متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

 

عنوان : پایان نامه رشته زبان انگلیسی:بررسی راهبردهای درک شنیداری بکار گرفته شده توسط زبان آموزان ایرانی

 

 

 

دانشگاه آزاد اسلامی

 

واحد گیلان

 

گروه زبان انگلیسی

 

پایان نامه برای دریافت درجه كارشناسی ارشد در رشته آموزش زبان انگلیسی

 

عنوان

 

بررسی راهبردهای درک شنیداری بکار گرفته شده توسط زبان آموزان ایرانی

 

استاد راهنما

 

دكتر رامین رحیمی

 

استاد مشاور

 

دكترفریدون وحدانی

 

شهریور 1393

 

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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

 

 

 

هدف اصلی این تحقیق شناسایی راهبردهای مربوط به مهارت شنیداریست كه فراگیران مذكر و مونث زبان انگلیسی در ایران  انتخاب میكنندوهمچنین مقایسه این راهبردهابین دو گروه (مذكر و مونث).بنابراین با اجرای آزمون تعیین سطح آكسفورد 76  نفرازدانشجویان زبان انگلیسی با گرایشهای مختلف انتخاب شدند. در مرحله بعد به دو گروه ٣8 نفری تقسیم شدند تا به سوالات پرسشنامه ی راهبردهای شنیداری چنگ (٢٠٠2)  با سی سوال كه در مقیاس لیکرت، جهت تعیین راهبردهای انتخابیشان  پاسخ دهند. سپس داده های جمع آوری شده در آزمون های آماری شامل آزمون توصیفی و آزمون (Mann Whitney U)اجرا شد. بر اساس یافته ها ی تحقیق، شركت كنندگان از راهبردهای فراشناختی نسبت به راهبردهای شناختی و اجتماعی-عاطفی بیشتر استفاده میكردند. علاوه بر این چون متغیرجنسیت در انتخاب راهبردها موثر بوده،نتیجه تحقیق میتواند برای سیاستگذاران آموزشی، نویسندگان كتابها ی درسی زبان، مدرسان و استادان زبان خارجی در ایران موثر باشد بویژه اینكه فراگیران زبان خارجی  براساس جنسیت در كلاسهای درسی  جدا  از هم مینشینند.

کلید واژه ها: راهبردهای شنیداری، راهبردهای فراشناختی، شناختی و اجتماعی- عاطفی

 

Table of Contents

 

 

 

Title                                                                                                        Page

 

 

 

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

 

Chapter 1: Introduction

 

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

 

1.1 Theoretical Framework……………………………………………………………………3

 

1.2 Significance of the Study……………………………………………………………………………………7

 

1.3 Statement of the problem………………………………………………………………8

 

1.4 Research Questions of the Study………………………………………………………..10

 

1.5 Hypotheses of the study………………………………………………………………10

 

1.6 Definitions of Key Terms ………………………………………………………………11

 

1.6.1 Learning Strategies………………………………………………………….11

 

1.6.2 Listening strategies………………………………………………………….11

 

1.6.3 Metacognitive Strategies……………………………………………………11

 

1.6.4 Cognitive strategies…………………………………………………………11

 

1.6.5 Socio-affective Strategies……………………………………………………12

 

1.6.6 Listening Comprehension…………….……………………………………..12

 

1.7Summary…………………………………………………………………….………..12

 

 

 

Chapter Two: Review of the Literature

 

2.0 Introduction…………………………………………………………………….…….14

 

2.1 Language learning and strategies………………………………………………..……14

 

2.2 Classification of language learning strategies ………………………………….……23

 

2.3 Language learning and listening…………………………………………………..….28

 

2.3.1. What Is Listening?……………………………………………………………………………..28

 

2.4 Role of Listening in Second or Foreign Language Acquisition ………………….….31

 

2.5 Listening Comprehension Strategies ………………………………………………..…….33

 

2.5.1 Metacognitive Listening Strategies…………………..…………………………….39

 

2.5.1.1 Pre-listening Planning Strategies………………………………………….44

 

2.5.1.2 While-listening Monitoring Strategies……………………………………45

 

2.5.1.3 Post Listening Evaluating Strategies………………………………………46

 

2.5.2 Cognitive Strategies………………………………………………..……………….46

 

2.5.2.1 Bottom-up and Top-down Listening Strategies…………………………..49

 

2.5.3 Socio-affective Strategies………………………………………………..…………52

 

2.6 Empirical studies in the field of Language Learning Strategies………………………54

 

2.7 Summary……………………………………………………………………..……….58

 

 

 

Chapter Three: Methodology

 

3.0 Introduction…………………………………………………………………….…….59

 

3.1 Pilot study……………………………………………………………………………..59

 

3.2 Design of the study ………………………..…………………………………………60

 

3.3 Participants………………………………………………………………………..….61

 

3.4 Materials  ……………………………………………………………………………61

 

3.4.1 Oxford Placement Test………………………………….……………….….62

 

3.4.2 Cheng’s Scale for Listening Strategies………………………………………62

 

3.5 Procedure……………………………………………………………………..………63

 

3.6 Methods of Analyzing Data ………………………………………………………….65

 

3.6.1 Ethical consideration…………………………………………………….….65

 

3.7 Summary…………………………………………………………………………..….66

 

 

 

 

 

Chapter Four: Results

 

4.0 Introduction…………………………………………………………………………..68

 

4.1 Measure of L2 Proficiency……………………………………………………………69

 

4.2 Questionnaire Data ……………………………………………………………………70

 

4.3 The First Research Question………………………………………………………….71

 

4.4 The Second Research Question………………………………………………………77

 

4.5 Computing the Effect size……………………………………………………………78

 

4.6 Findings of Interview………………………………………………………………….83

 

4.7 Summary………………………………………………………………………………86

 

 

 

Chapter Five: Discussion

 

5.0 Introduction…………………………………………………………………….…….87

 

5.1 General Discussion………………………………………………………….………..88

 

5.1.1 Further Considerations……………………….……………………………..89

 

5.2 Implications……………………………………………………………….………….90

 

5.2.1 Implications for teachers……………………..……………………………..91

 

5.2.2 Implications for Students…………………..…………………….…………94

 

5.2.3 Implications for Educational Policy Makers and Curriculum Developer..…94

 

5.3 Limitations of the study………………………………………………………………95

 

5.4 Suggestions for Further Research…………………………………………………….96

 

5.5 Summary……………………………………………………………………….……..97

 

 

 

References ………………………………………………………………………………..98

 

 

 

Appendices………………………………………………………………………..……111

 

 

 

List of Tables

 

Table                                                                                                              Page

 

4.1       Statistics for the OPT Scores………………………………………………………69

 

4.2       Reliability statistics of the questionnaire (pilot study)…………………………….70

 

4.3       Item statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)…………………………………………………………………71

 

4.4       Descriptive statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)………………………………………………………….……..72

 

4.5       Item statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………73

 

4.6       Descriptive statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………74

 

4.7       Descriptive statistics for the listening comprehension strategy use questionnaire (socio affective strategies)………………………………………………………………..75

 

4.8       Descriptive statistics for the listening comprehension strategy use questionnaire (socio- affective strategies)………………………………………………………………..75

 

4.9       Statistics for different categories of the questionnaire……………………………76

 

4.10    Ranks of female and male participants on listening comprehension strategy use………………………………………………………………………………….……..78

 

4.11    Median value of each group (listening comprehension strategy -use questionnaire)……………………………………………………………………………..78

 

4.12    Mann-Whitney U Test for the listening comprehension strategy-use of males and females……………………………………………………………………………………78

 

4.13    Ranks for females and males in metacognitive strategies…………………..…….80

 

4.14    Ranks for females and males in cognitive strategies………………………………81

 

4.15    Ranks for females and males in socio- affective strategies…………………….…82

 

 

 

 

 

 

 

List of Figures

 

 

 

 

 

Table                                                                                                              Page

 

2.1       Diagram of Oxford’s Strategy Classification System…………………………….27

 

4.1       The comparison between males and females in their use of listening comprehension strategies…………………………………………………………………79

 

4.2       The comparison between males and females in their use of metacognitive strategies………………………………………………………………………………….81

 

4.3       The comparison between males and females in their use of cognitive strategies…………………………………………………………………………………..82

 

4.4       The comparison between males and females in their use of socio- affective strategies………………………………………………………………………………….83

 

 

 

 

 

 

 

 

 

Abstract

 

The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. To investigate, 76 undergraduate students of different major of English were selected via administrating the Oxford Placement Test (OPT).Then, they were divided into two groups of 38asked to complete Cheng’ s (2002) 30-item Listening Strategyin the Likert-scale format to identify the listening strategies they  use. Then the data gathered were run through statistical tests, including descriptive test and Mann Whitney U-test. Based on the findings of the studythe listeners usedmore metacognitive strategies than cognitive and socio-affective strategies respectively.In addition, as gender influenced selecting the types of strategies for listening, it can be efficient for policy makers, syllabus designers, practitioners and instructors especially in Iran where classrooms are separated according to students’gender.

 

Key words:Listening Strategies, Metacognitive Strategies, Cognitive Strategies, Socio-affective Strategies

 

 

 

 

 

 

 

 

 

Chapter One

 

Introduction

 

 

 

 

 

 

 

 

 

1.0. Introduction

 

Listening has become an important part of manysecond or foreign language (L2)programs,as both it is a means to access various sources of knowledge and it is a criterion to determine whether an EFL learner is a competent language performancer or not. Teachers can help students improve their listening competence by equipping them with effective listening strategies and skills.In fact,its importance is influenced by the overwhelming amount of listening input in everyday life.

 

Despite its importance,listening is not an easy skill to master,especially listening in ESL or EFL contexts.Teachers look for the methods to find a way to enhance listening profeciency.Researchers and educaters know that learning strategies are necessary for  EFL learners to be a successsful one.Many reseachers have investigated on learning strategies to find which strategieas can improve learning and especially listening skill.

 

Chamot (2005) believes that Learning strategies are the thoughts and actions that individuals use to accomplish a learning goal. A lot of investigations in 1970s show the importance of learning strategies. The results mention that learners’ own creative and active participation play an important role in their success in spite of having much aptitude and motivation.

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

 

عنوان : پایان نامه رشته زبان انگلیسی:Investigation on Rheological Behaviour of Dually Modified Cassava Starch/k-Carrageenan as Gelatin Alternative in Pharmaceutical Hard Capsules

 

 

 

 

Islamic Azad University

 

Damghan Branch

 

Faculty of Agriculture

 

 

 

A Thesis Submitted in Partial Fulfillment of the Requirments For

 

the Degree of M.sc(Ph.D)in Food scienc and technology

 

 

 

Title

 

Investigation on Rheological Behaviour of Dually Modified Cassava Starch/k-Carrageenan as Gelatin Alternative in Pharmaceutical Hard Capsules

 

 

 

Supervisor:

 

 Abdorreza Mohammadi Nafchi, PhD

 

November 2013

 

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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)

 

Table of Contents

 

Acknowledgement ii

 

Table of Contents. iii

 

List of Tables. vi

 

List of Figures. vii

 

Abstract 1

 

Chapter 1: Introduction. 2

 

1.1 Background. 3

 

1.2 Rational of study. 5

 

1.3 Objectives of the study. 5

 

1.4 Research Flowchart 6

 

Chapter 2: Literature Review.. 8

 

2.1 PHARMACEUTICAL CAPSULES. 9

 

2.1.1 Pharmaceutical hard capsules. 10

 

2.1.2 Manufacture of gelatin capsules. 11

 

2.1.3 Properties of gelatin capsules. 15

 

2.1.4 Alternatives to Gelatin. 17

 

2.2. POLYSACCHARIDES STUDY.. 20

 

2.2.1 Starch. 20

 

2.2.1.1 Composition and primary structure of starch. 21

 

2.2.1.2 Morphology and ultra-structure of starch grains. 24

 

2.2.1.3 Semi-crystalline structure of starch grains. 27

 

2.2.1.4 Thermal transitions. 30

 

2.2.1.5 Starch modification. 35

 

2.2.1.6 Cassava. 41

 

2.2.2 Carrageenan. 53

 

2.2.2.1 Chemical Structure. 53

 

2.2.2.2 Conformation of κ-carrageenan. 54

 

2.2.2.3 Gelation of κ-carrageenan. 60

 

2.2.2.4 Thermoreversibility of gels and rheological properties. 61

 

2.3 POLYSACCHARIDE MIXTURES. 65

 

2.3.1 Phase Behavior 65

 

2.3.2 Thermodynamic Incompatibility. 66

 

2.3.3 Gels based on mixtures polysaccharides. 68

 

2.3.3.1 Rheological properties. 69

 

2.3.3.2 Rheology of blends of starch. 70

 

Chapter 3: Materials and Methods. 72

 

3.1 Materials. 73

 

3.1.1 Gelatin. 73

 

3.1.2 κ-carrageenan. 73

 

3.1.3 Acid hydrolyzed hydroxypropylated cassava starch. 73

 

3.2 Methods. 74

 

3.2.1 Preparation of solutions. 74

 

3.2.1.1 Gelatin solutions. 74

 

3.2.1.2 Starch and κ-carrageenan solutions. 74

 

3.2.2 Rheological properties. 77

 

3.2.2.1 Flow properties. 77

 

3.2.2.2 Viscoelastic properties. 78

 

Chapter 4: Results and Discussions. 79

 

4.1 Rheological behavior of gelatin. 80

 

4.1.1 Gelatin solution at 50 °C.. 80

 

4.1.2 Sol-gel transitions. 82

 

4.1.3 Viscoelastic properties of gelatin gels at 20 °C.. 86

 

4.2 Rheological behavior of starch-κ-carrageenan blends. 90

 

4.2.1 Rheological behavior at 50 °C.. 90

 

4.2.1.1 Dually modified cassava starch (HHSS) 90

 

4.2.1.2 κ-carrageenan. 95

 

4.2.1.3 Dually modified cassava starch/κ-carrageenan blends. 96

 

4.2.2 Rheological behavior in sol-gel transitions (from 50 °C to 20 °C) 102

 

4.2.2.1 Influence of κ-carrageenan content 104

 

4.2.2.2 Influence of the different extents of starch hydrolysis. 106

 

4.2.3 Rheological properties of gels at 20 °C.. 107

 

4.2.3.1 κ-Carrageenan gels. 107

 

4.2.3.2 Composite gels. 108

 

Chapter 5: Discussion and Conclusion. 113

 

5.1 Synergy and gel state. 114

 

5.1.1 Dually modified cassava starch and κ-carrageenan. 114

 

5.1.2 Mixtures. 115

 

5.2 Comparison with gelatin. 120

 

5.2.1 Solution properties. 120

 

5.2.2 Jellification. 121

 

5.3 Conclusion and recommendation for future research. 123

 

References. 126

 

 

 

List of Tables

 

Table 2. 1: Properties and applications of modified starches. 35

 

Table 2. 2: Performance of starch slurry dewatering by a conventional centrifuge from a typical cassava starch factory. 51

 

Table 3.1: Compositions of the starch- κ-carrageenan solution. 76

 

Table 4.1: Changes in viscosity of gelatin as a function of concentration. Experiments were performed at 50 °C   81

 

(G’= G”) during cooling from 50 to 25 °C and heating from 25 to 50 °C. The rate of heating or cooling was 1°C/min. Frequency: 1 rad/s. Strain amplitude: 1%. 86

 

Table 4.3: Viscosity of κ-carrageenan in different concentrations. 95

 

) of κ-carrageenan alone and the mixture HHSS12-κ-carrageenan determined from cooling and heating ramps at 1 °C/min and 1 rad/s. 104

 

Table 4.5: Storage and loss moduli G’ and G” of κ-carrageenan alone and HHSS12-κC0.5 mixture determined from temperature ramps during cooling and heating at 1 °C/min by rheological measurements. Frequency: 1 rad/s. 111

 

 

 

 

 

List of Figures

 

Figure 1.1: Research flowchart 7

 

Figure 2. 1:  Formation of hard gelatin capsules by dip molding. 12

 

Figure 2. 2: Position fingers dipping during passage through the drying ovens. 13

 

Figure 2. 3: Steps removing (a) trimming (b), and assembly of capsules ©. 14

 

Figure 2. 4: Water content at equilibrium of pharmaceutical hard empty gelatin capsules in  relationship with the mechanical behavior. The capsules are stored at different relative humidities for two weeks at 20 ° C. 16

 

Figure 2. 5: Isothermal sorption-desorption capsules hard gelatin and HPMC at equilibrium at 25°C. 19

 

Figure 2. 6: Test for fragility of the capsules: the percentage of broken capsules according to their water content. a: resistance to pressure with capsules filled with corn starch. b: impact resistance with empty capsules. 19

 

Figure 2. 7: Structure of amylose. 22

 

Figure 2. 8: Structure of amylopectin. 23

 

Figure 2. 9: Grains of different starches observed in scanning electron microscopy SEM (magnification × 280) 24

 

Figure 2. 10: The different levels of grain starch. 25

 

Figure 2. 11: Organization of starch grains in “blocklets”. 27

 

Figure 2. 12: X-ray diffraction diagram for crystalline starch type A, B and C. 28

 

Figure 2. 13: Crystallinity of potato starch: influence of water content on the resolution of the diffraction pattern of X-rays. 29

 

Figure 2. 14: Crystalline arrangement of double helices of amylose type A and B.. 30

 

Figure 2. 15: Variation of classical transitions of the potato starch as a function of water content 33

 

Figure 2. 16: Hydroxypropylation reaction. 38

 

Figure 2. 17: Mass balance of cassava starch manufacturing process in a starch factory with a decanter. 47

 

Figure 2. 18: Mass balance of cassava starch manufacturing process in a starch factory without a decanter. 48

 

Figure 2. 19:  Starch granules trapped in discharged pulp of cassava starch process. 49

 

). 54

 

Figure 2. 18: Percentage of order of κ-carrageenan solution by polarimetry (0) and conductivity measurements (D) 55

 

. 57

 

Figure 2. 20: Phase diagram of κ-carrageenan representing the variation of transition temperature on cooling and heating according to the total concentration of potassium (Rochas, 1982; Rochas & Rinaudo, 1980). 59

 

Figure 2. 21: κ -Carrageenan gelation model, cation to promote gelation. (Morris et al., 1980) 60

 

: melting temperature. Cooling G’ (■), G” (¨). Heating G’ (□), G” (◊). (Fernandes, Gonçalves & Doublier, 1992). 63

 

Figure 2. 23: Kinetics of evolution of κ-carrageenan at a concentration of 1%. Temperature is 25 ° C. Frequency 1Hz. G’ (■), G” (¨). 64

 

Figure 2. 24: Phase diagram at 25 °C mixture of waxy hydroxypropyl starch/κ-carrageenan. 67

 

Figure 3.1: Phase diagram of κ-carrageenan representing the variation of transition temperature on cooling and heating according to the total concentration of potassium.. 75

 

Figure 4.1: Newtonian behavior of gelatin at 50 °C and 20% concentration. 80

 

Figure 4.2: Mechanical spectrum of 25% gelatin solution. G’: filled symbols, G”: empty symbols. Experiments were performed at 50 °C, strain amplitude was 1%.. 82

 

Figure 4.3: Storage and loss moduli G¢, G² for a 25% gelatin sample during a cooling ramp. Temperature was ramped from 50 to 20 °C at 1°C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 84

 

Figure 4.4: Storage and loss moduli G¢, G² as a function of temperature during a heating ramp of a 25% gelatin sample. Temperature was ramped from 25 °C to 50 °C at 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 85

 

Figure 4.5: Mechanical spectrum of 25% gelatin. G’: filled symbols, G”: empty symbols. The temperature was 20 °C. Strain amplitude: 1%. 87

 

Figure 4.6: Changes in modulus G’ and G” as a function of time for a 27% gelatin gel. Measurement temperature was 20 ° C. Frequency: 1 rad / s. Strain amplitude: 1%. 88

 

Figure 4.7: Changes in G’ as function of gelatin concentration. Data obtained after 6 h of time sweep measurement at 20 °C. Frequency: 1 rad/s. Strain amplitude: 1%. 89

 

Figure 4.8: Flow curves of hydrolyzed hydroxypropylated cassava starch dispersions at a concentration of 25% (g/g): HHSS6 (●), HHSS12 (■), HHSS18 (o), HHSS24 (€). Measurements were performed at 50 °C.. 91

 

Figure 4.9: Flow curves for dually modified cassava starch (HHSS12) dispersions at a concentration of 25% (g/g). Measurement was performed at 50 °C.. 92

 

Figure 4.10: Flow curves of dispersions of hydroxypropyl cassava starch HHSS12 at concentrations of 20% (■), 23% (●) and 25% (▲). Temperature was 50°C.. 93

 

Figure 4.11: Mechanical spectra of different dually modified cassava starches at concentrations of 25%: a) HHSS6, b) HHSS12, c) HHSS18, d) HHSS24. G’: filled symbols, G”: empty symbols. Measurement temperature was 50 °C and strain amplitude was 1%.. 94

 

Figure 4.12: Newtonian behavior of κ-carrageenan in the concentration range of 0.25% to 1% at 50 °C   96

 

Figure 4.13: Flow curves of the mixture HHSS12-κC0.5 (¨), 20%HHSS12 and 0.5% κ-carrageenan, κC0, 5 (×), and starch dispersions HHSS12 20% (□), 23% (○) and 25% (Δ). The temperature was 50 °C   97

 

filled symbols. 98

 

Figure 4.15: Flow curves of mixtures of 25% starch HHSS12 with κ-carrageenan at different concentrations. Measurements were taken at 50 °C.. 99

 

Figure 4.16: Flow curves for 0.5% κ-carrageenan and mixtures of 25% dually modified cassava starches/κC0.5. Measurement temperature was 50 °C. 100

 

Figure 4.17: Mechanical spectrum of κC0.5 (solid lines ■, □), HHSS12 (solid lines ●, ○), and the mixture κC0.5-HHSS12 (■, □). Concentration of HHSS12 alone was 25% and in combination total concentration was 25%. G’: filled symbols, G”: empty symbols. Measurement temperature: 50 ° C. Strain amplitude: 1%.. 101

 

Figure 4.18: Variation of viscoelastic modulus G’ and G” as a function of temperature for κC0.5 and for the mixture of κC0.5 and HHSS12. a) Cooling from 50 °C to 20 °C. b) Heating from 20 °C to 50 °C. Heating/cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 103

 

Figure 4.19: Variations of modulus G’ and G” as a function of temperature during cooling from 50 °C to 20 °C for 25% HHSS24 alone and in combination with κ-carrageenan. G”: filled symbols; G’: empty symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 105

 

Figure 4.20: Variations of modulus G’ and G” as a function of temperature during cooling from 50 °C to 20 °C for 1% κ-carrageenan and 25% starch mixtures. G’: empty symbols; G”: filled symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 106

 

Figure 4.21: Variations of modulus G’ and G” as a function of temperature during heating from 20 °C to 60 °C for 1% κ-carrageenan and 25% starch mixtures. G’: empty symbols; G”: filled symbols. Cooling rate: 1 °C/min. Frequency: 1 rad/s. Strain amplitude: 1%.. 107

 

Figure 4.22: Mechanical spectra of κC1 (■, □), κC0.75 (●, ○) and κC0.5 (▲, Δ). G’: filled symbols, G”: empty symbols. Temperature: 20 ° C. Strain amplitude: 1%. 108

 

Figure 4. 23: Mechanical spectrum of κC0.5 (●, ○), 25% HHSS12 (dashed line with ▲, Δ) and the mixture of κC0.5-HHSS12 (■, □) at 20°C. G’: filled symbols, G”: empty symbols. Strain amplitude: 0.1% for mixtures and 1% for constituents. 109

 

Figure 4.24: Mechanical spectrum of mixtures HHSS12-κC1(▲, Δ), HHSS12-κC0.5 (dashed line with ●, ○) and HHSS12-κC0.25 (■, □) at 20 °C. G’: filled symbols, G”: empty symbols. Strain amplitude: 0.1%   110

 

 

 

 

 

Abstract

 

With the goal of finding an alternative to gelatin in the processing of pharmaceutical capsules, the effects of k-carrageenans on dually modified cassava starch were investigated. While film forming and mechanical properties are important in all pharmaceutical capsules, solubility at high solid concentration and thermo-reversibility are important factors for hard capsule processing. Casava starches were modified first by hydrochloric acid (0.14 N for 6, 12, 18, and 24 h at 50 °C) and secondly by propylene oxide (10, 20, and 30% of solid for 24 h at 40°C).

 

To improve the gel setting property of the dually modified starch, dually modified cassava starches were combined

 with k-carrageenan (0.25, 0.5, 0.75, and, 1%). The concentration of the K+ ion in the composite mixture was adjusted appropriately to achieve the same sol-gel transition temperature. The rheological properties of the mixtures were measured and compared, with gelatin as the reference material. The solution viscosity, sol-gel transition, and mechanical properties of the films made from the mixtures at 50 °C were comparable to those of gelatin. The viscoelastic moduli (G’ and G”) for the gel mixtures were lower than those of gelatin. The composite gels had temperatures of gelation similar to that of gelatin. Both viscosity in solution and stiffness in gels could be adjusted using high levels of κ-carrageenan and was relatively independent of the molecular weight of the starch. These results illustrate that dually modified cassava starch in combination with k-carrageenan has properties similar to those of gelatin, thus these starches can be used in dip-molding processes, such as those used to make pharmaceutical hard capsules.

 

 

 

Chapter 1: Introduction

 

 

 

 

 

 

 

1.1 Background

 

The capsule is one of the formulations of the oldest pharmaceutical in history, known especially from the ancient Egyptians. In Europe, it was not until the nineteenth century that the first gelatin pharmaceutical capsule with the patent of Mr. Dublanc pharmacist and his student Mr. Mothes. Over the years, this invention has been so successful that the production of capsules has grown rapidly in many countries. This has led to many improvements including the invention of hard gelatin capsules in 1846 by Mr. Lehuby (Podczeck & Jones, 2004).

 

The development of pharmaceutical capsules, used for therapeutic purposes, originates in the keen interest shown by the numerous researches in pharmacology. This has greatly expanded the range of possible formulations using pharmaceutical capsules. Today, pharmaceutical capsules are mainly based on animal gelatin from porcine or bovine. Gelatin is an animal protein that is a traditional ingredient in many fields, including food. Gelation properties at temperatures close to room temperature and formation of homogeneous films, potable, gelatin as a choice for the manufacturing of pharmaceutical capsules.

 

However, the use of animal gelatin in the food and pharmaceutical industry is governed by regulations becoming more stringent. The precautionary principal applied, for example, the risk of transmission by animal gelatin; the bovine spongiform encephalopathy (BSE) has questioned its use. Even if today the rules on the origin of the gelatin are very strict and that gelatin is no longer a risk to health, development of alternative products of interest to pharmaceutical and food industries. The sources from which gelatin can also be problematic for ethical or religious populations. Many people around the world do not consume products made from pork (vegetarians, Hebrews, and Muslims) or beef base (vegetarian Hindus). It is therefore that the replacement of gelatin with other texturing agents of non-animal origin has been much research in recent years.

 

The most important properties that potable gelatin as capsule forming material are heat sealability of films for soft capsule processing and solubility in high concentration, film formability and thermo-reversibility for making hard capsules.

 

Starch as a plant based material is one of possible alternative for gelatin due to cost and accessibility. Native starches can form films, but the films have not heat sealability, also starches are non soluble biopolymer, and form non-reversible gels. So changes or supporting the structure likely improve the starch property to consider as gelatin replacement in some cases.

 

The proposed system is a mixture of starch and k-carrageenan. Starch would give the mixture of film-forming properties and solubility in aqueous and carrageenan bring its ability to gel. The selected starch has focused on the use of such modification(s) on starch that able it to dissolve at temperatures below 100 °C and form stable solutions at high concentrations (≈ 20-30%). The botanical origin of the cassava starch is due to its proper amylose content, which improves mechanical properties of films and availability of this starch in Southeast Asia. The gelling agent has been studied was κ-carrageenan/K+ for its ability to form thermo reversible gels and easily adjustable thermo-physical transition temperatures. The film-forming mixtures were prepared by casting method.

 

The main objective of this research project is to replace the gelatin with a composite cassava (tapioca) starch film for manufacturing of pharmaceutical capsules especially hard capsules. The idea for hard capsule processing is to develop a new system whose characteristics in the solution and solid state would be closer to existing formulations. The constraints imposed industrial development concentrated formulations (25-30%) prepared at temperatures below 100 °C capable of forming a gel by physical cooling and forming a film after drying.

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان فرانسه

 

 

 

عنوان : پایان نامه رشته زبان فرانسه:Figure du temps chez Le Clézio

 

(Désert, La  Ritournelle de la faim, L’Africain)

 

 

 

 

UNIVERSITÉ AZAD ISLAMIQUE

 

BRANCHE TÉHÉRAN CENTRALE

 

FACULTÉ DES LANGUES ÉTRANGÈRES

 

EN VUE DE L’OBTENTION DE LA MAÎTRISE EN

 

LANGUE ET LITTÉRATURE FRANçAISES

 

 

 

Figure du temps chez Le Clézio

 

(Désert, La  Ritournelle de la faim, L’Africain)

 

 

 

 

 

SOUS LA DIRECTION DE:

 

Monsieur le Docteur Ali Abassi

 

 

 

PROFESSEUR CONSEILLER :

 

Monsieur le Docteur Babak Moine

 

décembre   2013

 

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ژان ماری گوستاولوکلزیو از جمله رمان نویسان مشهور این قرن است . وی رمان هایی می نویسد که در آنها بیش از پیش دلزدگی خود را از جامعه مدرن بیان می کند.سبک او به نوعی خویشتن داری نزدیک می شود و مضمون ها بسیط تر می شوند.وی همچون قهرمانان داستانهایش پیوسته در سفر است اما هرجا باشد همچون شاهدی بر آدم و آدمیت است.انسان همواره ترس از گذر زمان دارد؛و در برابر آن عکس العمل ای گوناگونی برای دانستن آن از خود بروز می دهد مانند :نوستالژی، دلهره،افسوس و طغیان.این ها عکس العمل هایی هستند که در تمام انواع ادبی مانند رمان،تئاتر و… بیان می شوند.زمان نه تنها در ادبیات استوار است بلکه محوری است که در اطراف آن تصاویری که ازتخیل نویسنده ظاهر شده است ،قرار دارد.نویسنده مانند دیگر انسان ها ترس از زمان دارد اما آنچه که وی را از دیگران متمایز می سازد توانایی وی برای بیان کردن ترسهایش به وسیله ی تصاویر است.ما برای بیان این فرضیه از متد ژیلبر دوران استفاده کرده ایم تا ببینیم آیا نویسنده توانسته بر ترس خود غلبه کند یا خیر. از این رو در فصل اول به این نکته می پردازیم که آیا لوکلزیو نوعی ترس از گذر زمان را بیان کرده است؛و در فصل بعدی خواهیم دید که آیا لوکلزیو توانسته در برابر این گذر زمان پیروز شود  یا خیر.از آنجائیکه لوکلزیو از جمله نویسندگانی است که جایزه نوبل را به خود اختصاص داده است و نحوه نگارشی متفاوت و کاملا نو نسبت به جهان پیرامون خود دارد.نگرشی متاثر از دو دنیای متفاوت غرب و آفریقا.در رمان های وی زبان به جای آنکه وسیله ارتباطی میان من و جهان باشد وسیله ی بیان حس هاست و دیگر قیود زمانی و مکانی را نمی توان رعایت کرد .به همین دلیل در رمان هایش می بینیم که زمان گاهی گذشته و گاهی حال است و ظاهرا هیچ دلیلی برای این جابجایی دیده نمی شود جز اینکه آیا لوکلزیو نوعی ترس از گذر زمان را بیان می کند یا  می تواند در برابر این گذر زمان پیروز شود.

 

Introduction

 

 

 

 

 

 

 

 

 

 

 

 

 

J.M.G Le Clézio est un auteur de l’Afrique. Il fluctuante entre Afrique et Occident. Son histoire personnelle témoigne de l’ambiguïté de sa situation. Il va découvrir, dès l’enfance, l’Afrique et sa colonisation. Son écriture aussi fluctuante entre deux mondes. Le Clézio met en place un texte qui se cache, qui résiste. Pour lui la parole doit susciter des questions pour être efficace, elle ne doit pas être accessible immédiatement. Il  ne cherche pas à produire un effet stylistique, mais plutôt à atteindre une vérité de parole. Il condamne le style qu’il considère comme un mensonge. Il vise une langue spontanée, vivante, semblable à un souffle. La parole retenue est un élément essentiel dans la poétique le clézienne. La parole conteuse crée une médiation, elle peut se faire le porte-parole d’une mémoire collective. C’est une parole vivante, le conteur doit conserver et restituer le ton de ce qui est dit.  Le Clézio situe ses récits dans des lieux de culture orale comme l’Afrique.

 

Le désert s’impose comme le lieu de la révélation. Il est celui des origines, il s’impose comme un infini de silences. Son image, omniprésente dans l’œuvre de Le Clézio, symbolise la quête du silence, de l’origine. L’écrivain vise une langue spontanée, vivante, semblable au souffle du vent du désert. Le désert purifie par son silence. La richesse de la langue vient pour lui du métissage, qui seul permet d’entendre tout ce qu’il y a dans les mots. Il cherche à retrouver cette parole vive dans sa propre écriture. Par les langues étrangères, Le Clézio dévoile le secret du langage, son écriture requiert la participation du lecteur qui doit écouter le texte et non plus seulement le lire. Il y a ainsi dans l’écriture le clézienne une forte dimension sociale et idéologique. Le Clézio s’adresse au public occidental, sa fonction de dénonciation revêt alors toute son importance. L’écriture est, pour lui, un de ses seuls moyens d’action, « Je ne suis qu’un écrivain, alors que faire ? J’écris ». L’écriture de l’Afrique est pour lui un mode de dénonciation de l’Occident. Sa mise en scène des cultures orales est à envisager comme un effet de miroir inversé des cultures dominantes de l’écrit. L’écriture des cultures orales est ainsi, pour Le Clézio, le mode d’un retour à l’imaginaire, aux sources de son écriture.

 

Le Clézio dans ses œuvres essaie de découvrir ce côté inconnu de la vie où il est possible de trouver le salut, où le regard s’affole de tant voir, où l’ouïe perçoit les bruits les plus ténus; où les mots sont inutiles et où les gestes uniquement comptent.  Il  poursuive une  quête, de rechercher un même vrai sens à la vie, une qualité essentielle, celle du regard, un regard libérateur, nu, sans aucun préjugé; un regard que le merveilleux enseigne bien plus que la réalité scientifique.

 

La conscience du temps est donc présente dans l’œuvre de Le Clézio. Le temps paraissait immense, très lent, avec par instants de drôles d’accélérations incompréhensibles, des vertiges, comme si on traversait le courant d’un fleuve. Le temps apparait pour l’homme, comme une réalité négative en lui-même, pour autant qu’il soit lié au devenir, à la douleur de l’existence et à la mort.

 

«  Depuis toujours, le temps a été source de l’angoisse, parce qu’il est synonyme de la mort. En effet, il ne cesse pas de s’écouler et conduite l’homme vers la fin de son voyage terrestre, passage obligé de la condition humaine. L’homme s’est toujours confronté à la mort. Il faut dire que l’homme est temporel : le temps apparaît comme inséparable de la condition humaine. Il domine la vie de sa présence, il impose ses effets. »1

 

 

 

Le temps va alors exercer une puissance influence sur l’imagination de Le Clézio. Son omniprésence annonce qu’il occupe une place essentielle dans l’œuvre de Le Clézio. Nous voulons préparer une étude des figures du temps chez Le Clézio.

 

Dans cette partie, comme l’instrument de recherche, nous voulons présenter la méthode critique de Gilbert Durand. Cependant, il faut signaler que notre travail n’envisage pas une étude totale du système durandien. Elle est une petite introduction à une grande recherche appliquant cette méthode. Notre étude, fondée sur la notion de la critique, n’est qu’un travail élémentaire pour la compréhension d’une pensée.

 

La base et le principe de la pensée durandienne sont profondément liés aux théories de l’épistémologue et critique Gaston Bachelard.

 

 

 

[1] ABBASSI, Ali, La Peur du Temps chez Hugo, Université SHAHID BEHESHTI, 2004, p. 2.

 

Le dernier insiste sur le rôle important de la rêverie et de l’imagination dans la création des œuvres littéraires. En effet, Bachelard et Durand ont toujours eu un regard particulier sur l’image. D’après eux, les images poétiques ont un système qui est définit par l’imaginaire. Ce dernier se base sur les images originelles sans lesquelles les manifestations de la vie et des valeurs vitales seraient impossible. Ces images sont celles qui sont inspirées par les matières fondamentales, par les mouvements principaux, comme monter et descendre, et par les quatre éléments fondamentaux : feu, eau, terre, air.

 

 

 

Dans son ouvrage : Les Structures anthropologiques de l’imaginaire. Introduction à l’archétypologie générale, paru pour la première fois en 1960, Gilbert Durand présente sa démarche. L’ouvrage a pour objet de définir le sémantisme primitif des images et d’établir une ” classification des grands symboles de l’imagination “. Il établit que les produits de l’imagination ont une signification intrinsèque, qui détermine notre représentation du monde. Il définit l’imagination comme « la racine de toute pensée. »1

 

 

 

 

 

 

 

[1] CHELEBOURG, Christian, L’imaginaire littéraire, Des archétypes à la poétique du sujet, Paris, Nathan, 2000, p. 57.

 

Les réalités géographiques et cosmiques, les structures sociales, la conscience de la fécondité féminine, de la force virile, toutes ces données objectives de la perception se mêlent à nos pulsions profondes pour constituer notre représentation du monde. Entre ces deux dimensions de la réalité, l’une objective, l’autre subjective, l’imagination opère un perpétuel va-et-vient, un échange constant, auquel Gilbert Durand donne le nom de “trajet anthropologique.” Ce trajet définit l’imaginaire :

 

 

 

« Finalement, l’imaginaire n’est rien d’autre que ce trajet dans lequel la représentation de l’objet se laisse assimiler et modeler par les impératifs pulsionnels du sujet, et dans lequel réciproquement, comme l’a magistralement montré Piaget, les représentations subjectives s’expliquent « par les accommodations antérieures du sujet » au milieu objectif.»1

 

 

 

 D’après Durand, toutes pensée repose sur des images, qui n’ont rien à voir ni avec la mémoire, ni aves la perception.

 

 

 

1 DURAND, Gilbert, Les Structures anthropologiques de l’imaginaire, Introduction à l’archétypologie générale, Paris, Dunod, 1992, p.38.

 

En effet, la conception de l’anthropologie de l’imaginaire que Gilbert Durand a construit s’est fait sur cette constatation qu’à l’origine de toute culture, il y a une peur essentielle qui est la peur de la fuite du temps. Ce que Durand appelle le Chronos dévorant, que toutes les productions, pratiquement imaginaires et intellectuelles peuvent relever des réponses à cette fuite du temps.

 

En réalité, le principe classification de Durand est la bipartition des symboles entre deux grands régimes : “diurne et nocturne”. Ces régimes représentent deux manières de lutter contre le temps et l’angoisse de mort. Fondamentalement antithétique, le régime diurne oppose deux grandes catégories d’images, les unes qui signifient l’angoisse devant le temps, les autres la volonté de vaincre celle-ci et de s’élever au-dessus de la condition humaine. Parmi les premières, on distingue trois types de symboles représentant les visages du temps. D’abord des symboles thériomorphes, des images animales qui signifient soit l’agitation et le changement, soit l’agressivité et la cruauté. Ensuite viennent des symboles nyctomorphes, des images de la nuit qui transposent en terme d’obscurité la craint engendrée par le temps. Il groupe les images de l’impureté, de l’eau noire, mais aussi celle de l’aveuglement. Enfin, des symboles catamorphes, des images de la chute, mais aussi des images du sang,

 du vertige, de la pesanteur ou de l’écrasement. Ces symboles disent la déchéance de l’homme, chassé du paradis et devenu mortel.

 

À toutes ces images des temps, valorisés négativement, s’oppose le symbolisme symétrique de la victoire sur le destin et sur la mort. Il constitue le deuxième type d’images du régime diurne. À l’intérieure de celui-ci, Gilbert Durand distingue de nouveau trois catégories de symboles. En premier lieu, des symboles ascensionnels, par lesquels l’homme atteint à une souveraineté céleste, on trouve ici les images de l’élévation, de l’aile, de l’ange, du géant. Puis, des symboles spectaculaires, ils groupent les symboles de la lumière et les organes de la lumière : le soleil, l’œil, le verbe divin. Pour finir, des symboles diaïrétique, symboles de la puissance et de pureté qui se composent des armes et des insignes de la victoire, de l’accession à la transcendance : flèche, glaive, etc.

 

Les structures mystiques et synthétiques constituent le régime nocturne. Le premier cherche à nier le temps sur le mode de l’antiphrase, et le deuxième à s’en accommoder, à tirer parti de sa nature cyclique.

 

Dans les structures mystiques les symboles ne font plus vivre le monde en termes de conflit, comme dans l’antithèse, mais visent, au contraire, à réduire ses dangers, à les euphémiser au point de les nier, de les inverser, comme par antiphrase. Ils se répartissent en deux groupes : un groupe d’images de l’inversion et un groupe d’images de l’intimité. Ces structures de mystiques conjuguent une volonté d’union avec le monde et le goût de l’intimité secrète. Elles reçoivent également l’épithète d’antiphrasiques, pour souligner que leur fonctionnement générale est celui de l’antiphrase.

 

Dans les structures synthétiques ou (dramatiques) les symboles sont tous cycliques, ils sont animés par le désire de maîtriser le temps en utilisant ses rythmes propres. Pour y parvenir, ils s’orientent soit dans le sens de l’eternel retour, soit dans celui du progrès. Les cycles de l’éternel retour comportent une phase négative et une phase positive, la première étant interprétée comme nécessaire à l’avènement de la seconde, ce qui en euphémise la négativité. Dans les symboles progressistes, le dernier cycle « n’est qu’un cycle tronqué ou mieux une phase cyclique ultime emboîtant tous les autres cycles comme figures et ébauches de l’ultime procès. »1 Les symboles cycliques se présentent sous la forme de récits dramatiques, de mythes opérant la synthèse, la réconciliation si l’on préfère, d’images qui s’opposent dans les autres structures de l’imaginaire. Les modèles naturels de ces cycles sont les phrases de la lune et le cycle végétal des saisons.

 

Puisqu’ un travail constituant tous les deux régimes deviendra trop long pour un mémoire de maîtrise, notre travail se contente d’étudier les images du régime diurne de l’imaginaire.

 

 

 

[1] Ibid., p. 322.

 

 

 

Temps est un thème fréquent chez Le Clézio, Pour étudier ce concept chez Le Clézio, nous essaierons de voir, d’une part, si il prouve une certaine peur face à la fuite du temps ? Si oui, pourquoi ? D’une autre part, est- ce qu’il pourrait maîtriser la fuite du temps ? Si oui, comment ?

 

En tant que corpus, face à une immense production littéraire, il est à signaler que nous avons étudié une petite partie de l’œuvre romanesque de Le Clézio pour analyser des figures de l’imaginaire. Nous avons travaillé sur les ouvrages : La Ritournelle de la faim, Désert et L’Africain.

 

Ce travail comprend deux parties. Dans la première partie nous allons étudier les images négatives du régime diurne regroupées autour des symboles thériomorphes, nyctomorphes et enfin catamorphes.  Et dans la partie suivante, nous allons voir si Le Clézio pourrait enfin montrer une victoire face à l’écoulement du temps. La réponse à cette question sera une analyse des images positives du régime diurne regroupées autour des symboles ascensionnels, spectaculaires et enfin les symboles de protection contre le temps.

 

 

 

 

 

I. LA FUITE DU TEMPS

 

 

 

 

 

 

 

I.I   LES SYMBOLES THÉRIOMORPHES

 

 

 

Dans ce chapitre consacré aux symboles thériomorphes, nous allons présenter comment la bestialité se manifeste dans l’imaginaire de l’auteur. Dans l’imagination de Le Clézio, la peur, l’angoisse devant le temps et devant la mort se révèlent sous forme d’animal terrifiant.

 

Cette partie va montrer l’importance de l’archétype d’animal dans l’imagination de l’auteur. Nous considérons les images animalisées du soleil, de la lune, de l’air et du sel qui constituent les images chaotiques chez  Le Clézio.

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی

 

 

 

عنوان : پایان نامه رشته زبان انگلیسی:Submitted to the Department of Postgraduate Studies as a Partial Fulfilment For the Degree of Master of Arts in English Literature

 

 

 

 

Islamic Azad University

 

Tehran Central Branch

 

Faculty of Foreign Languages

 

A Thesis

 

Submitted to the Department of Postgraduate Studies as a Partial Fulfilment For the Degree of Master of Arts in English Literature

 

 

 

Tracing Helene Cixous & Luce Irigaray’s Concepts on Female Characters of the Three Plays of Sam Shepard:

 

A Lie of The Mind, States of Shock & Buried Child

 

Adviser:

 

Dr. Shahram Kiaei

 

Reader:

 

Dr. Kian Soheil

 

Winter 2013

 

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(در فایل دانلودی نام نویسنده موجود است)

 

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(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

 

Repression, beating and abusing of women and regarding them as the “second sex” are issues that cannot be ignored. These affairs are also shown in vast dimension in post-modern American literature in which women characters are in search of “identity” and a way of liberty and freedom from patriarchal society to heal themselves but all their efforts lead to a life of “ambiguity” and nothing more; alike what women do and live in the real world. The question that comes to mind is that “what is the reason and what if there can be a solution?” This research is planned to have a feminist point of view on female characters of the three plays of Sam Shepard Buried Child, A Lie of the Mind and States of Shock. Due to the broad spectrum of the history of feminism, the methodology of this study focuses on Irigaray, a contemporary French feminist, theorist, psychoanalyst and critic of literature, through her ideas of “subjectivity”, “sexuality”, “language” and “desire”; And Helene Cixous Another French feminist and philosopher whose challenging theory of “Feminine Writing” are surveyed through this study.  In the process of this research it is revealed that the belief in the theory of “transition of woman’s personality” is shared among all three thinkers and is experienced by women’s of Shepard’s plays in three social situational phases of  “normal”, “sick” and “crisis”. However, the post-modern viewpoint of Shepard, Irigaray and Cixous, conveys that women fail in this transition and cannot achieve their “ego” in the modern era and their ambiguity remains with them. Finally the research concludes that literary writing and expression of problems are the part of solution which post-modernists show by criticizing “modernity”.

 

 

 

Keywords: transition, identity, subjectivity, literary therapy, Shepard, Cixous, Irigaray.

 

 

 

 

 

Acknowledgement

 

I am greatly beholden to a considerable number of people who genuinely assisted me during fulfilling this dissertation. I would like to show my gratitude to my caring advisor, Dr. Kiaei whose prompting and constructive feedbacks, encouragement, flexibility and confidence in my abilities lit my way during writing this research. I would also like to thank Dr. Soheil for his input through his classes which encouraged me to work on the subject matter of my interest. Here I should thank Prof. Sokhanvar for all his precious efforts for reviving English Literature in Iran and for his valuable courses and leadership through all years of my study and specially for introducing Dr. Bordbari as my referee who was encouraging to me. I am also indebted to Dr. Montakhabi who by giving precious insights on my subject was very helpful and for her extremely large heart and sentimental nature. She has been a wonderful role model, not only to me, but to many. Most importantly, I would like to thank my mom, my encouraging angel and my father, my symbol of faith, for being my biggest cheerleaders and for supporting me through all of my educational pursuits; And To my brother and sister, kambiz and sepideh, who were always there for me. A special thanks to my true friend Mr. Abtahi whose unconditional support came at a much needed time and he gave up his many weekends and evenings reading my work, truly being interested, giving comments and for never saying no.

 

 

 

Index

 

Chapter 1: Introduction. 1

 

1.1         General Background. 2

 

1.2         Statement of the Problem.. 9

 

1.2.1           Research Questions. 11

 

1.3         Objectives and Significance of the Study. 12

 

1.3.1           Significance of the Study. 12

 

1.3.2           Purpose of the Study. 13

 

1.4         Literature Review.. 14

 

1.5         Materials and Methodology. 16

 

1.5.1           Limitation and Delimitation. 19

 

1.6         Thesis Outline. 20

 

1.7         Definition of Key Terms. 21

 

Chapter 2: Transition of Female Characters. 24

 

2.1         Current of French Thought. 25

 

2.1.1           French Feminism.. 26

 

2.1.2           Psychology and French philosophers. 31

 

2.1.3           Interactions between French thought and German thought 33

 

2.1.4           The relation of Feminism and Marxism.. 37

 

2.1.5           Lacan’s and Foucault’s Structuralism.. 38

 

2.1.6           The role of Simone de Beauvoir in French Feminism.. 42

 

2.1.7           Manifestation of Postmodernism and Post-structuralism.. 44

 

2.2         Luce Irigaray. 45

 

2.2.1           Irigaray’s concepts about the “female character”. 47

 

2.2.1.1       “The Other Woman”. 48

 

2.2.1.2       “Sexual Difference”. 52

 

2.2.1.3       Psychological repressions of women identity in West culture. 55

 

2.2.1.3.1     Repression and Schizophrenia. 55

 

2.2.1.3.2     Deconstruction of Patriarchal philosophy. 57

 

2.2.1.3.3     Sexual organs. 58

 

2.3         Helene Cixous. 59

 

2.3.1           Cixous’s philosophy and concepts about the female character. 60

 

2.3.1.1       Poetic writings about woman’s character. 60

 

2.3.1.2       Re- Born Woman. 65

 

2.3.1.3       Feminine Writing. 66

 

2.4         American and French Feminist literary criticism and art criticism.. 67

 

2.4.1           First waves of feminism.. 69

 

2.4.2           Second waves of feminism and Cixous’s and Irigaray’s concepts. 70

 

2.5         Proposing the theory of transformation of woman’s personality from Irigaray’s and Cixous’s viewpoints  72

 

 

 

Chapter 3: Female Characters of the Buried Child. 77

 

3.1         “Buried Child”. 78

 

3.2         Discourse of Characters and Post-Modern Attitude of Shepard. 79

 

3.3         Construction of “Buried Child”. 81

 

3.4         Psychoanalysis of women characters. 81

 

3.4.1           The character of “Catholic Bride” or the notion of multi-phallus in Irigaray’s and Cixous’s concepts. 83

 

3.4.2           “Halie”: the hysteric and repressed character. 85

 

3.4.3           Orgasmic pleasure and the character of Shelly. 88

 

3.4.4           Rape or alienation to femininity. 89

 

3.4.5           “Woman’s body” speaks. 91

 

Chapter 4: Female Characters of A Lie of the Mind & States of Shock. 92

 

4.1         “A Lie of the Mind”. 93

 

in Shepard’s Viewpoint. 97

 

4.3         The personality of “beaten Beth”. 104

 

4.3.1          Beth’s anxiety-Freud’s and Irigaray’s “lack of orgasm”. 106

 

4.4         Irigaray’s dialectics in women characters. 109

 

 

4.4.1           The relation of mother-daughter (Meg and Beth) 110

 

4.5         Cixous’s literature therapy and dialogues of woman personality. 111

 

4.6         “Transition of Personality” in female characters of A Lie of the Mind. 112

 

4.6.1           “Sally”: Conservative and unrepressed personality. 112

 

4.6.2           Meg and Lorraine: Non-Reborn Mothers. 113

 

4.7         “States of Shock”. 115

 

4.7.1           “White Woman, lack of male’s sex organ”. 117

 

4.7.2           “War, the absence woman identity”. 119

 

Chapter 5: Conclusion. 121

 

5.1         Summing up. 122

 

5.2         Findings. 126

 

5.2.1           Research Questions. 127

 

5.3         Works Cited. 131

 

 

 

 

 

 

 

Chapter One:     Chapter 1: Introduction

 

 

1.1       General Background

 

Sam Shepard (5 November 1943- ) is “the greatest American playwright of his generation” (New York Magazine). In his high school years he began acting and writing poetry. In 1963, he moved to New York City where he met Charlie Mingus who introduced him to a jazz group. In these years he became familiar with Cinema too, he was especially interested in Western movies, which had a great impact on his personality.

 

His father’s personality and his life that is full of immigrations are the factors, which influenced his works. He loved his father so much and had a very friendly relationship with him and maybe the reason for such a relationship is the several travels, which he had with his father.

 

In the sixties, American art was undergoing some basic changes, which were related to autonomy of art and literature from their old traditions; Shepard was also under the influences of these changes. In this period Broadway theatre was put aside and a new theatre was created with the aim of reconstructing society.

 

It was in 1960 that he began his work as a postmodernist in American theatres. Many critics believe that Sam Shepard is the most enjoyable and excitable contemporary playwright in America, but little can be said about what exactly makes his plays interesting and exciting.

 

Shepard deliberately focuses on the issue of family and in this way he somehow psychoanalyzes the system of family in America. He believes that the reason of his emphasis on family issue is that 1960s was a period of family crisis in America and he himself was greatly affected by this crisis. He was raised up in an environment where “men” had the superior and dominant role and “Alcohol” and “violence” were the main threats for Family’s foundation. He clearly stated that the biologic and blood relations between brothers and sisters in a family were always interesting for him (Callens 27-39) which can be seen in Buried Child and A Lie of the Mind.

 

Shepard, who was grown up in a patriarchal family, was always curious and interested in woman’s personality: therefore when he brings a female character in his plays he is actually showing us the unconscious part of his mind. For this reason in the process of writing he does not usually hesitate and he writes spontaneously. He said that he completely wrote “Buried Child” in a spontaneous mode.

 

It can be concluded that he portrays women’s characters through his psychological vision and intuition. In this regard he says:

 

I don’t know that much about my woman’s characters evolutions or their maturity but I think that they gradually become active and strong characters and they are not merely a symbol of something, in my early works they were more of a sign or symbol […] and I think the evolutions and changes of my woman’ characters started with “Curse of the Starving Class” in characters of mother and daughter and then it continued in “Buried Child” and “A Lie of the Mind” (Shepard 25)

انگیزش یکی از عوامل کلیدی است که تعیین کننده­ی موفقیت یا شکست زبان­آموزان در محیط­های  EFLیا  ESL می­باشد. بنابراین مسئولیت سنگینی بر دوش پژوهشگرهای حوزه­ی انگیزش قرار دارد تا معلمان را در جهت ایجاد انگیزش در زبان­آموزان، بالا بردن، و حفظ آن یاری کنند. تحقیق دورنیه و سیزر (1998) در کشور مجارستان اولین مطالعه­ی مهم روی راهبردهای انگیزشی بود. بعد از آنها مطالعات اندکی در این حوزه انجام شد. در این تحقیق 250 نفر معلم ایرانی شرکت کرده­اند و از آنها خواسته شده است که دو نوع پرسشنامه شامل 48 راهبرد انگیزشی را به این شرح کامل کنند: (1) نگرش آنها درباره­ی میزان اهمیت راهبردهای انگیزشی (پرسشنا مه­ی میزان اهمیت) و (2) نگرش آنها درباره­ی میزان استفاده از راهبردهای انگیزشی در کلاس درس (پرسشنامه ی میزان استفاده)، در ضمن نسخه­ی فارسی پرسشنامه­ها به معلمان تحویل داده شده است. نتایج بدست آمده از تحلیل آماری پرسشنامه­ها  مشخص کرد که : راهبردهای انگیزشی ” نمایش رفتار مناسب از طرف معلمان” و “ آشنا کردن زبان آموزان با ارزش­های مربوط به زبان انگلیسی” در هر دو پرسشنامه به ترتیب در رتبه­های اول و دهم ( آخرین رتبه ) قرار گرفته­اند. در میان 10 ماکرو راهبرد انگیزشی استخراج شده از هر دو پرسشنامه، راهبردهای اشاره شده در بالا وابسته به فرهنگ خاصی نیستند و در اکثر فرهنگ­های کشورهای مختلف به میزان مشابهی قابل رویت هستند، ولی تکنیک­های انگیزشی از قبیل: “بوجود آوردن محیطی شاداب در کلاس درس” به نظر می­رسد وابسته به فرهنگ خاص کشورها هستند و میزان اهمیت و کاربرد آنها برای فرهنگ­های کشور های مختلف، متفاوت است. علاوه بر این، مقایسه­ی نتایج پرسشنامه­های “میزان اهمیت” و  “میزان استفاده” مشخص کرد که نگرش معلمان نسبت به اهمیت راهبردهای انگیزشی هیچ رابطه­ای با نگرش آنها نسبت به میزان کاربرد واقعی این راهبردها در کلاس درس ندارد.

 

Abstract

 

Motivation is one of the key factors that determine language learners’ success/ failure in ESL/EFL situation. Thus, it is a major challenge for language motivation researchers to help teachers elicit, enhance, and sustain students’ motivation. Dörnyei and Csizér’s (1998) research in Hungary was the first important study on motivational strategies. Following Dörnyei and Csizér (1998), a few similar studies have been carried out in this realm. 250 Iranian EFL teachers participated in this study and they were asked to rate a list of comprehensive 48 motivational strategies in terms of (1) how much importance, Importance Questionnaire, they attached to these and (2) how often, Frequency Questionnaire, they implemented them in their real teaching practice. The Persian version of the questionnaires was used in this study. The results provide evidence that some strategies like “displaying appropriate teacher behaviors” and “familiarising learners with L2-related values” were ranked first and tenth respectively in both questionnaires. Among ten macro-strategies derived from both questionnaires, some scales like two aforementioned ones are culture specific and can transfer across cultures but some other scales like “Creating a pleasant classroom climate” are culture dependent and vary from culture to culture. Also, comparing the results of two questionnaires revealed that teachers’ attitudes to the Importance of motivational strategies have no relationship with their answers to their actual Frequency of use in real EFL classes.

 

 

 

 

 

 

 

 

 

Table of Contents

 

CHAPTER ONE- INTRODUCTION   1

 

1.1.       Overview   2

 

1.2.Statement of the Problem   3

 

1.3.Significance of the Study  5

 

1.4.Research Questions  6

 

1.5.Definition of Key Terms  7

 

1.6. Limitations of the study  8

 

CHAPTER TWO- REVIEW OF RELATED LITERATURE   10

 

2.1.Overview   11

 

2.2.Conceptualizations of Motivation  11

 

2.3.The Influential Theories of L2 Motivation  13

 

2.3.1. The Social-Psychological Period (1959-1990) 14

 

2.3.1.1. Gardner’s Social-Psychological Theory  14

 

2.3.1.2. Keller’s (1983) Motivational-Design Model 20

 

2.3.2. The Cognitive-Situated Period (1990-2000) 21

 

2.3.2.1.Dörnyei’s (1994) Framework of L2 Motivation  22

 

2.3.2.2. Williams and Burden’s (1997) Model of L2 Motivation  25

 

2.3.2.3. Task Motivation  27

 

2.3.2.4. L2 Motivation Expectancy-Value Theories  28

 

2.3.2.4.1. The Concepts of Self-Confidence and Linguistic Self-Confidence  29

 

2.3.2.4.2. Language Anxiety  31

 

2.3.2.4.3. Attribution Theory of L2 Learning  32

 

2.3.2.5. Achievement Motivation Theory  33

 

2.3.2.6. Self-Determination Theory (SDT) 34

 

2.3.3. The Process-Oriented Period (2000 Onwards) 36

 

2.3.3.1.Dörnyei and Ottó’s (1998) Process Model of L2 Motivation  36

 

2.4. Significance of Motivation/ L2 Motivation  39

 

2.5. Types of Motivation and their Role in SL/FL Acquisition  40

 

2.5.1. Integrative Motivation  40

 

2.5.2. Instrumental Motivation  42

 

2.5.3. Intrinsic Motivation  43

 

2.5.3.1. The Intrinsic Needs of Students  44

 

2.5.3.1.1. The Need for Autonomy and Self-Determination  45

 

2.5.3.1.2. The Need for Competence  45

 

2.5.3.1.3. The Need for Belonging and Relatedness  46

 

2.5.3.1.4. The Need for Self-Esteem    46

 

2.5.3.1.5. The Need for Involvement and Enjoyment 46

 

2.5.3.2. Achieving Intrinsic Motivation in L2 Learning  47

 

2.5.3.3. The Role of Intrinsic Motivation in L2 Learning  47

 

2.5.4. Extrinsic Motivation  48

 

2.6. The L2 Motivational Self System   51

 

2.7. Motivational Strategies  53

 

2.7.1. Creating Basic Motivational Conditions  59

 

2.7.1.1. Demonstrating Proper Teacher Behaviour 59

 

2.7.1.1.1. Teacher’s Enthusiasm    59

 

2.7.1.1.2. Teacher’s Commitment 62

 

2.7.1.1.3. Teacher’s Care and Acceptance  63

 

2.7.1.1.4. Teacher’s Immediacy  65

 

2.7.1.2. Creating a Pleasant Classroom Atmosphere  66

 

2.7.1.3. Promoting Group Cohesiveness and Setting Group Norms  67

 

2.7.2.Generating Initial Motivation  70

 

2.7.2.1. Familiarising Learners with L2 Culture and L2 Related Values  70

 

2.7.2.2. Increasing Learners’ Expectancy of Success  71

 

2.7.2.3. Promoting Learners’ Positive Goals (Goal-Orientedness) and Realistic Beliefs  74

 

2.7.2.4. Relating Language Learning to Learners’ Needs and Goals  77

 

2.7.3. Maintaining and Protecting Motivation  78

 

2.7.3.1. Making Learning Stimulating and Enjoyable  78

 

2.7.3.2. Diminishing Learners’ Anxiety and Building up Their Self-Confidence  79

 

2.7.3.3. Promoting Learners’ Autonomy  82

 

2.7.4. Encouraging Positive Self-Evaluation  83

 

2.7.4.1. Promoting Learners’ Motivational Attributions  83

 

2.7.4.2. Providing Learners with Motivational Feedback  85

 

2.7.4.3. Increasing Learners’ Satisfaction  86

 

2.8. Current Status of English in Iran  90

 

CHAPTER THREE- METHOD   92

 

3.1. Overview   93

 

3.2. Participants  93

 

3.3. Instruments  94

 

3.4. Design  95

 

3.5.Procedure  95

 

3.5.1.Piloting  95

 

3.5.2.Data collection  96

 

3.6. Data Analysis  97

 

CHAPTER FOUR- RESULTS AND DISCUSSION   101

 

4.1. Overview   102

 

4.2. Research Question 1  102

 

4.2.1. Results  102

 

4.2.2. Discussions  109

 

4.3. Research Question 2  110

 

4.3.1. Results  110

 

4.3.2. Discussions  111

 

4.4. Research Question 3  112

 

4.4.1. Results  112

 

4.4.2. Discussions  114

 

4.5. Research Question 4  115

 

4.5.1. Results  115

 

4.5.2. Discussions  117

 

CHAPTER FIVE-CONCLUSION, PEDAGOGICAL IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH   118

 

5.1. Overview   119

 

5.2. Conclusion  119

 

5.3.Pedagogical Implications  121

 

5.4.Suggestions for Further research  126

 

References 137

 

 

 

 

 

 

 

 

 

List of Appendixes

 

Appendix 1: English version of Frequency Questionnaires  127

 

Appendix 2: English version of Importance Questionnaires  130

 

Appendix 3: Farsi version of Frequency Questionnaires  133

 

Appendix 4: Farsi version of Importance Questionnaires  135

 

 

 

 

 

 

 

 

 

List of Tables

 

Table 3.1. Gender of Participants  93

 

Table 3.2. EFL Teaching Experience of Participants  93

 

Table 3.3. Importance and Frequency Survey Results: Descriptive Statistics and Rankings of Ten Macro-strategies and Related Strategies  99

 

Table 4.1. Importance Questionnaires Results:  Descriptive Statistics and Rankings of Ten Macro-strategies and Related Strategies  103

 

Table 4.2. Comparison of the Final Rank Order of the Macro-strategies/scales Obtained in This Study and in Hungary (1998), Taiwan (2007) 110

 

Table 4.3.  Frequency Questionnaires Results:  Descriptive Statistics and Rankings of Ten Macro-strategies and Related Strategies  112

 

Table 4.4. Pearson Correlation Results between Overall Means of Motivational   Strategies of the Importance and Frequency Questionnaires  115

 

Table 4.5.  Pearson Correlation Results between Macro and Micro-strategies of the Importance and Frequency Questionnaires  116

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Figures

 

Figure 2.1. Gardner’s (1985) Socio-Educational Model of Second Language Acquisition (Gardner, 1985, p.199) 15

 

Figure 2.2. Components of Gardner’s Attitude/Motivation Test Battery (AMTB) (Gardner, 1985, 144) 17

 

Figure 2.3. Tremblay and Gardner’s (1995) Model of L2 Motivation (cited in Dörnyei& Ushioda, 2011, p.48  19

 

Figure 2.4. Dörnyei’s (1994) Model of L2 Motivation (Dörnyei, 1994a, p.280) 24

 

Figure 2.5. Williams and Burden’s (1997) Framework of L2 Motivation (cited in Dörnyei & Ushioda, 2011, p.54) 26

 

Figure 2.6. Schematic Representation of the Three Mechanisms Making up the Motivational Task- Processing System (cited in Dörnyei & Ushioda, 2011, p.96) 28

 

Figure 2.7. Dörnyei and Ottó’s (1998) Process Model of L2 Motivation (Dörnyei and Ottó, 1998, p.48) 38

 

Figure 2.8. Gardner’s Conceptualisation of the Integrative Motivation (Gardner, 1986, p.87) 41

 

Figure 2.9. Dörnyei’s L2 Motivational Self System (cited in Dörnyei & Usioda, 2011, p. 52) 52

 

Figure 2.10. The Components of Motivational L2 Teaching Practice (cited in Dörnyei & Ushioda, 2011, p.108) 58

 

Figure 2.11. Knight’s (2006) Model of Teacher’s Credibility (Dörnyei & Ushioda, 2011, p.108) 61

 

 

 

 

 

 

 

List of Abbreviations

 

TEFL: Teaching English as a Foreign Language

 

ESL: English as a Second Language

 

EFL: English as a Foreign Language

 

SL: Second Language

 

FL: Foreign Language

 

L2: Second Language

 

SDT: Self-Determination Theory

 

AMTB: Attitude/Motivation Test Battery

 

ARCS: Attention, Relevance, Confidence, Satisfaction

 

CET: Cognitive Evaluation Theory

 

ESOL: English for Speakers of Other Languages

 

MOLT: Motivation Orientation of Language Teaching

 

COLT: Communication Orientation of Language Teaching

 

LSP: Language for Specific Purposes

 

NO: Number

 

M: Mean

 

SD: Standard Deviation

 

Diff: Difference

 

Corr.: Correlation

 

Sig.: Significance

 

 

 

 

 

 

 

CHAPTER ONE- INTRODUCTION

 

 

 

 

 

 

 

1.1.  Overview

 

In the field of second or foreign language (L2) teaching and learning, motivation is a significant factor that leads to the language learners’ success or failure. Motivation is the most used concept for explaining the failure or success of a learner. Dörnyei (1998) claimed that motivation is a key to learning. It is an inner source, desire, emotion, reason, need, impulse or purpose that moves a person to a particular action. Motivation has been regarded as one of the main factors that influence the speed and amount of success of foreign language learners. This issue seems to be highly related to the educational context of Iran where it is seen that many Iranian learners of English as a Foreign Language (EFL) fail to reach at least an average level of proficiency in English. As Dörnyei (2001b) claims, motivation is not a concrete concept; it is an abstract and hypothetical concept that is used to explain why people think and behave in certain situations as they do.

 

Students’ lack of motivation in language leaning contexts is a major problem for language teachers. According to Dörnyei (as cited in Marie-Jose´ Guilloteaux, 2013), a lot of researchers have tried to help teachers find ways of motivating language learners. In spite of the studies which have been done in this regard, the cultural and ethno-linguistic differences in various contexts were one of the important motives of doing this research.

 

Accordingly, the aim of this research is to evaluate (a) the extent to which a list of motivational strategies derived from Western educational contexts are perceived as relevant by Iranian EFL teachers and (b) the cross-cultural validity of those motivational strategies. To this effect, the present study builds on Dörnyei and Csizér ’s (1998) initial investigation in Hungary and on its modified replication conducted in Taiwan(Cheng and Dörnyei, 2007) and strives to find out how the same concept functions in Iran.

 

 

1.2.  Statement of the Problem

 

Regarding the complex nature of motivation and its remarkable influence in second and foreign (L2) language learning, there are a growing number of studies focusing on motivation and motivational strategies in language teaching and learning settings. Dörnyei (as cited in Marie-Jose´ Guilloteaux, 2013) believes that until the early 1990s, most of the researchers studied motivation from a social psychological perspective. Much of the research in this period has been initiated and inspired by two Canadian psychologists, Robert Gardner and Wallace Lambert, who, together with their colleagues and students, grounded motivation research in a social psychological framework. Gardner and his associates also established scientific research procedures and introduced standardized assessment techniques and instruments, thus setting high research standards and bringing L2 motivation research to development (Ellis, 2008). Although Gardner’s motivation construct did not go unchallenged over the years, it was not until the early 1990s that a marked shift in thought appeared in papers on L2 motivation as researchers tried to reopen the research agenda in order to shed new light on the subject. The main problem with Gardner’s social psychological approach appeared to be, ironically, that it was too influential. While acknowledging unanimously the fundamental importance of the Gardnerian social psychological model, researchers were also calling for a more pragmatic, education-centered approach to motivation research, which would be consistent with the perceptions of practicing teachers and which would also be in line with the current results of mainstream educational psychological research. It must be noted that Gardner’s motivation theory does include an educational dimension and that the motivation test he and his associates developed, the Attitude/Motivation Test Battery (AMTB), contains several items focusing on the learner’s evaluation of the classroom learning situation. However, the main emphasis in Gardner’s model and the way it has been typically understood is on general motivational components grounded in the social milieu rather than in the foreign language classroom. For example, the AMTB contains a section in which students’ attitudes toward the language teacher and the course are tested. This may be appropriate for measurement purposes, but the data from this section does not provide a detailed enough description of the classroom dimension to be helpful in generating practical guidelines. Finally, Gardner’s motivation construct does not include details on cognitive aspects of motivation to learn, whereas this is the direction in which educational psychological research on motivation has been moving during the last fifteen years.

 

Gardner’s social psychological approach has never clearly approached the classroom implications of motivation theory and it did not help language teachers in promoting their teaching practice. However around the 1990s, second and foreign language motivation research has seen an explosion of interest and the researchers have studied motivation from a more education-based perspective. In this period the authors’ attention were shifted to cognitive-situated view of motivation and situation-specific factors like learning and teaching situation were given more attention (Ellis, 2008). Authors like Dörnyei (2001a) gave prominence to more process-oriented view of motivation with an emphasis on dynamic nature of motivation and its temporal variation. Recently, some nearly similar studies on motivational strategies have been carried out by some authors like Dörnyei and Csizér ’s (1998) in Hungary, Cheng and Dörnyei (2007) in Taiwan, Hsu (2008) in Taiwan, Kassing (2011) in Indonesia, Gilloteaux and Dörnyei (2010) in South Korea, and Alrabai (2011) in Saudi-Arabia. Thus, the similarities and differences in the use of motivational strategies by English teachers in different educational contexts have been identified. Similar to the aforementioned studies, in the present study, it has been attempted to identify the top 10 strategies that Iranian EFL teachers perceive as the most important for promoting students’ L2 motivation in the language classroom. By comparing the results of this study with others conducted in different educational setting in different countries, we can recognize the motivational strategies which are culture dependent or vise-versa.  In addition, we want to design practical techniques for educators and teachers of English in Iran that can be used to effectively implement motivational strategies in the L2 classroom. And again this study wants to identify the proportion with which Iranian English teachers perceive the list of motivational strategies important for language classes or the proportion with which they use these strategies in their actual language teaching situations. By making a complete list of motivational strategies that are more useful and practical in EFL context of Iran, the English teachers can make use of them for finding ways of eliciting, enhancing, and sustaining students’ motivation.

 

As mentioned earlier, Dörnyei and Cheng (2007) carried out a research to identify the use of motivational strategies among Taiwanese English teachers. They explored the frequency and the importance of the strategies used by Taiwanese English teachers. They compared these results with the findings of the nearly identical study conducted by Dörnyei and Csizér (1998) in Hungry. Similar to the aforementioned studies in Hungary and Taiwan, the current study is based on Dörnyei’s (2001b) framework of motivational teaching practice in the L2 classroom, which was based on the process-oriented model by Dörnyei and Otto (1998). Therefore, the frequency and the importance of the use of motivational strategies among Iranian EFL teachers will be studied to reveal the similarities and differences between Iranian teachers’ ratings of motivational scales and the other countries’. Whether unique cultures of different countries can influence the teachers’ ratings or strategy use or not? Which strategies are culture-specific or culture-dependent?