structure of this research is based upon Fairclough’s framework (1989, 1995) which is employed by Dr. Farahzad in Translation Criticism (2007). The corpus used for analysis in this research consists of two books and their corresponding Persian translations: the first book is Killing Hope: US Military and CIA Interventions since World War ΙΙ by William Blum (2003) translated by Abdorreza Houshang Mahdavi as ” . “سرکوب امید، دخالت­های نظامی آمریکا و سازمان سیا از جنگ جهانی دوم به بعد”  The second book is All the Shah’s Men by Stephen Kinzer (2003) translated by Shahryar Khavvajian and entitled “”همه مردان شاه، کودتای آمریکایی 28 مرداد و ریشه­های ترور در خاور میانه. Examining both texts and their translations from two perspectives of microlevel and macrolevel in chapter 4 illuminated the fact that both translators employed different devices to change the ideological positioning of the source texts and deviate the readers from the route they might have taken through reading the ST toward the one they presumed it was more ideologically efficient regarding the community the books were translated for.

 

  

 

TABLE OF CONTENT

Introduction

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

Review of the Related Literature

2.1. Introduction……………………………………………………………..10

2.2. The History of Critical Discourse Analysis…………………………12

2.3. Ideology………….………………………………………………….13

2.4. Ideology and Power ……………..………………………………….15

2.5. Translation and Power………………………………………………18

2.6. Impact of Translation on Representation……………………………21

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

2.8. Norman Fairclough on CDA………………………………………..28

2.9 Tenn Adrianus Van Dijk on CDA…………………………………..32

 

2.10. Farzaneh Farahzad on CDA………………………………………36

2.10.1 Microlevel ……………………………………………………37

2.10.1.1 Vocabulary………………………………………………37

2.10.1.2 Grammar…………………………………………………38

2.10.1.3 Multimodal Elements……………………………………40

2.10.1.3.1Multimodal Discourse Analysis……………………40

2.10.2. Macrolevel……….………………………………………………………41

Methodology

3.1. Introduction………………………………………………………………44

این مطلب را هم بخوانید :

3.2. Restatement of Research Questions………………………………..44

3.3. Type of Research …………………….…………………………….45

3.4. Corpus ………………………………………………………………45

3.5. Procedure …………………………………………………………..45

3.5.1. Data Collection ………………..………………………………46

3.5.2. Instrument and Data Analysis……….……………………….47

3.5.2.1Microlevel………………………………………………………..47

3.5.2.1.1. Vocabulary…………………………………………47

3.5.2.1.2. Grammar……………………………………………47

3.5.2.1.3. Analyzing the Cover pages…………………………48

3.6.1.3.1. Method of Analyzing Cover pages………………48

3.5.2.2. Macrolevel………………………………………………48

3.5.2.2.1. Analyzing Translators’ Judgments…………………48

3.5.2.2.2. Translation Strategies………………………………49

3.5.3. Data Sheet……………………………………………………..49

Results and Discussions

4.1 Overview ………………………………………………….52

4.2 Microlevel Analysis…………………………………………………52

4.2.1 Vocabulary……………………………………………………..53

4.2.2. Grammar………………………………………………………54

4.2.2.1 Passive Transformation……………………………………57

4.2.3. Cover page Analysis ………………………………………….58

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

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

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

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

4.3. Macrolevel……………………………..……………………………68

4.3.1. Translator’s Judgments…………………………….………….68

4.3.2. Translation strategies………………………………..…………72

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

4.3.2.1.1 Omission Strategy……………………………………74

4.3.2.1.2 Substitution/ Alteration strategies…………………..77

4.3.2.1.3 Explicitation…………………………………………84

4.3.2.1.4 Mistranslation Strategy………………………………86

4.3.2.1.5 Addition Strategy……………………………………87

4.3.2.1.6 Undertranslation Strategy……………………………89

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

4.3.2.2.1 Omission Strategy……………………………………91

4.3.2.2.2 Substitution/ Alteration Strategies……………….…97

4.3.2.2.3 Explicitation Strategy………………………………107

4.3.2.2.4 Addition Strategy………………………………..…109

4.3.2.2.5 Undertranslation Strategy………………………….113

Conclusion

5.1 Introduction…………………………………………………….….116

5.2 Conclusion…………………………………………………..……..117

5.3 Pedagogical Implications………………………………………..…118

5.4 Suggestion for Further Research…………………………………..119

Bibliograghy………………………………………………….………120

 

 

 

List of Tables and Images

Tables:

Table 3.1 sample of verb tables………………………………………….49

Table 3.2 sample of strategy tables……………………………………..50

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

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

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

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

Table4.4 …………………………………………………………………74

Table 4.5…………………………………………………………………74

Table 4.6…………………………………………………………………75

Table 4.7…………………………………………………………………75

Table 4.8…………………………………………………………………75

Table 4.9…………………………………………………………………76

Table 4.10……………………………………………………………….77

Table 4.11……………………………………………………………….77

Table 4.12……………………………………………………………….78

Table 4.13……………………………………………………………….79

Table 4.14……………………………………………………………….79

Table 4.15……………………………………………………………….80

Table 4.16……………………………………………………………….80

Table 4.17……………………………………………………………….81

Table 4.18……………………………………………………………….81

Table 4.19……………………………………………………………….82

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 پایان نامه - مقاله - متن کامل این مطلب را هم بخوانید : گزارش عملکرد یک سال گذشته وبسیما 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

regard, the researcher determines to benefit from Jean-François Lyotard’s postmodern theory to scrutinize the authoritative system in the postmodern society. In fact, Lyotard and other prominent postmodernist philosophers are of the opinion that the individual is severely influenced and manipulated by the capitalist system. In the postmodern social theory, the individual is defined as a dependant, fluid, receptive and inert being; he is a minor constituent of the global capitalism which exploits him to serve its interests. The researcher applied the theory of Lyotard on “Thanasphere”, “The Package”, “Poor Little Rich Town”, “Souvenir”, “The Cruise of the Jolly Roger”, “Custom-Made Bride”, and “2BR02B” from the collection of Bagombo Snuff Box; since, all the selected short stories narrate the social atmosphere after the Second World War while the capitalist economic system flourished to global capitalism. The researcher concludes that in the selected short stories the system of post-industrial capitalism produces its legitimated social institutions and apparatuses such as knowledge and truth by which it implements the normative behavior, standards and prevalent values in the social body. Capitalism regulates the social activities by the processes of homogenization and universalization; therefore, it produces the grand narratives and language games to direct the social interactions. In addition, the social subject is the product of power system. The postmodern social subject is a relational self as he is inevitably influenced by the legitimated social activities and participates in them. He has to learn the rules of the legitimated genres of discourse and to perform efficiently. Accordingly, during these social participations, he is gradually manipulated to conform to the advantage of power. Key Terms: capitalism, power, language game, grand narrative, social subject, performativity. چکیده این پژوهش ساختار و شکل گیری فردیت اجتماعی را درگلچینی از داستان های کوتاه کرت وانگات بررسی میکند.در این رابطه٬ پژوهش گر بر آن شد تا از تئوری پست مدرن ژان فرانسوا لیوتارد برای بررسی نظام قدرتمند اقتصادی عصر پست مدرن سود جوید. در واقع٬ لیوتارد و دیگر فیلسوفان برجسته مکتب پست مدرن بر این باورند که انسان به شدت تحت تاثیر سلطه نظام سرمایه داری است. در تئوری پست مدرن انسان به عنوان موجودی وابسته٬ متغیر٬ پذیرنده و منفعل تعریف شده است. او یک جزء کوچک در نظام جهانی سرمایه داری است که منافع آن از طریق بهره کشی از انسان ها تامین میشود. پژوهش گر تئوری لیوتارد را بر داستانهای کوتاه تاناسفر٬ مجموعه٬ شهر غنی کوچک فقیر٬ سوقاتی٬ سفر جالی راجرز٬ عروس سفارشی و 2ب ر20ب از مجموعه داستان انفیه دان باگومبو پیاده کرد. همه داستان های کوتاه فضای اجتماعی پس از جنگ جهانی دوم که با شکوفایی اقتصاد سرمایه داری جهانی همراه بود را روایت میکنند. پژوهش گر به این نتیجه دست یافت که در داستان های کوتاه انتخاب شده سرمایه داری فراصنعتی نهادها و ابزارهای اجتماعی مشروعی چون دانش و واقعیت را تولید میکند و با 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 این مطلب را هم بخوانید : نوزاد ۸ ماهه ای که بدون اسم است 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

 

The present study is an attempt to investigate the effect of teaching “Collaborative Strategic Reading Approach (CSR)” on the reading comprehension of Iranian intermediate EFL learners. To fulfill this objective, a group of 85 female learners attending English courses at Safir Language School took a sample PET as a proficiency test, 64 of them were selected as homogenous learners and were divided into two groups of experimental and control. In the next step, a piloted pretest of reading was administered in both groups. All classes of the two groups were instructed by the same teacher (the researcher) using the same material. The only difference was that the experimental group received CSR strategy training based on Klingner, Vaughn, & Schumm, (2001) model, while the control group received a common teaching program of Safir Language School which is not concerned with teaching strategies.  At the end of the training, a piloted post-test of reading comprehension (was administered to both groups. The analysis of the test scores using t-test revealed that experimental group did statistically better in their post-test, which means that an increase in students’ performance in reading comprehension due to the effect of CSR approach was occurred. The implication is that CSR strategy training can be included in regular English reading courses. This result may help EFL teachers to bear in mind the beneficial of teaching strategies especially when dealing with reading comprehension.

 

 

 

 

 

 

	IV

 

 

TABLE OF CONTENTS

ABSTRACT………………………………………………………………………IIIACKNOWLEDGEMENTS……………………….…………………………….IV

TABLE OF CONTENTS…………………………………………………………V

LIST OF TABLES……………………………………………….……………VIII

 

LIST OF FIGURES………………………………………….………………….IX

CHAPTER I: BACKGROUND AND PURPOSE………………………………1

1.1 Introduction……………………………………………………………………………………2

1.2 Statement of the Problem………………………………………………………………………7

1.3 Statement of the Research Question…………………………………….…………………….9

1.4 Statement of the Research Hypothesis…………….………………………………………….10

1.5 Definition of Key Terms………………………………………….………………………….10

1.5.1 Collaborative Strategic Reading (CSR) ……….………………..…..……….………….10

این مطلب را هم بخوانید :

1.6 Significance of the Study……………………………………………..………………………11

1.7 Limitations and Delimitations …………..……………………………………………….…..12

1.7.1 Limitations……………………………………………………….………………………12

1.7.2 Delimitations……………………………………………………………………………..13

CHAPTER II: REVIEW OF THE RELATED LITERATURE………………15

2.1Introduction…………………………………….………..….…..……………………………16

2.2 Reading…………………………………………………………….…………………………16

2.2.1 Models of Reading………………………………………………………………………..17

2.2.2 Components of Reading…………………………………………………………………..19

2.2.3 Foreign Language Reading……………………………………………………………….20

2.3 Reading Comprehension……………………………………………………………………..22

2.3.1 Definitions of Reading Comprehension…………………………………………………..24

2.3.2 Categories of Reading Comprehension………………………………..…………………25

2.3.3 Influential Factors in Reading Comprehension………………………….………………27

2.4 Reading Strategies……………………………………………………………………………28

V

2.4.1 Definitions of Reading Strategies………………………………………………………..30

2.4.2 Categories of Reading Strategies…………………………………………….…………..31

2.4.3 Reading Strategies and Reading Comprehension…………………………..……………32

2.4.4 Reading Strategies Studies in Iran………………………………………….……………35

2.5 Skilled Versus Unskilled Readers……………………………………………………………36

2.6 Collaborative Strategic Reading……………………………………………………………..42

2.6.1 Strategies Used in Collaborative Strategic Reading………………………..……………42

2.6.2 Collaborative Strategic Reading Training………………………………………………..47

2.6.3 Theoretical Background for CSR…………………………………………….…………..54

2.6.4 Studies Related to Collaborative Strategic Reading…………………………..…………62

CHAPTER III: METHOD…………………………….………………………..68

3.1 Introduction…………………………………………………………………..………………69

3.2 Participants……………………………………………………………………………………69

3.3 Instrumentation………………………………………………………………………………70

3.3.1 Language Proficiency Test Used for Homogenization……………………………….….70

3.3.2 Rating Scales…………………………………………………………..………………….72

3.3.2.1 Writing Rating Scale of PET……………………………………………..………….72

3.3.2.2 Speaking Rating Scale of PET……………………………………………………….72

3.3.3 Pretest……………………………………………………………………………………..72

3.3.4 Post-test …………………………………………………………………………………..73

3.3.5 Material………………………………………………………………………………..….73

3.3.6 Cue Cards………………………………………………………………………………….74

3.3.7 CSR Learning Logs……………………………………………………………………….75

3.3.8 Clunk Cards ………………………………………………………………………………75

3.4 Procedure…………………………………………………………………………….………76

3. 5 Design of the Study………………………………………………………………………….89

3.6 Statistical Analysis……………………………………………………………………………89

CHAPTER IV: RESULTS AND DISCUSSION……………………………….91

4.1 Introduction…………………………………………………………………………………..92

4.2 Participant Selection…………………………………………………………………………92

VI

4.2.1 Descriptive Statistics of the PET Proficiency Test Piloting……………………………..93

4.2.2 Descriptive Statistics of the PET Proficiency Test Administration…………..…………97

4. 3 Dividing the Participants into the Two Groups…………………………………….……….98

4.3.1 Descriptive Statistics of Reading Comprehension Pretest Piloting…………..…………98

4.3.2 Descriptive Statistics of Reading Comprehension Post-test Piloting…………..……….99

4.4 Checking the Normality……………………………………………………………………100

4.5 Pretest of Reading Comprehension Administration……………………………………..…101

4.6 Research Question………………………………………………………………………….103

4.7 Criterion Referenced Validity………………………………………………………………106

4.7.1 K-R 21 Reliability Indices…………………………………………………….………..107

4.8 Discussion………………………………………………………………………………….107

CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS..109

5.1 Introduction…………………………………………………………………………………110

5.2 Conclusion………………………………………………………………….………………111

5.3 Pedagogical Implications…………………………………………………..……………….111

5.3.1 Implications for EFL Teachers……………………………………………….…………112

5.3.2 Implications for EFL Learners……….………………………………………..…….…113

5.3.3 Implications for EFL Syllabus Designers and Curriculum Developers………….…….113

5.4 Suggestions for Further Research…………………………………………………………..114

REFERENCES………………………………………………………………….116

APPENDICES………………………………………………………..…………130

Appendix A: Language Proficiency Test Used for Homogenization (PET)…………..……….

Appendix B: Writing Rating Scale of PET………………………………..……………………

Appendix C: Speaking Rating Scale of PET……………………………………………………

Appendix D: Pretest……………………………………………………………….……………

Appendix E: Post-test…………………………………………………………………………..

Appendix F: Cooperative Learning Group Roles………………………………………………

Appendix G: CSR Learning Log……………………………………………………………….

 

	VII

 

LIST OF TABLES

 

Table 3.1: Number of Participants in Experimental and Control Groups………..………………69

Table 3.2: Stage 1 of CSR’s Plan for Strategic Reading……………………………..…………..81

Table 3.3: Stage 2 of CSR’s Plan for Strategic Reading…………………………..……………..83

Table 3.4: Stage 3 of CSR’s Plan for Strategic Reading………………………………………….84

Table 3.5: Stage 4 of CSR’s Plan for Strategic Reading……………………………..…………..86

Table 4.1: Descriptive Statistics of the PET Piloting……………………………………………93

Table 4.2: Reliability of the PET Piloting before Deletion of Malfunctioning Items……………94

 

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

این مطلب را هم بخوانید :

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 Stone\Tell 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 Stone\Tell me more…………………………………………………………. 49

Table 4.20: Item 16: I Prefer to Learn English through Rosetta Stone\Tell 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