Azarbaijan Tourism Texts according to Vlahov and Florin (1980) categorization to contrast them with their English versions to find out whether they are domesticated or foreignized according to Venuti’s (1995) theory. This thesis discusses and describes the domesticating and foreignizing translation techniques that are introduced by Lawrence Venuti, applied in the English translations of culture-specific items of Eastern Azarbaijan tourism brochures. It is important to transmit the message adequately, or it may lead to loss of business. Domesticating and foreignizing strategies are popular in translation studies and each of them has its own advantages and disadvantages in translating tourist texts. Domestication approach describes the translation strategy in which a transparent and fluent style is adopted in order to minimize the strangeness of the foreign text for TL readers. Foreignization approach designates the type of translation in which a TT is produced which deliberately breaks target conventions by retaining something of the foreignness of the original. This study first gives a short overview of the concept of culture-specific items and of the domesticating and foreignizing approaches of translation that are applied when translating them. Then it is going to do a contrastive analysis of culture-specific items of Eastern Azarbaijan in Persian language and their translation in English based on domesticating and foreignizing theories to identify the cultural gap in tourism brochures. Finally, based on the study and analysis of domestication and foreignization from the prospective of culture, this thesis draws a conclusion that foreignization should be the major strategy for translation of culture specific items exist in Eastern Azarbaijan Tourism Texts with domestication as a supplement. The results observed in this thesis, is shown on the figures as well. In the process of English globalization, the strategy of foreignizing translation is not only faithful to the original, but also a way to protect and develop Azeri and Persian language and culture. Key Words: Translation, Culture, Domestication, Foreignization, Tourism Texts, Eastern Azarbaijan Abbreviations: Source Text: ST Target Text: TT Culture Specific Item: CSI Table of Content Title Page Abstract Dedication Acknowledgements Abbreviations Table of Content…………………………………………………………………….………….I List of Tables………………………………………………………………………………..XVI List of Figures………………………..………………………………………………………XVI Chapter One: Introduction………………………………………………………………..……1 1.1. Overview….……………………………………………………………………….1 1.2. Statement of the Problem……………………………………………………….…6 1.3. Purpose of the Study………………………………………………………………7 1.4. Significance of the Study………………………………………………………….8 1.5. Research Questions and Hypothesis………………………………………………8 1.5.1. Research Questions………………………………………………………8 1.5.2. Research Hypothesis…………………………………………………….9 1.6. Definition of key terms……………………………………………………………9 1.6.1. Translation………………………………………………………………9 1.6.2. Cultural Translation……………………………………………………10 1.6.3. Domestication………………………………………………………….10 1.6.4. Foreignization………………………………………………………….10 1.7. Limitations and Delimitations……………………………………………………10 1.7.1. Limitations……………………………………………………………..10 1.7.2. Delimitations……………………………………………………………11 1.8. Theoretical Framework…………………………………………………………..11 Chapter Two: Review of the Related Literature…………………….………………………..12 2.1. History of the Theory of Translation…………………………………………….12 2.1.1. Domestication in Early Translation in England…………………………….14 2.1.2. Domestication in Early Translation Theories……………..……………17 2.1.3. Fluency Techniques and Alternative Translation Strategies in the 17th-18th Centuries26 2.1.4. Victorian Age and Foreignization………………………………………32 2.1.5.Early 20th century–theory and practice in Britain and America……….41 2.1.6. Alternative points of view…………………………………..……….…44 2.1.7. Theory and Practice in the 1960s……………………………………….49 2.1.8. The cultural turn in translation studies………………………………….54 2.1.9.Criticism of Venuti’s Theory of Domestication and Foreignization……65 2.1.10. Conclusion……………………………..……………………………..76 2.2. Culture Specific Items……………………………………………………….……79 2.3. Tourism…………………………………………………………………………..83 2.3.1. Tourist…………………………………………..………………….…..86 2.4. Eastern Azarbaijan……………………………………………………………….87 2.4.1. Tabriz……………………………………………………………………89 2.4.1.1. Tabriz is the City of Beauties………………….……………..89 2.4.1.2. Tabriz from the View of Tourists…………………………….91 2.4.1.3. The Famous Persons and Luminaries of Tabriz………………93 2.4.1.4. Tabriz the City of Pioneers……………………………….….94 Chapter Three: Methodology………………………………………………………………….95 3.1. Overview……………………………………………………….…………………95 3.2. Design……………………………………………………………………………97 3.3. Corpus…………………………………………………………………………….97 3.4. Samples…………………………………………………………………………..98 3.5. Instrumentation…………………………………………………………………..98 3.6. Data Collection and Data Analysis Procedure……………….…………………..98 Chapter Four: Data Analysis…………………………………………………………..…….100 4.1. Overview………………………………………………………………………..100 4.2. Samples…………………………………………………………………………..105 4.2.1. Geographical Culture Specific Items……………..…………………..106 4.2.1.1. Sample 1. Magbarat-al-Shoara…………………….…..……106 4.2.1.2. Sample 2. Arg-E-Alishah……………..…………….………108 4.2.1.3. Sample 3. Masjid-E-Kabud…………………………….……110 4.2.1.4. Sample 4. El-Goli (Shah-Goli)………….……………….….111 4.2.1.5. Sample 5. Boq-E Saheb-ol-Amr………….…………………112 4.2.1.6. Sample 6. Pol-E Aji Chai…………………..…………….…113 4.2.1.7. Sample 7: Borj-E Khalat-Pooshan………………………….114 4.2.1.8. Sample 8. Hamam-E Nobar…………………………………115 4.2.1.9. Sample 9. Rabae Rashidiye…………………………….……115 4.2.1.10. Sample 10. Boq-E Oun-ibn-E Ali…………………….……116 4.2.1.11. Sample 11. Bagh-E Do-Kamal…………….…………………..117 4.2.1.12. Sample 12. Mooz-E-Ye Azarbaijan………………….……118 4.2.1.13. Sample 13. Meidan-E Shohada………………………………..119 4.2.1.14. Sample 14. Pol-E Ghari……………………………….…..120 4.2.1.15. Sample 15. Khan-E-Ye Mashrooteh………………….……121 4.2.1.16. Sample 16. Bazaar-E Tabriz……………….………………123 4.2.1.17. Sample 17. Bagh-E Golestan………………………….…..123 4.2.1.18. Sample 18. Mooze-Ye Sanjesh…………………………….124 4.2.1.19. Sample 19. Masjid-E Jame Tabriz…………………………125 4.2.1.20. Sample 20. Boqe Seyyed Hamzeh…………………………127 4.2.1.21. Sample 21. Borj-E Atashneshani…………………….……127 4.2.1.22. Sample 22. Masjid-E Ostad Shagerd……….……………..128 4.2.1.23. Sample 23. Khane-YE Haidar Zade……………….………129 4.2.1.24. Sample 24. Mouze-YE Qajar………………………………130 4.2.1.25. Sample 25. Darre-YE Liqvan………….…………………..131 4.2.1.26. Sample 26. Aji Chay (Talkheh Rood)…………….……….131 4.2.1.27. Sample 27. Pol-E Kabli (Etehad-E Melli)………..……….132 4.2.1.28. Sample 28. Boq-E Seyyed Ibrahim…………….………….133 4.2.1.29. Sample 29. Bazaar-E Ghazan………….…………….…….133 4.2.1.30. Sample 30. Jadde Abrisham…………………………….…134 4.2.1.31. Sample 31. Timche Amir………………………….………134 4.2.1.32. Sample 32. Timche Mozafari-E………….………………..135 4.2.1.33. Sample 33. Qoll-E Sorkhab……………….………………135 4.2.1.34. Sample 34. Kakh-E Ostandari………………………….….136 4.2.1.35. Sample 35. Khangah-E Goosh Khane…….…………….…136 4.2.1.36. Sample 36. Ghar-E Qadamqah…………….……………….137 4.2.1.37. Sample 37. Cheshme Tap Tapan……………………..……138 4.2.1.38. 4.2.1.38. Sample 38. Daryache-YE Uremia……………………138 4.2.1.39. Sample 39. Hammam-E Mehr Abad……………………….138 4.2.1.40. Sample 40. Masjid-E Mehr Abad……….…………………139 4.2.1.41. Sample 41. Abshar-E Asiyab Kharabeh….……………….139 4.2.1.42. Sample 42. Borj-E Dozal………………….………………140 4.2.1.43. Sample 43. Qale-YE Kordasht………………….…………140 4.2.1.44. Sample 44. Hammam-E Kordasht………….……………..141 4.2.1.45. Sample 45. Darre-YE Kabutaran……………………….…141 4.2.1.46. Sample 46. Abshar-E Sarkand Dizaj……………………….142 4.2.1.47. Sample 47. Kelisa-YE Mujumbar……………………………..142 4.2.1.48. Sample 48. Emarat-E Thomanians…………………………143 4.2.1.49. Sample 49. Kelisa-YE Veinaq…………………………….144 4.2.1.50. Sample 50. Qale-YE Babak………………………….……144 4.2.1.51. Sample 51. Gunbad-I Ghaffariye…………………….……145 4.2.1.52. Sample 52. Gunbad-I Kabood……………………………..145 4.2.1.53. Sample 53. Pol-E Dokhtar………………………….……..146 4.2.1.54. Sample 54. Rood Khane-YE Gizil Uzan…………….……147 4.2.1.55. Sample 55. Qale Dokhtar…………………………….……147 4.2.1.56. Sample 56. Qaflankooh…………………………………….148 4.2.1.57. Sample 57. Mantaqe-YE Chichakli……….………………149 4.2.1.58. Sample 58. Qale Jowshin………………….………………149 4.2.1.59. Sample 59. Qale Zahak…………………….………………150 4.2.1.60. Sample 60. Kooh-E Sormelu……………….……………..150 4.2.1.61. Sample 61. Kooh-E Bozgush………………………….…..150 4.2.1.62. Sample 62. Kooh-E Kamtal…………………………….…151 4.2.1.63. Sample 63. Hammam-E Chaharsue…………………….…152 4.2.1.64. Sample 64. Masjid-E Roomian………………………………..152 4.2.1.65. Sample 65. Bana-YE Tappe Mosalla………….…………..153 4.2.1.65. Sample 65. Maqbare Oliya-Ye Qazi Jahan………………..153 4.2.1.66. Sample 66. Boqe Pir Jabir………………………………….154 4.2.1.67. Sample 67. Masjid-E Sakhre-IE Gadamqah……………….154 4.2.1.68. Sample 68. Mantaqe-YE Geermizigol…….………………154 4.2.1.69. Sample 69. Masjid-E Ojuzlu…………………………………..155 4.2.1.70. Sample 70. Kooh-E Sultan Daghi…………………….……155 4.2.1.71. Sample 71. Qale Pishtu…………………….………………155 4.2.1.72. Sample 72. Karvansara-YE Al-Khalaj………………….…156 4.2.1.73. Sample 73. Talab-E Quri Gol……………………….…….156 4.2.1.74. Sample 74. Mantaqe-YE Shah Yurdi………………………157 4.2.1.75. Sample 75. Pol-E Panj Chashme……………………..……157 4.2.1.76. Sample 76. Masjid-E Zargaran……………………….……158 4.2.1.77. Sample 77. Kelisa-YE Choopan……………………….….158 4.2.1.78. Sample 78. Kooh-ha-YE Sangi Uch Gizlar….……………159 4.2.1.79. Sample 79. Cheshme-YE Pir Sagga………….……………159 4.2.1.80. Sample 80. Abshar-E Pir Sagga……………………………160 4.2.1.81. Sample 81. Ghar-E Hajji Abad…………………………….160 4.2.1.82. Sample 82. Pol-E Gavdush Abad………………….………161 4.2.1.83. Sample 83.Maqbare-YE Ilkhani-YE Asafestan……………161 4.2.1.84. Sample 84. Ab-E Garm-E Asbfrooshan………….………..161 4.2.1.85. Sample 85. Ab-E Garm-E Allah-Haq………………….….162 4.2.1.86. Sample 86. Kelisa-YE Sohrel………………………….….162 4.2.1.87. Sample 87. Pol-E Tirvan……………………………….….163 4.2.1.88. Sample 88. Pol-E Tarikhi Gizil Korpu………….………….163 4.2.1.89. Sample 89. Qale Barazlu…………………………………..164 4.2.1.90. Sample 90. Sakhteman-E Inali………….…………………164 4.2.1.91. Sample 91. Borj-E Farrokhi……………………….………164 4.2.1.92. Sample 92. Pol-Ha-YE Khoda-Afarin….…………………165 4.2.1.93. Sample 93. Borj-E Qarluja………….……………………..165 4.2.1.94. Sample 94. Galae Darasi……………………….………….166 4.2.1.95. Sample 95. Ab-E Garm-E Motaaleg……….………………166 4.2.1.96. Sample 96. Zoghal Akhte……………………………..……167 4.2.1.97. Sample 97. Borj-E Modavar……………….………………168 4.2.1.98. Sample 98. Gunbad-I Sorkh…………………….…………168 4.2.1.99. Sample 99. Sadd-E Alavian………………………….……169 4.2.1.100. Sample 100. Ghar-E Kabootar……………………….…..169 4.2.1.101. Sample 101. Mabad-E Mehr………………………….….170 4.2.1.102. Sample 102. Hammam-E Khaje Nasir………….………..170 4.2.1.103. Sample 103. Tappe Yaldor……………….…………………..171 4.2.1.104. Sample 104. Shorsu………….……………………….…..171 4.2.1.105. Sample 105. Aqche Qala……………….…………………172 4.2.1.106. Sample 106. Gunbad-I Allah Allah……………….….…..173 4.2.1.107. Sample 107. I- Qalasi……………………….……………173 4.2.1.108. Sample 108. Okuz Daghi…………………………………174 4.2.1.109. Sample 109. Kooh-E Sahand…………………………….175 4.2.1.110. Sample 110. Kooh-E Sabalan…………………………….175 4.2.2. Ethnographic Culture Specific Items…………..……………….…….176 4.2.2.1.Sample 1.Sang Nebeshteye Orartu-YEE Razliq…………….176 4.2.2.2. Sample 2. Katibe Urartu-YEE Javan Qale…………….……176 4.2.2.3. Sample 3. Mahale-YE Sorkhab………….………………….177 4.2.2.4. Sample 4. Sang-E Besmellah…………………………….…177 4.2.2.5. Sample 5. Varni……………………………….………….…178 4.2.2.6. Sample 6. Ghorabieh…………………………………….….178 4.2.2.7. Sample 7. Baslog………….…………………………….…..179 4.2.2.8. Sample 8. Pashmak…………………………………….……179 4.2.2.9. Sample 9. Eriss………………………………….…………..180 4.2.2.10. Sample 10. Noga…………………………….…………….180 4.2.2.11. Sample 11. Kufta-Tabrizi………….………………………181 4.2.2.12. Sample 12. Polow…………………………….…………….181 4.2.2.13. Sample 13. Dolme………………………………………….182 4.2.2.14. Sample 14. Panir-E Liqvan………………………………..182 4.2.2.15. Sample 15. Jazire-YE Islami……………………………….183 4.2.2.16. Sample 16. Kandovan……………………………………..183 4.2.2.17. Sample 17. Ushtabin……………………………………….184 4.2.2.18. Sample 18. Bandar Sharafkhane…………………………..184 4.2.2.19. Sample 19. Ash…………………………………………….185 4.2.2.20. Sample 20. Dizi………….…………………………………186 4.2.2.21. Sample 21. Bonab Kabab-I………………………………..187 4.2.2.22. Sample 22. Dooshab……………………………………….187 4.2.2.23. Sample 23. Roosta-YE Girmizi Gol…………………………..188 4.2.2.24. Sample 24. Kalagaei……………………………………….188 4.2.2.25. Sample 25. Gelim…………………………………….……189 4.2.2.26. Sample 26. Jajim…………………………………………..189 4.2.2.27. Sample 27. Tikme Dash……………………………………190 4.2.2.28. Sample 28. Gara Aghaj…………………………………….190 4.2.2.29. Sample 29. Roosta-YE Ivand………………………….…..191 4.2.2.30. Sample 30. Ajabshir………….……………………………191 4.2.2.31. Sample 31. Abesh Ahmad……………….…………………192 4.2.2.32. Sample 32. Sujug………………………………………….192 4.2.2.33. Sample 33. Malekan…………….………………………….193 4.2.2.34. Sample 34. Miyaneh……………………………………….193 4.2.2.35. Sample 35. Hashtrood……………………………………..194 4.2.2.36. Sample 36. Osku…………………………………………..195 4.2.2.37. Sample 37. Jolfa……………………….…………………..195 4.2.2.38. Sample 38. Ahar……………………………………………196 4.2.2.39. Sample 39. Kaleybar………………………………………196 4.2.2.40. Sample 40. Shabestar………………………………………197 4.2.2.41. Sample 41. Marand………………………………………..197 4.2.2.42. Sample 42. Herris………………….………………………199 4.2.2.43. Sample 43. Azar Shahr……………………….…………….199 4.2.2.44. Varzgun……………………………………………….……199 4.2.2.45. Sample 45. Bostan Abad………….……………………….200 4.2.2.46. Sample 46. Hadi Shahr……………………….…………….200 4.2.2.47. Sample 47. Katibe Urartu-YEE Seqendil………………….201 4.2.2.48. Sample 48. Shir Yeki Pich Bafi……………………………201 4.2.2.49. Sample 49. Bonab………………………………………….202 4.2.2.50. Sample 50. Maraghe……………………………………….202 4.2.2.51. Sample 51. Char Oimagh………………………………….203 4.2.2.52. Sample 52. Sarab………………………………….……….203 4.2.2.53. Sample 53. Tabriz………………………………………….204 4.2.2.54. Sample 54. Tasooj…………………….……………………204 4.2.2.55. Sample 55. Ilkhechi……………………………….……….205 4.2.3. Art and Cultural Culture Specific Items…………..………………….205 4.2.3.1. Sample 1. Nowruz………………………………….……….206 4.2.3.2. Sample 2. Golshan-E Raz…………………………………..206 4.2.4. Ethnic Culture Specific Items…………………………..…………….207 4.2.4.1. Sample 1. Bagher Khan (1861-1916)……………………….207 4.2.4.2. Sample 2. Sattar Khan (1865-1915)………….……………..208 4.2.4.3.Sample3.Shaikh Mohammad Khiabani(1878-1910)…………208 4.2.4.4. Sample 4. Sayyid Mohammad Hussein Shahriyar (1905 – 1988)……209 4.2.4.5.Sample 5.Prof.Mohsen Hashtroodi(1907-1977)…………….209 4.2.4.6. Sample 6. Parvin Etesami (1906-1941)…………………….210 4.2.4.7.Sample 7.Mirza Hassan Roshdieh(1865-1963)……………..210 4.2.4.8. Sample 8. Allameh Mohammad Taghi Jaffari………………211 4.2.4.9. Sample 9. Jabbar Baghchebun (1885-1966)………………..211 4.2.4.10. Sample 10. Rassum Arabzadeh (1914-1986)………….…..212 4.2.4.11.Sample11.Abu Mozaffar Jahan Shah-e Garagoyunlu……….212 4.2.4.12. Sample 12. Sultan Mahmud Ghazan Khan………………..213 4.2.4.13. Sample 13. Kamal-iddin Masoud Khojandi………….……213 4.2.4.14. Sample 14. Kamal-iddin Behzad Harati…………………..213 4.2.4.15. Sample 15. Khasta Ghasim………………………………..214 4.2.4.16. Sample 16. Sheikh Mahmud Shabestari…………………..214 4.2.4.17. Sample 17. Ohadi Maragheie………….…………………..215 4.2.4.18. Sample 18. Mirza Mohammad Ali Ghuchani……………..215 4.2.4.19. Sample 19. Babak Khorramdin…………….………………216 4.2.4.20. Sample 20. Abu-Al-Ghasem Nabati……………………….216 4.2.4.21. Sample 21. Segat-ol-Islam…………………………………217 4.2.4.22. Sultan Mahmud Mojalled…………………….…………….217 4.2.4.23.Sample23.Nizam-iddin Sultan Mohammad Naghash………218 4.2.4.24. Sample 24. Mowlana Mashrabi Shervani………………….218 4.2.4.25. Sample 25. Samad Behrangi……………………………….218 4.2.5. Socio-Political Culture Specific Items………………………..……….219 4.3. Discussions………………………………………………………………………220 Chapter Five: Conclusion………………..……………………………………….………….226 5.1. Overview………………………………………………………………………..226 5.2. Conclusions……………………………………………………………………..227 5.3. Suggestions for Further Studies…………………………………………………229 References………………………………………………………………………..………….232 List of Tables Table 2.1.7.1. Nida’s Defenitions of Good and Bad Translation……………………………..52 List of Figures Figure 4.3.1. Eastern Azarbaijan Culture Specific Items Translation According to Domestication and Foreigniation……………………………………………………………220 Figure 4.3.2. Geographical Culture Specific Items in Eastern Azarbaijan Tourism Texts….221 Figure 4.3.3. Ethnographic Culture Specific Items in Eastern Azarbaijan Tourism Texts….222 Figure 4.3.4. Art and Cultural Culture Specific Items in Eastern Azarbaijan Tourism Texts………………………………………………………………………………………….223 Figure 4.3.5. Ethnic Culture Specific Items in Eastern Azarbaijan Tourism Texts…………224 Figure 4.3.6. All of the Eastern Azarbaijan Culture Specific Items According to Domestication and Foreignization…………………………………………………………..225 Chapter One: Introduction 1.1. Overview First of all, in this section, the researcher tends to describe a little about the theory that is applied in this thesis to evaluate the translation of culture specific items in Eastern Azarbaijan Tourism Texts. One of the key issues in the recent translation theories has been on whether the translator should remain invisible. The term inv Azarbaijan Tourism Texts according to Vlahov and Florin (1980) categorization to contrast them with their English versions to find out whether they are domesticated or foreignized according to Venuti’s (1995) theory. This thesis discusses and describes the domesticating and foreignizing translation techniques that are introduced by Lawrence Venuti, applied in the English translations of culture-specific items of Eastern Azarbaijan tourism brochures. It is important to transmit the message adequately, or it may lead to loss of business. Domesticating and foreignizing strategies are popular in translation studies and each of them has its own advantages and disadvantages in translating tourist texts. Domestication approach describes the translation strategy in which a transparent and fluent style is adopted in order to minimize the strangeness of the foreign text for TL readers. Foreignization approach designates the type of translation in which a TT is produced which deliberately breaks target conventions by retaining something of the foreignness of the original. This study first gives a short overview of the concept of culture-specific items and of the domesticating and foreignizing approaches of translation that are applied when translating them. Then it is going to do a contrastive analysis of culture-specific items of Eastern Azarbaijan in Persian language and their translation in English based on domesticating and foreignizing theories to identify the cultural gap in tourism brochures. Finally, based on the study and analysis of domestication and foreignization from the prospective of culture, this thesis draws a conclusion that foreignization should be the major strategy for translation of culture specific items exist in Eastern Azarbaijan Tourism Texts with domestication as a supplement. The results observed in this thesis, is shown on the figures as well. In the process of English globalization, the strategy of foreignizing translation is not only faithful to the original, but also a way to protect and develop Azeri and Persian language and culture. Key Words: Translation, Culture, Domestication, Foreignization, Tourism Texts, Eastern Azarbaijan Abbreviations: Source Text: ST Target Text: TT Culture Specific Item: CSI Table of Content Title Page Abstract Dedication Acknowledgements Abbreviations Table of Content…………………………………………………………………….………….I List of Tables………………………………………………………………………………..XVI List of Figures………………………..………………………………………………………XVI Chapter One: Introduction………………………………………………………………..……1 1.1. Overview….……………………………………………………………………….1 1.2. Statement of the Problem……………………………………………………….…6 1.3. Purpose of the Study………………………………………………………………7 1.4. Significance of the Study………………………………………………………….8 1.5. Research Questions and Hypothesis………………………………………………8 1.5.1. Research Questions………………………………………………………8 1.5.2. Research Hypothesis…………………………………………………….9 1.6. Definition of key terms……………………………………………………………9 1.6.1. Translation………………………………………………………………9 1.6.2. Cultural Translation……………………………………………………10 1.6.3. Domestication………………………………………………………….10 1.6.4. Foreignization………………………………………………………….10 1.7. Limitations and Delimitations……………………………………………………10 1.7.1. Limitations……………………………………………………………..10 1.7.2. Delimitations……………………………………………………………11 1.8. Theoretical Framework…………………………………………………………..11 Chapter Two: Review of the Related Literature…………………….………………………..12 2.1. History of the Theory of Translation…………………………………………….12 2.1.1. Domestication in Early Translation in England…………………………….14 2.1.2. Domestication in Early Translation Theories……………..……………17 2.1.3. Fluency Techniques and Alternative Translation Strategies in the 17th-18th Centuries26 2.1.4. Victorian Age and Foreignization………………………………………32 2.1.5.Early 20th century–theory and practice in Britain and America……….41 2.1.6. Alternative points of view…………………………………..……….…44 2.1.7. Theory and Practice in the 1960s……………………………………….49 2.1.8. The cultural turn in translation studies………………………………….54 2.1.9.Criticism of Venuti’s Theory of Domestication and Foreignization……65 2.1.10. Conclusion……………………………..……………………………..76 2.2. Culture Specific Items……………………………………………………….……79 2.3. Tourism…………………………………………………………………………..83 2.3.1. Tourist…………………………………………..………………….…..86 2.4. Eastern Azarbaijan……………………………………………………………….87 2.4.1. Tabriz……………………………………………………………………89 2.4.1.1. Tabriz is the City of Beauties………………….……………..89 2.4.1.2. Tabriz from the View of Tourists…………………………….91 2.4.1.3. The Famous Persons and Luminaries of Tabriz………………93 2.4.1.4. Tabriz the City of Pioneers……………………………….….94 Chapter Three: Methodology………………………………………………………………….95 3.1. Overview……………………………………………………….…………………95 3.2. Design……………………………………………………………………………97 3.3. Corpus…………………………………………………………………………….97 3.4. Samples…………………………………………………………………………..98 3.5. Instrumentation…………………………………………………………………..98 3.6. Data Collection and Data Analysis Procedure……………….…………………..98 Chapter Four: Data Analysis…………………………………………………………..…….100 4.1. Overview………………………………………………………………………..100 4.2. Samples…………………………………………………………………………..105 4.2.1. Geographical Culture Specific Items……………..…………………..106 4.2.1.1. Sample 1. Magbarat-al-Shoara…………………….…..……106 4.2.1.2. Sample 2. Arg-E-Alishah……………..…………….………108 4.2.1.3. Sample 3. Masjid-E-Kabud…………………………….……110 4.2.1.4. Sample 4. El-Goli (Shah-Goli)………….……………….….111 4.2.1.5. Sample 5. Boq-E Saheb-ol-Amr………….…………………112 4.2.1.6. Sample 6. Pol-E Aji Chai…………………..…………….…113 4.2.1.7. Sample 7: Borj-E Khalat-Pooshan………………………….114 4.2.1.8. Sample 8. Hamam-E Nobar…………………………………115 4.2.1.9. Sample 9. Rabae Rashidiye…………………………….……115 4.2.1.10. Sample 10. Boq-E Oun-ibn-E Ali…………………….……116 4.2.1.11. Sample 11. Bagh-E Do-Kamal…………….…………………..117 4.2.1.12. Sample 12. Mooz-E-Ye Azarbaijan………………….……118 4.2.1.13. Sample 13. Meidan-E Shohada………………………………..119 4.2.1.14. Sample 14. Pol-E Ghari……………………………….…..120 4.2.1.15. Sample 15. Khan-E-Ye Mashrooteh………………….……121 4.2.1.16. Sample 16. Bazaar-E Tabriz……………….………………123 4.2.1.17. Sample 17. Bagh-E Golestan………………………….…..123 4.2.1.18. Sample 18. Mooze-Ye Sanjesh…………………………….124 4.2.1.19. Sample 19. Masjid-E Jame Tabriz…………………………125 4.2.1.20. Sample 20. Boqe Seyyed Hamzeh…………………………127 4.2.1.21. Sample 21. Borj-E Atashneshani…………………….……127 4.2.1.22. Sample 22. Masjid-E Ostad Shagerd……….……………..128 4.2.1.23. Sample 23. Khane-YE Haidar Zade……………….………129 4.2.1.24. Sample 24. Mouze-YE Qajar………………………………130 4.2.1.25. Sample 25. Darre-YE Liqvan………….…………………..131 4.2.1.26. Sample 26. Aji Chay (Talkheh Rood)…………….……….131 4.2.1.27. Sample 27. Pol-E Kabli (Etehad-E Melli)………..……….132 4.2.1.28. Sample 28. Boq-E Seyyed Ibrahim…………….………….133 4.2.1.29. Sample 29. Bazaar-E Ghazan………….…………….…….133 4.2.1.30. Sample 30. Jadde Abrisham…………………………….…134 4.2.1.31. Sample 31. Timche Amir………………………….………134 4.2.1.32. Sample 32. Timche Mozafari-E………….………………..135 4.2.1.33. Sample 33. Qoll-E Sorkhab……………….………………135 4.2.1.34. Sample 34. Kakh-E Ostandari………………………….….136 4.2.1.35. Sample 35. Khangah-E Goosh Khane…….…………….…136 4.2.1.36. Sample 36. Ghar-E Qadamqah…………….……………….137 4.2.1.37. Sample 37. Cheshme Tap Tapan……………………..……138 4.2.1.38. 4.2.1.38. Sample 38. Daryache-YE Uremia……………………138 4.2.1.39. Sample 39. Hammam-E Mehr Abad……………………….138 4.2.1.40. Sample 40. Masjid-E Mehr Abad……….…………………139 4.2.1.41. Sample 41. Abshar-E Asiyab Kharabeh….……………….139 4.2.1.42. Sample 42. Borj-E Dozal………………….………………140 4.2.1.43. Sample 43. Qale-YE Kordasht………………….…………140 4.2.1.44. Sample 44. Hammam-E Kordasht………….……………..141 4.2.1.45. Sample 45. Darre-YE Kabutaran……………………….…141 4.2.1.46. Sample 46. Abshar-E Sarkand Dizaj……………………….142 4.2.1.47. Sample 47. Kelisa-YE Mujumbar……………………………..142 4.2.1.48. Sample 48. Emarat-E Thomanians…………………………143 4.2.1.49. Sample 49. Kelisa-YE Veinaq…………………………….144 4.2.1.50. Sample 50. Qale-YE Babak………………………….……144 4.2.1.51. Sample 51. Gunbad-I Ghaffariye…………………….……145 4.2.1.52. Sample 52. Gunbad-I Kabood……………………………..145 4.2.1.53. Sample 53. Pol-E Dokhtar………………………….……..146 4.2.1.54. Sample 54. Rood Khane-YE Gizil Uzan…………….……147 4.2.1.55. Sample 55. Qale Dokhtar…………………………….……147 4.2.1.56. Sample 56. Qaflankooh…………………………………….148 4.2.1.57. Sample 57. Mantaqe-YE Chichakli……….………………149 4.2.1.58. Sample 58. Qale Jowshin………………….………………149 4.2.1.59. Sample 59. Qale Zahak…………………….………………150 4.2.1.60. Sample 60. Kooh-E Sormelu……………….……………..150 4.2.1.61. Sample 61. Kooh-E Bozgush………………………….…..150 4.2.1.62. Sample 62. Kooh-E Kamtal…………………………….…151 4.2.1.63. Sample 63. Hammam-E Chaharsue…………………….…152 4.2.1.64. Sample 64. Masjid-E Roomian………………………………..152 4.2.1.65. Sample 65. Bana-YE Tappe Mosalla………….…………..153 4.2.1.65. Sample 65. Maqbare Oliya-Ye Qazi Jahan………………..153 4.2.1.66. Sample 66. Boqe Pir Jabir………………………………….154 4.2.1.67. Sample 67. Masjid-E Sakhre-IE Gadamqah……………….154 4.2.1.68. Sample 68. Mantaqe-YE Geermizigol…….………………154 4.2.1.69. Sample 69. Masjid-E Ojuzlu…………………………………..155 4.2.1.70. Sample 70. Kooh-E Sultan Daghi…………………….……155 4.2.1.71. Sample 71. Qale Pishtu…………………….………………155 4.2.1.72. Sample 72. Karvansara-YE Al-Khalaj………………….…156 4.2.1.73. Sample 73. Talab-E Quri Gol……………………….…….156 4.2.1.74. Sample 74. Mantaqe-YE Shah Yurdi………………………157 4.2.1.75. Sample 75. Pol-E Panj Chashme……………………..……157 4.2.1.76. Sample 76. Masjid-E Zargaran……………………….……158 4.2.1.77. Sample 77. Kelisa-YE Choopan……………………….….158 4.2.1.78. Sample 78. Kooh-ha-YE Sangi Uch Gizlar….……………159 4.2.1.79. Sample 79. Cheshme-YE Pir Sagga………….……………159 4.2.1.80. Sample 80. Abshar-E Pir Sagga……………………………160 4.2.1.81. Sample 81. Ghar-E Hajji Abad…………………………….160 4.2.1.82. Sample 82. Pol-E Gavdush Abad………………….………161 4.2.1.83. Sample 83.Maqbare-YE Ilkhani-YE Asafestan……………161 4.2.1.84. Sample 84. Ab-E Garm-E Asbfrooshan………….………..161 4.2.1.85. Sample 85. Ab-E Garm-E Allah-Haq………………….….162 4.2.1.86. Sample 86. Kelisa-YE Sohrel………………………….….162 4.2.1.87. Sample 87. Pol-E Tirvan……………………………….….163 4.2.1.88. Sample 88. Pol-E Tarikhi Gizil Korpu………….………….163 4.2.1.89. Sample 89. Qale Barazlu…………………………………..164 4.2.1.90. Sample 90. Sakhteman-E Inali………….…………………164 4.2.1.91. Sample 91. Borj-E Farrokhi……………………….………164 4.2.1.92. Sample 92. Pol-Ha-YE Khoda-Afarin….…………………165 4.2.1.93. Sample 93. Borj-E Qarluja………….……………………..165 4.2.1.94. Sample 94. Galae Darasi……………………….………….166 4.2.1.95. Sample 95. Ab-E Garm-E Motaaleg……….………………166 4.2.1.96. Sample 96. Zoghal Akhte……………………………..……167 4.2.1.97. Sample 97. Borj-E Modavar……………….………………168 4.2.1.98. Sample 98. Gunbad-I Sorkh…………………….…………168 4.2.1.99. Sample 99. Sadd-E Alavian………………………….……169 4.2.1.100. Sample 100. Ghar-E Kabootar……………………….…..169 4.2.1.101. Sample 101. Mabad-E Mehr………………………….….170 4.2.1.102. Sample 102. Hammam-E Khaje Nasir………….………..170 4.2.1.103. Sample 103. Tappe Yaldor……………….…………………..171 4.2.1.104. Sample 104. Shorsu………….……………………….…..171 4.2.1.105. Sample 105. Aqche Qala……………….…………………172 4.2.1.106. Sample 106. Gunbad-I Allah Allah……………….….…..173 4.2.1.107. Sample 107. I- Qalasi……………………….……………173 4.2.1.108. Sample 108. Okuz Daghi…………………………………174 4.2.1.109. Sample 109. Kooh-E Sahand…………………………….175 4.2.1.110. Sample 110. Kooh-E Sabalan…………………………….175 4.2.2. Ethnographic Culture Specific Items…………..……………….…….176 4.2.2.1.Sample 1.Sang Nebeshteye Orartu-YEE Razliq…………….176 4.2.2.2. Sample 2. Katibe Urartu-YEE Javan Qale…………….……176 4.2.2.3. Sample 3. Mahale-YE Sorkhab………….………………….177 4.2.2.4. Sample 4. Sang-E Besmellah…………………………….…177 4.2.2.5. Sample 5. Varni……………………………….………….…178 4.2.2.6. Sample 6. Ghorabieh…………………………………….….178 4.2.2.7. Sample 7. Baslog………….…………………………….…..179 4.2.2.8. Sample 8. Pashmak…………………………………….……179 4.2.2.9. Sample 9. Eriss………………………………….…………..180 4.2.2.10. Sample 10. Noga…………………………….…………….180 4.2.2.11. Sample 11. Kufta-Tabrizi………….………………………181 4.2.2.12. Sample 12. Polow…………………………….…………….181 4.2.2.13. Sample 13. Dolme………………………………………….182 4.2.2.14. Sample 14. Panir-E Liqvan………………………………..182 4.2.2.15. Sample 15. Jazire-YE Islami……………………………….183 4.2.2.16. Sample 16. Kandovan……………………………………..183 4.2.2.17. Sample 17. Ushtabin……………………………………….184 4.2.2.18. Sample 18. Bandar Sharafkhane…………………………..184 4.2.2.19. Sample 19. Ash…………………………………………….185 4.2.2.20. Sample 20. Dizi………….…………………………………186 4.2.2.21. Sample 21. Bonab Kabab-I………………………………..187 4.2.2.22. Sample 22. Dooshab……………………………………….187 4.2.2.23. Sample 23. Roosta-YE Girmizi Gol…………………………..188 4.2.2.24. Sample 24. Kalagaei……………………………………….188 4.2.2.25. Sample 25. Gelim…………………………………….……189 4.2.2.26. Sample 26. Jajim…………………………………………..189 4.2.2.27. Sample 27. Tikme Dash……………………………………190 4.2.2.28. Sample 28. Gara Aghaj…………………………………….190 4.2.2.29. Sample 29. Roosta-YE Ivand………………………….…..191 4.2.2.30. Sample 30. Ajabshir………….……………………………191 4.2.2.31. Sample 31. Abesh Ahmad……………….…………………192 4.2.2.32. Sample 32. Sujug………………………………………….192 4.2.2.33. Sample 33. Malekan…………….………………………….193 4.2.2.34. Sample 34. Miyaneh……………………………………….193 4.2.2.35. Sample 35. Hashtrood……………………………………..194 4.2.2.36. Sample 36. Osku…………………………………………..195 4.2.2.37. Sample 37. Jolfa……………………….…………………..195 4.2.2.38. Sample 38. Ahar……………………………………………196 4.2.2.39. Sample 39. Kaleybar………………………………………196 4.2.2.40. Sample 40. Shabestar………………………………………197 4.2.2.41. Sample 41. Marand………………………………………..197 4.2.2.42. Sample 42. Herris………………….………………………199 4.2.2.43. Sample 43. Azar Shahr……………………….…………….199 4.2.2.44. Varzgun……………………………………………….……199 4.2.2.45. Sample 45. Bostan Abad………….……………………….200 4.2.2.46. Sample 46. Hadi Shahr……………………….…………….200 4.2.2.47. Sample 47. Katibe Urartu-YEE Seqendil………………….201 4.2.2.48. Sample 48. Shir Yeki Pich Bafi……………………………201 4.2.2.49. Sample 49. Bonab………………………………………….202 4.2.2.50. Sample 50. Maraghe……………………………………….202 4.2.2.51. Sample 51. Char Oimagh………………………………….203 4.2.2.52. Sample 52. Sarab………………………………….……….203 4.2.2.53. Sample 53. Tabriz………………………………………….204 4.2.2.54. Sample 54. Tasooj…………………….……………………204 4.2.2.55. Sample 55. Ilkhechi……………………………….……….205 4.2.3. Art and Cultural Culture Specific Items…………..………………….205 4.2.3.1. Sample 1. Nowruz………………………………….……….206 4.2.3.2. Sample 2. Golshan-E Raz…………………………………..206 4.2.4. Ethnic Culture Specific Items…………………………..…………….207 4.2.4.1. Sample 1. Bagher Khan (1861-1916)……………………….207 4.2.4.2. Sample 2. Sattar Khan (1865-1915)………….……………..208 4.2.4.3.Sample3.Shaikh Mohammad Khiabani(1878-1910)…………208 4.2.4.4. Sample 4. Sayyid Mohammad Hussein Shahriyar (1905 – 1988)……209 4.2.4.5.Sample 5.Prof.Mohsen Hashtroodi(1907-1977)…………….209 4.2.4.6. Sample 6. Parvin Etesami (1906-1941)…………………….210 4.2.4.7.Sample 7.Mirza Hassan Roshdieh(1865-1963)……………..210 4.2.4.8. Sample 8. Allameh Mohammad Taghi Jaffari………………211 4.2.4.9. Sample 9. Jabbar Baghchebun (1885-1966)………………..211 4.2.4.10. Sample 10. Rassum Arabzadeh (1914-1986)………….…..212 4.2.4.11.Sample11.Abu Mozaffar Jahan Shah-e Garagoyunlu……….212 4.2.4.12. Sample 12. Sultan Mahmud Ghazan Khan………………..213 4.2.4.13. Sample 13. Kamal-iddin Masoud Khojandi………….……213 4.2.4.14. Sample 14. Kamal-iddin Behzad Harati…………………..213 4.2.4.15. Sample 15. Khasta Ghasim………………………………..214 4.2.4.16. Sample 16. Sheikh Mahmud Shabestari…………………..214 4.2.4.17. Sample 17. Ohadi Maragheie………….…………………..215 4.2.4.18. Sample 18. Mirza Mohammad Ali Ghuchani……………..215 4.2.4.19. Sample 19. Babak Khorramdin…………….………………216 4.2.4.20. Sample 20. Abu-Al-Ghasem Nabati……………………….216 4.2.4.21. Sample 21. Segat-ol-Islam…………………………………217 4.2.4.22. Sultan Mahmud Mojalled…………………….…………….217 4.2.4.23.Sample23.Nizam-iddin Sultan Mohammad Naghash………218 4.2.4.24. Sample 24. Mowlana Mashrabi Shervani………………….218 4.2.4.25. Sample 25. Samad Behrangi……………………………….218 4.2.5. Socio-Political Culture Specific Items………………………..……….219 4.3. Discussions………………………………………………………………………220 Chapter Five: Conclusion………………..……………………………………….………….226 5.1. Overview………………………………………………………………………..226 5.2. Conclusions……………………………………………………………………..227 5.3. Suggestions for Further Studies…………………………………………………229 References………………………………………………………………………..………….232 List of Tables Table 2.1.7.1. Nida’s Defenitions of Good and Bad Translation……………………………..52 List of Figures Fig این مطلب را هم بخوانید : این مطلب را هم بخوانید : ure 4.3.1. Eastern Azarbaijan Culture Specific Items Translation According to Domestication and Foreigniation……………………………………………………………220 Figure 4.3.2. Geographical Culture Specific Items in Eastern Azarbaijan Tourism Texts….221 Figure 4.3.3. Ethnographic Culture Specific Items in Eastern Azarbaijan Tourism Texts….222 Figure 4.3.4. Art and Cultural Culture Specific Items in Eastern Azarbaijan Tourism Texts………………………………………………………………………………………….223 Figure 4.3.5. Ethnic Culture Specific Items in Eastern Azarbaijan Tourism Texts…………224 Figure 4.3.6. All of the Eastern Azarbaijan Culture Specific Items According to Domestication and Foreignization…………………………………………………………..225 Chapter One: Introduction 1.1. Overview First of all, in this section, the researcher tends to describe a little about the theory that is applied in this thesis to evaluate the translation of culture specific items in Eastern Azarbaijan Tourism Texts. One of the key issues in the recent translation theories has been on whether the translator should remain invisible. The term invisibility describes the extent to which certain translation traditions tolerate the presence (i.e. intrusion, intervention) of the translator in the translation (Hatim,2001,45). This term originated in the works of Lawrence Venuti, himself a literary translator since the late 1970s. Venuti suggests that “invisibility” reveals itself in two related phenomena: The “effect of discourse”, that is, the translator’s use of language; A “practice of reading” or the way translations are received and evaluated (Venuti,1995,1). A translation from one literary language into another one normally involves three transfers: from one natural language into another one; from isibility describes the extent to which certain translation traditions tolerate the presence (i.e. intrusion, intervention) of the translator in the translation (Hatim,2001,45). This term originated in the works of Lawrence Venuti, himself a literary translator since the late 1970s. Venuti suggests that “invisibility” reveals itself in two related phenomena: The “effect of discourse”, that is, the translator’s use of language; A “practice of reading” or the way translations are received and evaluated (Venuti,1995,1). A translation from one literary language into another one normally involves three transfers: from one natural language into another one; from

Abstract

The present study is an analysis of some of the poems of the thinker and poet Ralph Waldo Emerson in the light of his own philosophy. The study investigates the poems in terms of Emerson’s concepts of ‘unity’, ‘individuality’ and ‘microcosm’. Actually, this study explores a new identity for the human being and other creatures in the world; the new identity that gives a broader view of the universe, God and man. Through the analysis of the poems in light of the notion of ‘unity’, it is discussed that the reality of the creatures of the universe is one essence that is ‘the Over-Soul’. Moreover, it is explained that there is interrelation among the objects of the world and also a connection between each creature and ‘the universal soul’ that Emerson names ‘the Over-Soul’. The poems also illustrate another concept i.e., ‘individuality’. It states that each person should make a personal relation to ‘the universal soul’ and finds the meaning of life and the reality of everything individually. Consequently, everyone through this relation realizes that ‘the Over-Soul’ is the essence of everything. Also, the poems reveal that the entire world is present in each creature and especially man, what Emerson names “microcosm”. Finally, the concepts through the poems bring a new identity to everything in the world as they have the overtone of the united spirit of the world or ‘the Over-Soul’ as the true identity of everything. This novel view toward everything and especially that of the human being helps him to have a broader and deeper view of life.

 

Table of Contents

Acknowledgement…………………………………………………………………………………………………4

Abstract……………………………………………………………………………………………..5

Chapter One: Introduction…………………………………………………………………6

1.1. General Background………………………………………………………………………7

1.2. Statement of the Problem……………………………………………………………………………………….9

1.3. Objectives and Significance of the study………………………………………………………………….9

1.3.1. Hypothesis…………………………………………………………………….………..10

1.3.2. Significance of the Study……………………………………………………….……..10

1.3.3. Purpose of the Study …………………………………………………………….……..11

1.3.4. Research Questions……………………………………………………………………11

1.4. Review of Literature………………………………………………………………………12

1.5. Materials and Methodology………………………………………………………………16

1.5.1. Definition of Key Terms………………………………………………………………16

1.5.2. Motivation and Delimitation……………………………………………………………19

1.6. Thesis Outline……………………………………………………………………………………………………..20

Chapter Two: Emerson’s Philosophy……..…………………….…………………22

2.1. Emerson’s Philosophy……………………………………………………………………23

2.1.1. Unity in Emerson’s philosophy………….……….……………………………….……25

Abstract

The present study is an analysis of some of the poems of the thinker and poet Ralph Waldo Emerson in the light of his own philosophy. The study investigates the poems in terms of Emerson’s concepts of ‘unity’, ‘individuality’ and ‘microcosm’. Actually, this study explores a new identity for the human being and other creatures in the world; the new identity that gives a broader view of the universe, God and man. Through the analysis of the poems in light of the notion of ‘unity’, it is discussed that the reality of the creatures of the universe is one essence that is ‘the Over-Soul’. Moreover, it is explained that there is interrelation among the objects of the world and also a connection between each creature and ‘the universal soul’ that Emerson names ‘the Over-Soul’. The poems also illustrate another concept i.e., ‘individuality’. It states that each person should make a personal relation to ‘the universal soul’ and finds the meaning of life and the reality of everything individually. Consequently, everyone through this relation realizes that ‘the Over-Soul’ is the essence of everything. Also, the poems reveal that the entire world is present in each creature and especially man, what Emerson names “microcosm”. Finally, the concepts through the poems bring a new identity to everything in the world as they have the overtone of the united spirit of the world or ‘the Over-Soul’ as the true identity of everything. This novel view toward everything and especially that of the human being helps him to have a broader and deeper view of life.

 

Table of Contents

Acknowledgement…………………………………………………………………………………………………4

Abstract……………………………………………………………………………………………..5

Chapter One: Introduction…………………………………………………………………6

1.1. General Background………………………………………………………………………7

1.2. Statement of the Problem……………………………………………………………………………………….9

1.3. Objectives and Significance of the study………………………………………………………………….9

1.3.1. Hypothesis…………………………………………………………………….………..10

1.3.2. Significance of the Study……………………………………………………….……..10

1.3.3. Purpose of the Study …………………………………………………………….……..11

1.3.4. Research Questions……………………………………………………………………11

1.4. Review of Literature………………………………………………………………………12

1.5. Materials and Methodology………………………………………………………………16

1.5.1. Definition of Key Terms………………………………………………………………16

1.5.2. Motivation and Delimitation……………………………………………………………19

1.6. Thesis Outline……………………………………………………………………………………………………..20

Chapter Two: Emerson’s Philosophy……..…………………….…………………22

2.1. Emerson’s Philosophy……………………………………………………………………23

2.1.1. Unity in Emerson’s philosophy………….……….……………………………….……25

2.1.2. Individuality in Emerson’s philosophy……………………………………………………………… 32

2.1.3. Microcosm in Emerson’s philosophy……………………………………………………….38

Chapter Three: New Identity in Emerson’s Selected Poems………………….45

3.1. Unity in Emerson’s Philosophy………………………………………………………….47

3.1.1. Unity in “Each and All”……………………………………………………………….47

3.1.1.1. The Relation of Each and All to shape a unity……………………………………….48

3.1.1.2. Interrelatedness of all Things in the World …………………………………………48

3.1.1.3. To find the Truth through Beauty……………………………………………………52

3.1.1.4. Man is the Universal Reality…………………………………………………………53

3.1.1.5. The Foundation of a united Spirit……………………………………………………54

3.2.2. Unity in “The Sphinx”………………………………………………………………….55

3.2.2.1. Variety leads to Unity………………………………………………………………..56

3.2.2.2. Exploration of Universal truth through Intuition……………………………………58

3.2.2.3. Man is the answer to the question……………………………………………………59

3.2.2.4. Opposite notions find the same essence……………………………………………..61

3.2.3. Unity in “Xenophanes”………………………………………………………………..62

3.2.3.1. Variety Resolves into Unity…………………………………………………………..63

3.2.3.2. Each Element Introduces another One………………………………………………..64

3.2.4. Unity in “Brahma”…………………………………………………………………..…66

3.2.4.1. All Things as One Reality……………………………………………………….…..68

3.2.5. Unity in “Wood-notes I, II”……………………………………………………………..70

3.2.5.1. The Existence of Universal Truth Everywhere………………………………….…..70

3.2.6. Unity in “The World-Soul” ……………………………………………………………73

3.2.7. Unity in “Unity”………………………………………………………………….……76

Chapter Four: New Identity in Emerson’s Selected Poems ………………….81

4.1. Individuality in Emerson’s Philosophy………………………………………………….82

4. 2. Individuality in “The Sphinx”……………………………………………………………83

4.2.1. The Answer is the Universal Reality…….……………………….……………………84

4.2. 2. “Man is a Transparent Eyeball”……………………………………………………….85

4.2.3. Individuality in “Each and All”………………………………………………..………86

4.2. 4. Man should Leave Egotism …………………………………………………………….86

4.3. Individuality in “Brahma”………………………………………………………….……88

4.3.1. “Turn Thy back on Heaven”…………………………………………………………….88

4.3.4. Individuality in “Unity”………………………………………………………………..88

4.3.5. Individuality in “The World-Soul”…………………………………………….……….90

4.4. Microcosm in Emerson’s Philosophy……………………………………………………91

4.4.1. Microcosm in “Wood-notes”…………………………………….……………….…….91

4.4.1. 1. Everything will be discovered in Man …………………………………………………………….91

4.3.2. Microcosm in the Sphinx…………………………………………..………………….94

Chapter Five……………………………………………………………………………………..100

5.1. Summing Up……………………………………………………………………………101

5.2. Findings…………………………………………………………………………………103

5.3. Suggestions for Further Research………………………………………………………112

Work Cited……………………………………………………………….……115

Work Consulted…………………………………………………………………..….…118

Electronic Texts…………………………………………………………………………………………………119

Chapter One

 Introduction      

1.1. General Background

Lecturer and writer, Ralph Waldo Emerson, was the intellectual center of American Transcendentalism and one of the great thinkers and writers of American literary history. As a prolific writer and thinker in religious, literary and social subjects, Emerson embodied the Transcendentalist movement’s self-reliance and originality of understanding that in this study is referred to as individuality. Emerson spent a

 

2.1.2. Individuality in Emerson’s philosophy……………………………………………………………… 32

2.1.3. Microcosm in Emerson’s philosophy……………………………………………………….38

Chapter Three: New Identity in Emerson’s Selected Poems………………….45

3.1. Unity in Emerson’s Philosophy………………………………………………………….47

3.1.1. Unity in “Each and All”……………………………………………………………….47

3.1.1.1. The Relation of Each and All to shape a unity……………………………………….48

3.1.1.2. Interrelatedness of all Things in the World …………………………………………48

3.1.1.3. To find the Truth through Beauty……………………………………………………52

3.1.1.4. Man is the Universal Reality…………………………………………………………53

3.1.1.5. The Foundation of a united Spirit……………………………………………………54

3.2.2. Unity in “The Sphinx”………………………………………………………………….55

3.2.2.1. Variety leads to Unity………………………………………………………………..56

3.2.2.2. Exploration of Universal truth through Intuition……………………………………58

3.2.2.3. Man is the answer to the question……………………………………………………59

3.2.2.4. Opposite notions find the same essence……………………………………………..61

3.2.3. Unity in “Xenophanes”………………………………………………………………..62

3.2.3.1. Variety Resolves into Unity…………………………………………………………..63

3.2.3.2. Each Element Introduces another One………………………………………………..64

3.2.4. Unity in “Brahma”…………………………………………………………………..…66

3.2.4.1. All Things as One Reality……………………………………………………….…..68

3.2.5. Unity in “Wood-notes I, II”……………………………………………………………..70

3.2.5.1. The Existence of Universal Truth Everywhere………………………………….…..70

3.2.6. Unity in “The World-Soul” ……………………………………………………………73

3.2.7. Unity in “Unity”………………………………………………………………….……76

Chapter Four: New Identity in Emerson’s Selected Poems ………………….81

4.1. Individuality in Emerson’s Philosophy………………………………………………….82

4. 2. Individuality in “The Sphinx”……………………………………………………………83

4.2.1. The Answer is the Universal Reality…….……………………….……………………84

این مطلب را هم بخوانید :

4.2. 2. “Man is a Transparent Eyeball”……………………………………………………….85

4.2.3. Individuality in “Each and All”………………………………………………..………86

4.2. 4. Man should Leave Egotism …………………………………………………………….86

4.3. Individuality in “Brahma”………………………………………………………….……88

4.3.1. “Turn Thy back on Heaven”…………………………………………………………….88

4.3.4. Individuality in “Unity”………………………………………………………………..88

4.3.5. Individuality in “The World-Soul”…………………………………………….……….90

4.4. Microcosm in Emerson’s Philosophy……………………………………………………91

4.4.1. Microcosm in “Wood-notes”…………………………………….……………….…….91

4.4.1. 1. Everything will be discovered in Man …………………………………………………………….91

4.3.2. Microcosm in the Sphinx…………………………………………..………………….94

Chapter Five……………………………………………………………………………………..100

5.1. Summing Up……………………………………………………………………………101

5.2. Findings…………………………………………………………………………………103

5.3. Suggestions for Further Research………………………………………………………112

Work Cited……………………………………………………………….……115

Work Consulted…………………………………………………………………..….…118

Electronic Texts…………………………………………………………………………………………………119

Chapter One

 Introduction      

1.1. General Background

Lecturer and writer, Ralph Waldo Emerson, was the intellectual center of American Transcendentalism and one of the great thinkers and writers of American literary history. As a prolific writer and thinker in religious, literary and social subjects, Emerson embodied the Transcendentalist movement’s self-reliance and originality of understanding that in this study is referred to as individuality. Emerson spent a

Abstract The present thesis attempts to study Henrik Ibsen’s A Doll’s House and Hedda Gabler in terms of Adlerian theories of Psychoanalytic Feminism and Social Interest. This study defines the process of constructing a female framework; where women are producers of “textual meaning” including the psychodynamics of female creativity, linguistics and the problem of a female language. Adler declares the ways that the female individual interacts with her husband and others can conduct her toward individual gain or collective goals. In addition, women are deprived of some obvious rights, and the only remedy is to understand their social identity which brings them Life Style and Social Interest. Additionally, Adler argues that such psychological force underlies human behavior, especially the dynamic relations between conscious motivation and unconscious motivation. Alfred Adler claims that there isa relation between masculinity and femininity which are crucial for understanding Individual Psychology. In A Doll’s House, the man is universally privileged because of his gender while the woman is suppressed, and Feeling of Inferiority is. It is believed that social law ties women to men forever. Love and sexual relations also proceed in the way men prefer. In Hedda Gabler Hedda, is a woman restricted by Victorian values and trapped in a loveless marriage with aboring man. Her only solace is manipulating others, which easily shows the definition of Social Interest in the drama. In sum, this study addresses a number of points in demonstrating the real position of woman in the society and their feeling about the society. Keywords Psychoanalytic Feminism, Social Interest, Life Style, Individual Psychology Table of Content Acknowledgments. iii Abstract iv Dedication. v Chapter One: Introduction. 1 1.1. General Overview.. 1 1.2. Statement of the Problem.. 4 1.3. Significance of the Study. 7 1.4. Approach and Methodology. 9 1.5. Review of Literature. 12 1.5.1. Definition of Key Terms. 15 1.5.2. Limitation/ Delimitation. 17 1.6. Organization of the Study. 18 Chapter Two: Alfred Adler and His Theories in the Light of Feminism.. 20 2.1. Introduction. 20 2.2. Introduction to Adlerian Theory. 21 2.2.1. Alfred Adler’s Biography. 22 2.2.2. Individual Psychology. 24 2.2.3. Social Interest 26 2.2.4. Life Style. 31 2.2.5. The Final Goal 33 2.2.6. Fictional Finalism and Striving towards Superiority. 36 2.2.7. Feeling of Inferiority and Inferiority Complex. 38 2.3. Feminist psychology. 40 2.3.1. Feminist Jurisprudence. 41 2.3.2. Masculine Protest 44 2.3.3. Feminism and Disability. 45 2.4. Concluding Remarks. 45 Chapter Three: Adlerian Psychoanalytic Feminism in A Doll’s House. 47 3.1. Introduction. 47 3.2. Individual Psychology in A Doll’s House. 48 3.2.1. Social Interest in A Doll’s House. 54 3.2.2. Life Style in A Doll’s House. 58 3.2.3. The Final Goal in A Doll’s House. 61 3.2.4. Feeling of Inferiority in A Doll’s House. 63 3.2.5. Fictional Finalism and Striving towards Superiority in A Doll’s House. 65 3.3. Feminist Psychology in A Doll’s House. 67 3.3.1. Feminist Jurisprudence in A Doll’s House. 70 3.3.2. Masculine Protest in A Doll’s House. 72 3.3.3. Feminism and Disability in A Doll’s House. 74 3.4. Concluding Remarks. 76 Chapter Four: Adlerian Psychoanalytic Feminism in HeddaGabler 78 4.1. Introduction. 78 4.2. Individual Psychology in Hedda Gabler 80 4.2.1. Social Interest in Hedda Gabler 83 4.2.2. Life Style in Hedda Gabler 87 4.2.3. The Final Goal in HeddaGabler 90 4.2.4. Feeling of Inferiority in Hedda Gabler 92 4.2.5. Fictional Finalism and Striving Towards Superiority in Hedda Gabler 94 4.3. Feminist Psychology in Hedda Gabler 96 4.3.1. Feminist Jurisprudence in Hedda Gabler 99 4.3.2. Masculine Protest in Hedda Gabler 100 4.3.3. Feminism and Disability in Hedda Gabler 102 4.4. Concluding Remarks. 104 Chapter Five: Conclusion. 105 5.1. Summing Up. 105 5.2. Findings and Implications. 107 5.3. Suggestions for Further Research. 110 Bibliography. 112 Chapter One: Introduction 1.1. General Overview Henrik Ibsen (1828-1906) is a Norwegian playwright and poet. He belongs to the school of realism, but he is not afraid to be unrealistic. His works include Brand (1866), Peer Gynt (1867), An Enemy of the People (1882), Emperor and Galilean (1873), A Doll’s House (1879), HeddaGabler (1890), Ghosts (1881), The Wild Duck (1884), Rosmersholm (1886), and The Master Builder (1892).There are melodramatic devices like secret revealing letters. People enter and exit just when Ibsen needs to continue on to the next scene and bring on new opinions. His goal is to interrogate ideas, to deal with individuals, to make characters think about their society rather than presenting photographic reality. Ibsen tried to incorporate as much prose writing in his plays as possible without losing the story’s focal point. He tried to combine social and psychological problems in realistic contemporary settings of this plays; plays that deal with such problems are called problem plays. During his life, he went through three separate writing periods: Romantic, Social, and Symbolist. His radical views condensed in his plays give an insight into a life meaning. Ibsen’s themes were similar to those of early Greek plays which focused on a certain issue and questioned the ethical morality of a situation. Henrik Ibsen prepared A Doll’s House during Christmas. His story of emancipation and defeat takes place during a period associated with cheerfulness and family reunion. The Christian tradition associates Christmas with redemption and hope. Ibsen Abstract The present thesis attempts to study Henrik Ibsen’s A Doll’s House and Hedda Gabler in terms of Adlerian theories of Psychoanalytic Feminism and Social Interest. This study defines the process of constructing a female framework; where women are producers of “textual meaning” including the psychodynamics of female creativity, linguistics and the problem of a female language. Adler declares the ways that the female individual interacts with her husband and others can conduct her toward individual gain or collective goals. In addition, women are deprived of some obvious rights, and the only remedy is to understand their social identity which brings them Life Style and Social Interest. Additionally, Adler argues that such psychological force underlies human behavior, especially the dynamic relations between conscious motivation and unconscious motivation. Alfred Adler claims that there isa relation between masculinity and femininity which are crucial for understanding Individual Psychology. In A Doll’s House, the man is universally privileged because of his gender while the woman is suppressed, and Feeling of Inferiority is. It is believed that social law ties women to men forever. Love and sexual relations also proceed in the way men prefer. In Hedda Gabler Hedda, is a woman restricted by Victorian values and trapped in a loveless marriage with aboring man. Her only solace is manipulating others, which easily shows the definition of Social Interest in the drama. In sum, this study addresses a number of points in demonstrating the real position of woman in the society and their feeling about the society. Keywords Psychoanalytic Feminism, Social Interest, Life Style, Individual Psychology Table of Content Acknowledgments. iii Abstract iv Dedication. v Chapter One: Introduction. 1 1.1. General Overview.. 1 1.2. Statement of the Problem.. 4 1.3. Significance of the Study. 7 1.4. Approach and Methodology. 9 1.5. Review of Literature. 12 1.5.1. Definition of Key Terms. 15 1.5.2. Limitation/ Delimitation. 17 1.6. Organization of the Study. 18 Chapter Two: Alfred Adler and His Theories in the Light of Feminism.. 20 2.1. Introduction. 20 2.2. Introduction to Adlerian Theory. 21 2.2.1. Alfred Adler’s Biography. 22 2.2.2. Individual Psychology. 24 2.2.3. Social Interest 26 2.2.4. Life Style. 31 2.2.5. The Final Goal 33 2.2.6. Fictional Finalism and Striving towards Superiority. 36 2.2.7. Feeling of Inferiority and Inferiority Complex. 38 2.3. Feminist psychology. 40 2.3.1. Feminist Jurisprudence. 41 2.3.2. Masculine Protest 44 2.3.3. Feminism and Disability. 45 2.4. Concluding Remarks. 45 Chapter Three: Adlerian Psychoanalytic Feminism in A Doll’s House. 47 3.1. Introduction. 47 3.2. Individual Psychology in A Doll’s House. 48 3.2.1. Social Interest in A Doll’s House. 54 3.2.2. Life Style in A Doll’s House. 58 3.2.3. The Final Goal in A Doll’s House. 61 3.2.4. Feeling of Inferiority in A Doll’s House. 63 3.2.5. Fictional Finalism and Striving towards Superiority in A Doll’s House. 65 3.3. Feminist Psychology in A Doll’s House. 67 3.3.1. Feminist Jurisprudence in A Doll’s House. 70 3.3.2. Masculine Protest in A Doll’s House. 72 3.3.3. Feminism and Disability in A Doll’s House. 74 3.4. Concluding Remarks. 76 Chapter Four: Adlerian Psychoanalytic Feminism in HeddaGabler 78 4.1. Introduction. 78 4.2. Individual Psychology in Hedda Gabler 80 4.2.1. Social Interest in Hedda Gabler 83 4.2.2. Life Style in Hedda Gabler 87 4.2.3. The Final Goal in HeddaGabler 90 4.2.4. Feeling of Inferiority in Hedda Gabler 92 4.2.5. Fictional Finalism and Striving Towards Superiority in Hedda Gabler 94 4.3. Feminist Psychology in Hedda Gabler 96 4.3.1. Feminist Jurisprudence in Hedda Gabler 99 4.3.2. Masculine Protest in Hedda Gabler 100 4.3.3. Feminism and Disability in Hedda Gabler 102 4.4. Concluding Remarks. 104 Chapter Five: Conclusion. 105 5.1. Summing Up. 105 5.2. Findings and Implications. 107 5.3. Suggestions for Further Research. 110 این مطلب را هم بخوانید : این مطلب را هم بخوانید : Bibliography. 112 Chapter One: Introduction 1.1. General Overview Henrik Ibsen (1828-1906) is a Norwegian playwright and poet. He belongs to the school of realism, but he is not afraid to be unrealistic. His works include Brand (1866), Peer Gynt (1867), An Enemy of the People (1882), Emperor and Galilean (1873), A Doll’s House (1879), HeddaGabler (1890), Ghosts (1881), The Wild Duck (1884), Rosmersholm (1886), and The Master Builder (1892).There are melodramatic devices like secret revealing letters. People enter and exit just when Ibsen needs to continue on to the next scene and bring on new opinions. His goal is to interrogate ideas, to deal with individuals, to make characters think about their society rather than presenting photographic reality. Ibsen tried to incorporate as much prose writing in his plays as possible without losing the story’s focal point. He tried to combine social and psychological problems in realistic contemporary settings of this plays; plays that deal with such problems are called problem plays. During his life, he went through three separate writing periods: Romantic, Social, and Symbolist. His radical views condensed in his plays give an insight into a life meaning. Ibsen’s themes were similar to those of early Greek plays which focused on a certain issue and questioned the ethical morality of a situation. Henrik Ibsen prepared A Doll’s House during Christmas. His story of emancipation and defeat takes place during a period associated with cheerfulness and family reunion. The Christian tradition associates Christmas with redemption and hope. Ibsen constructed a story in the tradition of realism to illustrate a different method of deliverance. As a practical method Ibsen preached the liberation of the individual, especially about the woman. He emphasized the principle of heredity. He made many studies of confused minds and analyzed the mutual relationships that of husband and wife harshly. Nora Helmer is apparently happily married to Torvald. However she had to manage to catch some money for the journey privately and so constructed a story in the tradition of realism to illustrate a different method of deliverance. As a practical method Ibsen preached the liberation of the individual, especially about the woman. He emphasized the principle of heredity. He made many studies of confused minds and analyzed the mutual relationships that of husband and wife harshly. Nora Helmer is apparently happily married to Torvald. However she had to manage to catch some money for the journey privately and so

CHAPTER 1:Background and Purpose

• Introduction                                         3
• Teacher Education 4

1.2.1Issues in Teacher Education                                                                                             4

1.2.2 Teacher Preparation                                                                                                         5

1.2.3 Pre-service Teacher Education

6                                                                                    1.2.4 In-service Teacher Education

8

1.3 Statement of the Problem                                                                                                         9

1.4 Significance of the Study                                                                                                        10

1.4.1 The Effect of Teachers on the Quality of Education                                                      11

1.4.2 Preparatory Programs                                                                                                      11

1.4.3 The Role of Policy Makers                                                                                              13

1.4.4 Postmodernism and English Education in Iran                                                                14

1.5 Research Questions                                                                                                                  16

1.6Limitations of the Study                                                                                                            17

1.7 Delimitations of the study                                                                                                        17

1.8Definition of Key Terms                                                                                                           18

1.8.1 Teacher Education                                                                                                                18

1.8.2 Knowledge                                                                                                                            19

1.8.3 Teacher Performance                                                                                                            19

1.8.4 INTASC Model Standards                                                                                                    20

CHAPTER2: Review of Literature

2.1 Introduction                                                                                                                              24

2.2 Schooling in Iran                                                                                                                      24

2.3Islamic Philosophy of Education                                                                                              26

2.4. The Importance of Understanding Educational Philosophies                                                28

2.5. Components of Teacher Preparation                                                                                      30

CHAPTER 1:Background and Purpose

• Introduction                                         3
• Teacher Education 4

1.2.1Issues in Teacher Education                                                                                             4

1.2.2 Teacher Preparation                                                                                                         5

1.2.3 Pre-service Teacher Education

6                                                                                    1.2.4 In-service Teacher Education

8

1.3 Statement of the Problem                                                                                                         9

1.4 Significance of the Study                                                                                                        10

1.4.1 The Effect of Teachers on the Quality of Education                                                      11

1.4.2 Preparatory Programs                                                                                                      11

1.4.3 The Role of Policy Makers                                                                                              13

1.4.4 Postmodernism and English Education in Iran                                                                14

1.5 Research Questions                                                                                                                  16

1.6Limitations of the Study                                                                                                            17

1.7 Delimitations of the study                                                                                                        17

1.8Definition of Key Terms                                                                                                           18

1.8.1 Teacher Education                                                                                                                18

1.8.2 Knowledge                                                                                                                            19

1.8.3 Teacher Performance                                                                                                            19

1.8.4 INTASC Model Standards                                                                                                    20

CHAPTER2: Review of Literature

2.1 Introduction                                                                                                                              24

2.2 Schooling in Iran                                                                                                                      24

2.3Islamic Philosophy of Education                                                                                              26

2.4. The Importance of Understanding Educational Philosophies                                                28

2.5. Components of Teacher Preparation                                                                                      30

2.6.History: Teacher Education in Iran                                                                                          33

2.7. Teacher Education in Other Countries                                                                                    35

2.7.1Evaluation of Teacher Education in Turkey                                                                     36

2.7.2Evaluation of Teacher Education in India                                                                       37

2.7.3Evaluation of Teacher Education in Pakistan                                                                 37

2.8. Issues in the Investigation of Teachers                                                                                     37

2.8.1 Investigation of Teachers’ Knowledge                                                                              40

2.8.2 Investigation of Teachers’ Performance                                                                            43

2.8.3 Investigation of Teachers’ Disposition                                                                              44

2.8.4 Teacher Effectiveness                                                                                                       44

2.9 Evaluation of English Language Teachers                                                                              50

2.10. Globalization                                                                                                                        52

2.11Standards and Accountability                                                                                                 53

2.12 Chapter Summary                                                                                                                  54

 

CHAPTER 3 :Methodology

3.1. Overview                                                                                                                                 55

3.2.Subjects                                                                                                                                    55

3.3Instrument                                                                                                                                 57

3.3.1 The teacher’s Knowledge                                                                                              57

3.3.2 The teacher’s Performance                                                                                           57

3.4. Procedure                                                                                                                                57

3.5. Research Design                                                                                                                     58

3.6. Data Analysis                                                                                                                          59

3.7Chapter Summary                                                                                                                     59

CHAPTER 4 :Results and Discussion

4.1 Overview                                                                                                                                  60

4.2 Data Analysis                                                                                                                           60

4.2.1. Testing the Research Hypotheses                                                                                   61

4.2.1.1 Hypothesis 1                                                                                                         61

4.2.1.2 Hypothesis 2                                                                                                        63

4.2.1.3 Hypothesis 3                                                                                                       64

4.2.1.4Hypothesis 4                                                                                                        66

4.3 Discussion

4.3.1 Comparing the participants’ responses to knowledge                                                     67

4.3.2  Comparing the participants’ responses to performance                                                  71

4.4 Chapter Summary                                                                                                                    75

CHAPTER5 :Conclusion, Pedagogical Implications, and Suggestions for further Research

5.1.Overview                                                                                                                                  77

5.2Restatement of Findings                                                                                                           77

5.3Conclusions and Discussion                                                                                                     80

5.4 Pedagogical Implications                                                                                                        82

5.5. Suggestions for Further Research                                                                                           83

REFRENCES                                                                                                                                85

APPENDICES                                                                                                                               111

 

ABSTRACT

English teachers need to be well-equipped at both knowledge and performance levels to meet their needs in real teaching practices. This study was conducted to investigate the Iranian foreign language teachers’ knowledge and performance based on INTASC model standards. Two questionnaires (knowledge and performance) were adopted using INTASC (2011) model and used in this study. The participants of this study were 70 EFL Junior high school teachers of Tehran Province that selected randomly. This study investigated the levels of English teachers’ knowledge and performance and also revealed the relationship between teachers’ knowledge and performance, as well as, identifying the teachers’

knowledge could predict their performance. The results indicated the strong and weak points of English teacher education programs in Iran.

 

LIST OF TABLES

Table 3.1: Demographic information of the participant………………………………54

Table 4.1: Distribution of English Teachers’ Knowledge Score…………………………59

Table 4.2: Contingency Table for the knowledge Two-Way Chi-Square Analysis …60

Table 4.3: Distribution of English Teachers’ Performance Score……………………61

Table 4.4: Contingency Table for the Performance Two-Way Chi-Square Analysis..62

Table 4.5: Correlation Coefficient of Teachers’ Knowledge and Performance……. . 63

Table 4.6: Model of Regression Teachers’ performance Component…………….. …  64

Table 4.7: Statistics of Item8, 10, and 11………………………….….………………67

Table 4.8: Statistics of Item 29…………………………………..……………..….…..69

Table 4.9: Statistics of Item 14…………………………………….………….….……70

Table 4.10: Statistics of Item 40………………………………………………………72

Table 4.11: Statistics of Item 42…………………………………………..….………73

Table 4.12: Statistics of Item 3…………………………………………….…………74

 

CHAPTER I

Background and Purpose

1.1 Introduction

English is being treated as a world language because of its vast presence in schools all over the world. Students are being taught that English is an international language. School study is an important phase in students’ life (Kannan, 2009).

Students are the precious assets of any society. Well-being of society depends upon its students because these are the students who will take the responsibility of the success of the society in future and in achieving this goal, teachers play extremely important roles. They are the sources of guidance at many crucial steps in academic life. When teachers are qualified, they can perform their responsibilities with more concentration, devotion, and competence.

At the same time, education is one of the crucial elements in the life of all the human beings. According to Noordin and Jusoff (2009) societal expectations depends upon the successful running of the education system.

All the students around the world deserve qualified teachers. So, “there is a pressing need for education for teachers at all stages in their

careers which aims to prepare or upgrade teachers’ knowledge and skills” (Ballantyne, Sanderman, & Levy, 2008, p.10).

1.2 Teacher Education

The success of the educational system depends upon the involvement, effort, and the contribution of the academic staff or their professional

 

2.6.History: Teacher Education in Iran                                                                                          33

2.7. Teacher Education in Other Countries                                                                                    35

2.7.1Evaluation of Teacher Education in Turkey                                                                     36

2.7.2Evaluation of Teacher Education in India                                                                       37

2.7.3Evaluation of Teacher Education in Pakistan                                                                 37

2.8. Issues in the Investigation of Teachers                                                                                     37

2.8.1 Investigation of Teachers’ Knowledge                                                                              40

2.8.2 Investigation of Teachers’ Performance                                                                            43

2.8.3 Investigation of Teachers’ Disposition                                                                              44

2.8.4 Teacher Effectiveness                                                                                                       44

2.9 Evaluation of English Language Teachers                                                                              50

2.10. Globalization                                                                                                                        52

2.11Standards and Accountability                                                                                                 53

2.12 Chapter Summary                                                                                                                  54

 

CHAPTER 3 :Methodology

3.1. Overview                                                                                                                                 55

3.2.Subjects                                                                                                                                    55

3.3Instrument                                                                                                                                 57

3.3.1 The teacher’s Knowledge                                                                                              57

3.3.2 The teacher’s Performance                                                                                           57

3.4. Procedure                                                                                                                                57

3.5. Research Design                                                                                                                     58

3.6. Data Analysis                                                                                                                          59

3.7Chapter Summary                                                                                                                     59

CHAPTER 4 :Results and Discussion

4.1 Overview                                                                                                                                  60

4.2 Data Analysis                                                                                                                           60

این مطلب را هم بخوانید :

4.2.1. Testing the Research Hypotheses                                                                                   61

4.2.1.1 Hypothesis 1                                                                                                         61

4.2.1.2 Hypothesis 2                                                                                                        63

4.2.1.3 Hypothesis 3                                                                                                       64

4.2.1.4Hypothesis 4                                                                                                        66

4.3 Discussion

4.3.1 Comparing the participants’ responses to knowledge                                                     67

4.3.2  Comparing the participants’ responses to performance                                                  71

4.4 Chapter Summary                                                                                                                    75

CHAPTER5 :Conclusion, Pedagogical Implications, and Suggestions for further Research

5.1.Overview                                                                                                                                  77

5.2Restatement of Findings                                                                                                           77

5.3Conclusions and Discussion                                                                                                     80

5.4 Pedagogical Implications                                                                                                        82

5.5. Suggestions for Further Research                                                                                           83

REFRENCES                                                                                                                                85

APPENDICES                                                                                                                               111

 

ABSTRACT

English teachers need to be well-equipped at both knowledge and performance levels to meet their needs in real teaching practices. This study was conducted to investigate the Iranian foreign language teachers’ knowledge and performance based on INTASC model standards. Two questionnaires (knowledge and performance) were adopted using INTASC (2011) model and used in this study. The participants of this study were 70 EFL Junior high school teachers of Tehran Province that selected randomly. This study investigated the levels of English teachers’ knowledge and performance and also revealed the relationship between teachers’ knowledge and performance, as well as, identifying the teachers’

knowledge could predict their performance. The results indicated the strong and weak points of English teacher education programs in Iran.

 

LIST OF TABLES

Table 3.1: Demographic information of the participant………………………………54

Table 4.1: Distribution of English Teachers’ Knowledge Score…………………………59

Table 4.2: Contingency Table for the knowledge Two-Way Chi-Square Analysis …60

Table 4.3: Distribution of English Teachers’ Performance Score……………………61

Table 4.4: Contingency Table for the Performance Two-Way Chi-Square Analysis..62

Table 4.5: Correlation Coefficient of Teachers’ Knowledge and Performance……. . 63

Table 4.6: Model of Regression Teachers’ performance Component…………….. …  64

Table 4.7: Statistics of Item8, 10, and 11………………………….….………………67

Table 4.8: Statistics of Item 29…………………………………..……………..….…..69

Table 4.9: Statistics of Item 14…………………………………….………….….……70

Table 4.10: Statistics of Item 40………………………………………………………72

Table 4.11: Statistics of Item 42…………………………………………..….………73

Table 4.12: Statistics of Item 3…………………………………………….…………74

 

CHAPTER I

Background and Purpose

1.1 Introduction

English is being treated as a world language because of its vast presence in schools all over the world. Students are being taught that English is an international language. School study is an important phase in students’ life (Kannan, 2009).

Students are the precious assets of any society. Well-being of society depends upon its students because these are the students who will take the responsibility of the success of the society in future and in achieving this goal, teachers play extremely important roles. They are the sources of guidance at many crucial steps in academic life. When teachers are qualified, they can perform their responsibilities with more concentration, devotion, and competence.

At the same time, education is one of the crucial elements in the life of all the human beings. According to Noordin and Jusoff (2009) societal expectations depends upon the successful running of the education system.

All the students around the world deserve qualified teachers. So, “there is a pressing need for education for teachers at all stages in their

careers which aims to prepare or upgrade teachers’ knowledge and skills” (Ballantyne, Sanderman, & Levy, 2008, p.10).

1.2 Teacher Education

The success of the educational system depends upon the involvement, effort, and the contribution of the academic staff or their professional

Azerbaijan province, seven soil profiles were described, sampled, and analyzed. The significant differences between the soluble values of Cl-1, Na+1, K+1, Mg+2, and Ca+2 at each profiles date indicated clearly a temporal distribution, which can be attributed to other soils properties (e.g., particle-size distribution) and the high soluble salt content of groundwater in the study area. Based on the values of organic carbon (OC), the majority of soil samples were categorized as extremely poor (< 0.6% of OC) and poor (0.6-1.2% of OC) probably due to poor plant growth and low input rates of organic matters. In accordance with the soil texture and the low organic matter content, the cation exchange capacity (CEC) of the soils were rated in low to medium category, ranging 6 to 27 cmol kg-1. The soils indicated some differences in the value of iron oxides and their vertical distribution within the profiles that might related to pedogenic processes, seasonal fluctuations in water table, and repeated cycles of sediment accumulation. The XRD patterns of the clay fraction from all of the soil profiles exhibited a similar composition of phyllosilicate minerals, including illite, smectite, chlorite, vermiculite, and kaolinite. Indeed, the minerals were similar in type but some different were observed in the intensity, position, and peak figure of them (except kaolinite) mainly due to the change in drainage condition and ground water table depth. Suggested management practices to improve of these soils are the combination of physical management, leaching and drainage, the application of elemental S, organic matter, farm manure, mulching, and planting of salt-tolerant crops.

Keywords: salt-affected soils, Soil profile, Drainage condition, Iron oxides, Clay minerals.

Chapter one

 

Introduction

Salt-affected soils are found on more than half of the earth arable lands. They dominate most arid and semi-arid environments of the world. However they can also be occur in other areas where the climate and mobility of salts cause saline waters and soils for short period of time (Brady and Weil, 1999). Worldwide about one third of the irrigated lands have salt problems.

Salt-affected soils deteriorate as a result of changes in soil reaction (pH) and in the proportions of certain cations and anions present in the soil solution and on the exchangeable sites. These changes lead to osmotic and ion-specific effects as well as to imbalances in plant nutrition, which may range from deficiencies in several nutrients to high levels of sodium (Na+). Such changes have a direct impact on the activities of plant roots and soil microbes, and ultimately on crop growth and yield (Naidu and Rengasamy, 1993; Mengel and Kirkby, 2001).

Salt-affected soils are classified as saline, sodic, and saline-sodic soils. Briefly, saline soils are detoured by high levels of soluble salts, sodic soils have high levels of exchangeable sodium, and saline-sodic soils have high contents of both soluble salts and exchangeable sodium. The parameters determined to describe salt-affected soils depend primarily on the concentrations of soluble salts in the saturation extract (ECe), the soil pH, the sodium adsorption ratio (SAR), and the percentage of exchangeable Na+ of the soil (ESP). Accordingly, saline soils have traditionally been classified as those in which the ECe > 4 dS m-1, pH < 8.5, SAR < 13, and ESP < 15; sodic soils have an ECe < 4 dS m-1, pH > 8.5,

Azerbaijan province, seven soil profiles were described, sampled, and analyzed. The significant differences between the soluble values of Cl-1, Na+1, K+1, Mg+2, and Ca+2 at each profiles date indicated clearly a temporal distribution, which can be attributed to other soils properties (e.g., particle-size distribution) and the high soluble salt content of groundwater in the study area. Based on the values of organic carbon (OC), the majority of soil samples were categorized as extremely poor (< 0.6% of OC) and poor (0.6-1.2% of OC) probably due to poor plant growth and low input rates of organic matters. In accordance with the soil texture and the low organic matter content, the cation exchange capacity (CEC) of the soils were rated in low to medium category, ranging 6 to 27 cmol kg-1. The soils indicated some differences in the value of iron oxides and their vertical distribution within the profiles that might related to pedogenic processes, seasonal fluctuations in water table, and repeated cycles of sediment accumulation. The XRD patterns of the clay fraction from all of the soil profiles exhibited a similar composition of phyllosilicate minerals, including illite, smectite, chlorite, vermiculite, and kaolinite. Indeed, the minerals were similar in type but some different were observed in the intensity, position, and peak figure of them (except kaolinite) mainly due to the change in drainage condition and ground water table depth. Suggested management practices to improve of these soils are the combination of physical management, leaching and drainage, the application of elemental S, organic matter, farm manure, mulching, and planting of salt-tolerant crops.

Keywords: salt-affected soils, Soil profile, Drainage condition, Iron oxides, Clay minerals.

Chapter one

 

Introduction

Salt-affected soils are found on more than half of the earth arable lands. They dominate most arid and semi-arid environments of the world. However they can also be occur in other areas where the climate and mobility of salts cause saline waters and soils for short period of time (Brady and Weil, 1999). Worldwide about one third of the irrigated lands have salt problems.

Salt-affected soils deteriorate as a result of changes in soil reaction (pH) and in the proportions of certain cations and anions present in the soil solution and on the exchangeable sites. These changes lead to osmotic and ion-specific effects as well as to imbalances in plant nutrition, which may range from deficiencies in several nutrients to high levels of sodium (Na+). Such changes have a direct impact on the activities of plant roots and soil microbes, and ultimately on crop growth and yield (Naidu and Rengasamy, 1993; Mengel and Kirkby, 2001).

Salt-affected soils are classified as saline, sodic, and saline-sodic soils. Briefly, saline soils are detoured by high levels of soluble salts, sodic soils have high levels of exchangeable sodium, and saline-sodic soils have high contents of both soluble salts and exchangeable sodium. The parameters determined to describe salt-affected soils depend primarily on the concentrations of soluble salts in the saturation extract (ECe), the soil pH, the sodium adsorption ratio (SAR), and the percentage of exchangeable Na+ of the soil (ESP). Accordingly, saline soils have traditionally been classified as those in which the ECe > 4 dS m-1, pH < 8.5, SAR < 13, and ESP < 15; sodic soils have an ECe < 4 dS m-1, pH > 8.5, SAR > 13, and an ESP > 15%; and saline-sodic soil have an ECe > 4 dS m-1, pH < 8.5, SAR > 13 and an ESP > 15% (Sparks, 2003).

In general, soil salts are mainly chlorides and sulphates of sodium, calcium, magnesium and potassium. Saline soils contain a concentration of these salts sufficient to interfere with the growth of many plants. Salts are commonly brought to the soil surface by evaporating water, creating a white crust, which accounts for the name white alkali that is sometimes used to designate these soils (Mengel and Kirkby, 2001).

Sodic soils are an important category of salt-affected soils that exhibit unique structural problems as a result of certain physical processes (slaking, swelling, and dispersion of clay) and specific conditions (surface crusting and hardsetting) (Qadir and Schubert, 2002). These problems can affect water and air movement, plant available water holding capacity, root penetration, seedling emergence, runoff and erosion, as well as tillage and sowing operations.

As the use of sodic soils for crop production is expected to increase in the near future, the sustainable use of such soils for food and feed production will become a serious issue. However, if mismanaged, the use of sodic soils could aggravate salinity and sodicity problems. Sodic soils are ameliorated by providing a readily available source of calcium (Ca2+), to replace excess Na+ on the cation exchange complex. The displaced Na+ is leached from the root zone through the application of excess irrigation water. This requires adequate amounts of water and an unimpeded flow through the soil profile. Over the past 100 years, several different site-specific approaches—involving the use of chemical amendments, tillage, crop diversification, water, and electrical currents—have been used to ameliorate sodic soils. Of these, chemical amendments have been used most extensively (Oster et al., 1999).

Saline-sodic soils have characteristics intermediate between those of saline and sodic soils. Like saline soils, they contain appreciable levels of natural soluble salts, as shown by ECe levels of more than 4 dS m-1. But they have higher ESP levels (greater than 15) and higher SAR values (at least 13). Crop growth can be adversely affected by both excess salts and excess sodium levels. The physic-chemical conditions of saline-sodic soils are similar to those of saline soils.

The problems of salt-affected soils have serious implications in the semi-arid region where both soil and land were prone to different levels of salinity. Salinity-induced land degradation is a major issue in Iran. In addition, sodicity-induced land degradation and microelement salinity such as boron salinity have been developed in some of its areas. The salinization of land resources in Iran has been the consequence of both naturally occurring phenomena (causing primary or fossil salinity and/or sodicity) and anthropogenic activities (causing secondary salinity and/or sodicity) (FAO, 2000).

In Iran more than 25 million ha (over 15%) from total land have associated with saline and sodic characteristics (Mahler, 1979; Barzgar 2002) and most of the land are found in the Central Plateau, the Khuzestan Plain and the northwest regions of the country.

In western-Azerbaijan province, about 24,500 hectares of the studied land have the quality of salt-affected soils (Samadi, 1963) and the most of

 SAR > 13, and an ESP > 15%; and saline-sodic soil have an ECe > 4 dS m-1, pH < 8.5, SAR > 13 and an ESP > 15% (Sparks, 2003).

In general, soil salts are mainly chlorides and sulphates of sodium, calcium, magnesium and potassium. Saline soils contain a concentration of these salts sufficient to interfere with the growth of many plants. Salts are commonly brought to the soil surface by evaporating water, creating a white crust, which accounts for the name white alkali that is sometimes used to designate these soils (Mengel and Kirkby, 2001).

Sodic soils are an important category of salt-affected soils that exhibit unique structural problems as a result of certain physical processes (slaking, swelling, and dispersion of clay) and specific conditions (surface crusting and hardsetting) (Qadir and Schubert, 2002). These problems can affect water and air movement, plant available water holding capacity, root penetration, seedling emergence, runoff and erosion, as well as tillage and sowing operations.

As the use of sodic soils for crop production is expected to increase in the near future, the sustainable use of such soils for food and feed production will become a serious issue. However, if mismanaged, the use of sodic soils could aggravate salinity and sodicity problems. Sodic soils are ameliorated by providing a readily available source of calcium (Ca2+), to replace excess Na+ on the cation exchange complex. The displaced Na+ is leached from the root zone through the application of excess irrigation water. This requires adequate amounts of water and an unimpeded flow through the soil profile. Over the past 100 years, several different site-specific approaches—involving the use of chemical amendments, tillage, crop diversification, water, and electrical currents—have been used to ameliorate sodic soils. Of these, chemical amendments have been used most extensively (Oster et al., 1999).

Saline-sodic soils have characteristics intermediate between those of saline and sodic soils. Like saline soils, they contain appreciable levels of

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 natural soluble salts, as shown by ECe levels of more than 4 dS m-1. But they have higher ESP levels (greater than 15) and higher SAR values (at least 13). Crop growth can be adversely affected by both excess salts and excess sodium levels. The physic-chemical conditions of saline-sodic soils are similar to those of saline soils.

The problems of salt-affected soils have serious implications in the semi-arid region where both soil and land were prone to different levels of salinity. Salinity-induced land degradation is a major issue in Iran. In addition, sodicity-induced land degradation and microelement salinity such as boron salinity have been developed in some of its areas. The salinization of land resources in Iran has been the consequence of both naturally occurring phenomena (causing primary or fossil salinity and/or sodicity) and anthropogenic activities (causing secondary salinity and/or sodicity) (FAO, 2000).

In Iran more than 25 million ha (over 15%) from total land have associated with saline and sodic characteristics (Mahler, 1979; Barzgar 2002) and most of the land are found in the Central Plateau, the Khuzestan Plain and the northwest regions of the country.

In western-Azerbaijan province, about 24,500 hectares of the studied land have the quality of salt-affected soils (Samadi, 1963) and the most of