Figures

 

Figure 2.1……………………………………………………………………………………………… 22

 

Figure 2.2……………………………………………………………………………………………… 23

 

Figure 4.3……………………………………………………………………………………………… 69

 

 

 

 

 

 

 

 

 

Abstract

 

The present study focused on two English translations of KP allusions in Attar’s
Mantiq ut-Tair. Attar’s Mantiq ut-Tair which has been translated by Nott (1954), Darbandi and Davis (1984) was used in the study. It also considered the strategies by Leppihalme (1997, p. 96) which two translators utilized when doing the job in order to transfer the meaning of the ST into TT. The present study compared two English translations of Mantiq ut-Tair with each other to find out what translation strategies have the translators used to convey the intertextual allusive items to the TT and to what extent the true sense of KP allusion in Mantiq ut Tair has been transferred to English. The results showed that when dealing with KP allusions present in the ST which are

 absent from the TL, translators often resort to different strategies ranging from standard translation, minimum change, omission, replacement, reduction, recreation to the simulated familiarity strategies. The most frequently used strategies by the translators were standard translation, minimum change and omission. These strategies contribute to semantic, cultural, contextual, and literal translation of allusions. The researcher also found that the translations were subject to almost all different strategies except use of footnotes strategy. This thesis also made a comparison between the first translation and the second one to find out which one is more standard than the other with respect to the translation of intertextual references. The second translation of Mantiq ut- Tair by Darbandi and Davis to some extent was more literal than the first translation by Nott. Therefore, other factors such as familiarity with Islamic culture, verses, traditions and the translators’ ideas for which the translations are carried out are needed to explain the translator’s choice of different strategies. The findings of the study suggested that due to the fact that KP allusions and intertextuality are more complicated issues, only Nott could successfully transfer the intended meaning of the original poetry text in Mantiq ut-Tair to TL reader.

 

 

 

 

 

 

 

 

 

List of Abbreviations

 

KP=Key-phrase

 

PN=Proper noun

 

SL= Source language

 

ST=Source text

 

TL=Target Language

 

TT=Target text

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

 

 

INTRODUCTION

 

 

 

 

 

• Overview

     The concept of intertextuality was first introduced by Julia Kristeva in an essay entitled “Word, Dialogue and Novel”, in 1966, to describe the way all language and all literature are constructed from previous utterances to form mosaics of quotations (Kristeva, 1986, p. 37). “Intertextuality concerns the factors which make the utilization of one text dependent upon knowledge of one or more previously encountered texts (Beaugrande & Dressler, 1981, p. 10).” In other words, Hatim (1997) also argued intertextuality is one of the basic forms of relations that are presence of one text in another one – a quote would be the most obvious example (p. 29).

 

    Meanwhile, Fairclough (1992) noted that intertextuality points to how texts can transform prior texts and restructure existing conventions (genres, discourses) to generate new ones (p. 270). “A text is no longer considered as the container of meaning, but as an intertextual space in which a number of elements are combined, absorbed or transformed (Cascallana, 2006, p. 98).” However, Schäffner & Holmes (1995, p. 58) argued that the influences of intertextuality and the relationship between text and context predispose a target audience to associate specific content with text presented through a given medium.

 

     According to Lefevere (1992), translating poetry can be considered different from translating other text types, in the sense that one translating poetry is not engaged in a single level to deal with but a fourfold process including: language, ideology, poetics and universe of discourse at each of which particular problems arise to involve him with (p. 88).

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

 

عنوان : پایان نامه رشته زبان انگلیسی : Analysis of Narrative in Trout Fishing in America and In Watermelon Sugarby Richard Brautigan

 

 

 

ISLAMIC AZAD UNIVERSITY

 

Central Tehran Branch

 

Faculty of Foreign Languages-Department of English

 

“M.A” Thesis

 

on English Literature

 

 

 

Subject:

 

Analysis of Narrative in Trout Fishing in America and In Watermelon Sugarby Richard Brautigan

 

 

 

Advisor:

 

Dr. Jalal Sokhanvar

 

Reader:

 

Dr. KianSoheil

 

 January 2011

 

برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود

 

(در فایل دانلودی نام نویسنده موجود است)

 

تکه هایی از متن پایان نامه به عنوان نمونه :

 

(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)

 

Abstract

 

 

 

The present thesis, adopting a poststructuralist approach, studies the narrative in Trout Fishing in America and In Watermelon Sugar, two novels by Richard Brautigan. The study benefits from deconstructive reading as one of the main foundations of poststructuralist narratology. Displaying deconstruction of important binary oppositions in these two narratives was the main concern of the thesis. The body of the thesis, chapter three and four, each is specified to the study of one of these two binaries. In chapter three, binary opposition of reality/fictionality is studied and the researcher shows how the boundary between these two is blurred. Language is also another tool through which the said binary is challenged. Chapter four studies the binary of past/present and includes subtitles such as narrative time, parody and binary opposition of presence/absence. Parodying particular genre or particular concepts is one of the outstanding characteristics of Brautigan’s works which is apparent in these two novels as well. The parodic nature of Trout Fishing in America is shown by pointing to the different references to American history and well known concepts. In In Watermelon Sugar, metanarrative of utopia collapses down and is replaced with the narratives, each capable of suggesting new definitions for utopia. Deconstruction of this metanarrative, rooted in history, literature and religion, is produced by deconstruction of another binary opposition that is presence/absence. The act of giving voice to the silent narrative or narratives within the text, as well as paying attention to the absent narrators releases the text from the dominancy of the present narrative and makes the hidden or silent narratives emerge.

 

Table of Contents

 

 

 

Abstract 2

 

Acknowledgment 3

 

CHAPTER ONE.. 7

 

INTRODUCTION.. 7

 

1. General Background. 7

1.1 Beat Generation. 9

 

. 10

 

. 10

 

.. 12

 

2. The Argument 13

 

2. Literature Review.. 16

 

2. Thesis Outline. 20

 

2. Methodology and Approach. 23

 

2. Definition of Literary Terms. 25

CHAPTER TWO.. 31

 

METHODOLOGY AND APPROACH.. 31

 

1. Historical Background of Deconstruction. 33

. 33

 

. 36

 

. 37

 

38

 

. 39

 

2. From Structuralist Narratology to Poststructuralist Narratology. 40

 

2. Derrida and Deconstruction. 45

.. 46

 

. 49

 

. 51

 

CHAPTER THREE.. 53

 

FICTIONALITY/ REALITY.. 53

 

1. Beyond Mimesis. 55

. 55

 

. 57

 

. 58

 

2. Practical Example of Metafiction. 59

. 59

 

62

 

. 64

 

. 67

 

. 68

 

. 72

 

3. In Watermelon Sugar, Reality in a Fantasy. 75

. 76

 

. 77

 

. 79

 

. 81

 

4. Conclusion. 82

CHAPTER FOUR.. 84

 

PARODY.. 84

 

1. Parody, Deconstruction of Past/Present 85

 

1. Trout Fishing in America, a Parody. 87

. 88

 

.. 89

 

. 92

 

3. In Watermelon Sugar as a Parody of Utopia. 93

. 93

 

. 94

 

. 94

 

. 95

 

. 97

 

. 98

 

.. 99

 

. 100

 

. 104

 

4. Conclusion. 108

5. 

6.  

CHAPTER FIVE.. 109

 

CONCLUSION.. 109

 

1. Chapters Review.. 109

 

1. Findings and Results. 116

 

1. Suggestion for Further Research. 119

Works Cited. 124

 

 

 

 

 

 

 

CHAPTER ONE

 

INTRODUCTION

 

 

 

1.  General Background

 

American literature is indebted a great deal to the Beat Generation. In fact the shift towards the postmodern fiction and poetry wasn’t possible if it were not for the Beat Generation writers. Richard Brautigan is always considered as a writer emerging from this generation. Although he never committed himself to any label or literary movement, his writings is always considered as good examples of the American novel at the period. This thesis is going to analyze two of the early and most important novels of Brautigan.

 

Richard Brautigan is the author of ten novels, nine volumes of poetry and a collection of short stories. According to Companion to the American Novel he is best remembered for Trout Fishing in America which is considered as “a novel that revolutionized postmodern fiction and may becompared today to works of his contemporary, Ken Kesey, and viewed as the precursor to such younger writers as Tom Robbins” (176).

 

According to the same source, “Brautigan was born on January 20, 1935, in Tacoma, Washington, to Mary Lula Brautigan; apparently he never met his father, Bernard F. Brautigan, and his mother reportedly also abandoned her children from time to time”(176). At the age of 21 and after being hospitalized as a paranoid schizophrenic, he left Tacoma for San Francisco and met with Lawrence Ferlinghetti who ran a bookstore and small publisher house named City Lights. This bookstore was a gathering place for young poets and writers like Jack Kerouac and William S. Burroughs and Brautigan was soon get influenced by their radical views about literature. The first novel he wrote was Trout Fishing in America but the first novel that was published by him was named A Confederate General from Big Sur (1965). Trout Fishing in America hadn’t been published sooner than two years later in 1967 but when it was released its sudden success among the young American readers was almost a legend. From that time on Brautigan was appreciated by his young readers for his revolutionary style but the critical success didn’t come to him till his death. This American writer committed suicide in 1984 at the age of forty-nine. It was only in late 80s that the literary critics came to conclusion about his works and labeled them as good examples of early postmodern metafiction and cross–genre works. As mentioned above, Brautigan indebted much of his fame to The Beat Generation, a generation which Random House Dictionary, quoting Jack Kerouac, defines in this way: “those who were raised among the Second World War, those who probably due to the influence of the cold war had the tendency to habits and a desire for getting rid of social and sexual tensions”. So it would be useful to follow this movement from a closer view.

 

 

 

1.1 Beat Generation

 

The Beat Generation is a term coined first by an American journalist named Holmes. He was a friend of Kerouac and after reviewing his friend’s ideas published an article in The New York Times Magazine and introduced the term as a label for the young generation emerging from the post-war era in 1952. The term refers to a social life style inspired by careless living and drug addiction which was proper at the time and was a source of inspiration for a few young writers and poets that later were labeled as “beatniks”. These writers had a central group including three major writers, Alain Ginsberg, Jack Kerouac and William. S. Burroughs. Their main attitude in literature was rejection of fixed mainstream literary works as well as the American values in post-war era. They had been inspired a lot by the free life style of ordinary youth along with some effects from experimentation with drugs and an interest in Eastern spirituality. Jamie Russell in The Beat Generation writes:

 

The Beat phenomenon transformed American society. Not only was it the first expression of what we would now dub youth culture—paving the way for the hippies, punks, grungers and ravers as well as a thousand and one other styles—but it was also the first moment in Western culture wh