above and below the mean were selected. Then, they were randomly divided into two experimental groups and four classes of 15 with unequal number of males and females. They ranged from 12-16 years old. At the outset of the study and before giving any instruction, the participants sat for a pre-treatment test which was the reading comprehension section of the 2010 version of PET. After administering the pre-treatment test and calculating running a t-test, the researcher was assured that there was no significant difference regarding reading comprehension ability between the two groups prior to the treatment. During the treatment, the first experimental group (E1) was exposed to analysis, while the second experimental group (E2) practiced inference skills about 30 minutes during each session. In E1, the researcher employed the rhetorical précis by Woodworth (1988), whereas the observation/inference chart designed by Nokes (2008) was used in E2. The treatment occurred for 13 sessions. At the end of the semester, the experimental groups were post-tested through the reading comprehension section of the 2009 version of PET. Finally, an independent sample t-test was run to check if there was any significant difference between the effects of inference and analysis on reading comprehension of the learners. The results showed that the participants in the inference group outperformed those in the analysis group. Meanwhile, the participants in analysis group showed progress in post-test in comparison to their performance in pre- treatment test. Therefore, it can be concluded that the present study also emphasize and confirm the positive role of teaching critical thinking skills –in this study, inference and analysis- on reading comprehension.

 Table of contents

CHAPTER Ι: Background and Purpose

1-1 Introduction. 2

1-2 Statement of the Problem.. 12

1-3 Statement of the Research Question. 17

1-4 Statement of the Research Hypothesis. 17

1-5 Definition of Key Terms. 18

1-5-1 Reading Comprehension. 18

1-5-2 Critical Thinking. 18

1-5-3 Analysis. 18

1-5-4 Inference. 19

1-6 Significance of the study. 20

1-7 Limitation and Delimitations of the Study. 27

1-8 Assumptions. 27

CHAPTER ΙΙ: Review of the Related Literature

2-1 Introduction. 29

2-2 Thinking. 29

2-2-1 Types of Thinking. 33

2-3 A brief History of the Idea of Critical Thinking. 37

2-3-1 What Is Critical Thinking?. 41

2-3-2 Characteristics of the Critical Thinker 46

above and below the mean were selected. Then, they were randomly divided into two experimental groups and four classes of 15 with unequal number of males and females. They ranged from 12-16 years old. At the outset of the study and before giving any instruction, the participants sat for a pre-treatment test which was the reading comprehension section of the 2010 version of PET. After administering the pre-treatment test and calculating running a t-test, the researcher was assured that there was no significant difference regarding reading comprehension ability between the two groups prior to the treatment. During the treatment, the first experimental group (E1) was exposed to analysis, while the second experimental group (E2) practiced inference skills about 30 minutes during each session. In E1, the researcher employed the rhetorical précis by Woodworth (1988), whereas the observation/inference chart designed by Nokes (2008) was used in E2. The treatment occurred for 13 sessions. At the end of the semester, the experimental groups were post-tested through the reading comprehension section of the 2009 version of PET. Finally, an independent sample t-test was run to check if there was any significant difference between the effects of inference and analysis on reading comprehension of the learners. The results showed that the participants in the inference group outperformed those in the analysis group. Meanwhile, the participants in analysis group showed progress in post-test in comparison to their performance in pre- treatment test. Therefore, it can be concluded that the present study also emphasize and confirm the positive role of teaching critical thinking skills –in this study, inference and analysis- on reading comprehension.

 Table of contents

CHAPTER Ι: Background and Purpose

1-1 Introduction. 2

1-2 Statement of the Problem.. 12

1-3 Statement of the Research Question. 17

1-4 Statement of the Research Hypothesis. 17

1-5 Definition of Key Terms. 18

1-5-1 Reading Comprehension. 18

1-5-2 Critical Thinking. 18

1-5-3 Analysis. 18

1-5-4 Inference. 19

1-6 Significance of the study. 20

1-7 Limitation and Delimitations of the Study. 27

1-8 Assumptions. 27

CHAPTER ΙΙ: Review of the Related Literature

2-1 Introduction. 29

2-2 Thinking. 29

2-2-1 Types of Thinking. 33

2-3 A brief History of the Idea of Critical Thinking. 37

2-3-1 What Is Critical Thinking?. 41

2-3-2 Characteristics of the Critical Thinker 46

2-3-3 Critical Thinking Skills and Dispositions. 50

2-3-3-1 Inference and Analysis. 57

2-4 Teaching Critical Thinking. 59

2-4-1 How to Teach Critical Thinking. 62

2-5 Advantages of Critical Thinking. 67

2-6 Problems in Teaching Critical Thinking. 70

2-7 Language and Thought 73

2-8 Reading Comprehension. 77

2-8-1 Reading. 79

2-8-2 Comprehension. 81

2-8-3 Nature of Reading. 83

2-9 Theories in Second Language Reading. 84

2-9-1 Process Approach. 84

2-9-2 Schema Theory. 86

2-10 Reading Processing. 88

2-10-1 Bottom-up Processing. 88

2-10-2 Top-down Processing. 89

2-10-3 Interactive Processing. 89

2-11 Reading Comprehension Strategies. 90

2-11-1 How to Teach Reading Comprehension by Inference and Analysis. 92

2-12 Models of Reading. 97

2-12-1 Bottom-up Models. 97

2-12-2 Top-down Models. 98

2-12-3 Interactive Models. 99

2-13 Types of Reading. 100

2-13-1 Intensive Reading. 100

2-13-2 Extensive Reading. 101

2-13-3 Scanning and Skimming Reading. 102

2-13-4 Receptive and reflective Reading. 103

2-14 Critical Reading. 103

2.14.1 Approaches to Critical Reading. 106

2-15 Related Studies on Critical Thinking and Reading Comprehension  107

CHAPTER III: Methodology

3-1 Introduction. 113

3-2 Participants. 114

3-3 Instrumentation. 115

3-3-1 PET. 115

3-3-2 Reading Comprehension Pre-Treatment Test 116

3-3-3 Reading Comprehension Post-Test 117

3-3-4 Instructional Materials. 118

3-3-4-1 Course Book. 118

3-3-3-2 Pamphlet 118

3-3-4 Procedure. 118

3-3-6 Data Analysis. 136

CHAPTER IV: Results and Discussion

4-1 Introduction. 138

4-2 Participant Selection. 139

4-2-1 Descriptive Statistics of the Piloting PET Proficiency Test 140

4-2-2 Descriptive Statistics of the PET Proficiency Test 141

4-2-3 Dividing the Participants into Two Groups. 143

4-3 Pre-treatment Test 146

4-4 Post-test 151

4-5 The Results of Testing the Null Hypothesis. 154

4-6 Discussion. 156

CHAPTER V:  Conclusion, Pedagogical Implications

5-1 Introduction. 162

5-2 Summary of the Findings. 162

5-3 Conclusion. 164

5-4 Pedagogical Implications. 165

5-5 Suggestions for Further Research. 168

References. 171

APPENDICES

Appendix A.. 194

Appendix B.. 195

Appendix C.. 214

Appendix D.. 224

LIST OF TABLES

Table 4-1 Descriptive Statistics for PET Proficiency Test piloting. 139

Table 4-2 Reliability of the PET Proficiency Test Piloting. 139

Table 4-3 Descriptive Statistics for PET Proficiency Test 140

Table 4-4 Reliability of the PET. 141

Table 4- 5 Inter-rater Correlation for Writing Section of the PET. 141

Table 4-6 Descriptive statistics of the PET scores of the two groups at the outset 142

Table 4-7 the Results of Normality Check of the Distribution of scores on PET. 143

Table 4-8 Group Statistics for Two Experimental Groups’ PET scores. 144

Table 4-9 Independent Sample T-test for Two Experimental Groups’ PET scores. 144

Table 4-10 Descriptive Statistics for the Results of the Pre-treatment Test 145

Table 4-11 Results of Normality of Distribution of Scores for Reading Comprehension Pre-treatment Test 147

Table 4-12 Results of Normality of Distribution of Scores for Reading Comprehension Pre-treatment Test 147

Table 4-13 Group Statistics T- Test for Pre-treatment Test 148

Table 4-14 Independent Samples T- Test for Pre-treatment Test 148

Table 4-15 Descriptive statistics for the results of the post-test 150

Table 4-16 Results of Normality of Distribution of Scores for Reading Comprehension Post-test 150

Table 4- 17 Results of Skewness Ratio for Reading Comprehension Post-test 150

Table 4-18 Group Statistics of Two Experimental Groups on the Post-test 153

Table 4-19 Independent Samples t-Test of Two Experimental Groups on the Post-test 153

 

                                             LIST OF FIGURES

Figure 2-1 Elements of Thought (Elder & Paul, 2007) 30

Figure 2-2 Critical Thinking Skills. 51

Figure 2-3 The Relationship between Skills and Dispositions. 53

Figure 2-4 Observation/Inference (O/I) Chart (Nokes, 2008) 95

Figure 3-1 Observation/Inference Chart (Nokes, 2008) 128

Figure 3-2 An Example of O/I Chart 133

Figure 4-1 The Histogram of Scores of PET Main Administration. 143

Figure 4-2 Histogram of the Scores Obtained on the reading Pre-Treatment Test of E1. 146

Figure 4-3 Histogram of the Scores Obtained on the Reading Pre-treatment Test of the E2. 146

Figure 4-4 Histogram of Scores Obtained on the Reading comprehension Post- test of E1. 151

Figure 4-5 Histogram of Scores Obtained on Reading Comprehension Post- test of E2. 152

CHAPTER Ι

 Background and Purpose

2-3-3 Critical Thinking Skills and Dispositions. 50

2-3-3-1 Inference and Analysis. 57

2-4 Teaching Critical Thinking. 59

2-4-1 How to Teach Critical Thinking. 62

2-5 Advantages of Critical Thinking. 67

2-6 Problems in Teaching Critical Thinking. 70

2-7 Language and Thought 73

2-8 Reading Comprehension. 77

2-8-1 Reading. 79

2-8-2 Comprehension. 81

2-8-3 Nature of Reading. 83

2-9 Theories in Second Language Reading. 84

2-9-1 Process Approach. 84

2-9-2 Schema Theory. 86

2-10 Reading Processing. 88

2-10-1 Bottom-up Processing. 88

2-10-2 Top-down Processing. 89

2-10-3 Interactive Processing. 89

2-11 Reading Comprehension Strategies. 90

2-11-1 How to Teach Reading Comprehension by Inference and Analysis. 92

2-12 Models of Reading. 97

2-12-1 Bottom-up Models. 97

2-12-2 Top-down Models. 98

2-12-3 Interactive Models. 99

2-13 Types of Reading. 100

2-13-1 Intensive Reading. 100

2-13-2 Extensive Reading. 101

2-13-3 Scanning and Skimming Reading. 102

این مطلب را هم بخوانید :

2-13-4 Receptive and reflective Reading. 103

2-14 Critical Reading. 103

2.14.1 Approaches to Critical Reading. 106

2-15 Related Studies on Critical Thinking and Reading Comprehension  107

CHAPTER III: Methodology

3-1 Introduction. 113

3-2 Participants. 114

3-3 Instrumentation. 115

3-3-1 PET. 115

3-3-2 Reading Comprehension Pre-Treatment Test 116

3-3-3 Reading Comprehension Post-Test 117

3-3-4 Instructional Materials. 118

3-3-4-1 Course Book. 118

3-3-3-2 Pamphlet 118

3-3-4 Procedure. 118

3-3-6 Data Analysis. 136

CHAPTER IV: Results and Discussion

4-1 Introduction. 138

4-2 Participant Selection. 139

4-2-1 Descriptive Statistics of the Piloting PET Proficiency Test 140

4-2-2 Descriptive Statistics of the PET Proficiency Test 141

4-2-3 Dividing the Participants into Two Groups. 143

4-3 Pre-treatment Test 146

4-4 Post-test 151

4-5 The Results of Testing the Null Hypothesis. 154

4-6 Discussion. 156

CHAPTER V:  Conclusion, Pedagogical Implications

5-1 Introduction. 162

5-2 Summary of the Findings. 162

5-3 Conclusion. 164

5-4 Pedagogical Implications. 165

5-5 Suggestions for Further Research. 168

References. 171

APPENDICES

Appendix A.. 194

Appendix B.. 195

Appendix C.. 214

Appendix D.. 224

LIST OF TABLES

Table 4-1 Descriptive Statistics for PET Proficiency Test piloting. 139

Table 4-2 Reliability of the PET Proficiency Test Piloting. 139

Table 4-3 Descriptive Statistics for PET Proficiency Test 140

Table 4-4 Reliability of the PET. 141

Table 4- 5 Inter-rater Correlation for Writing Section of the PET. 141

Table 4-6 Descriptive statistics of the PET scores of the two groups at the outset 142

Table 4-7 the Results of Normality Check of the Distribution of scores on PET. 143

Table 4-8 Group Statistics for Two Experimental Groups’ PET scores. 144

Table 4-9 Independent Sample T-test for Two Experimental Groups’ PET scores. 144

Table 4-10 Descriptive Statistics for the Results of the Pre-treatment Test 145

Table 4-11 Results of Normality of Distribution of Scores for Reading Comprehension Pre-treatment Test 147

Table 4-12 Results of Normality of Distribution of Scores for Reading Comprehension Pre-treatment Test 147

Table 4-13 Group Statistics T- Test for Pre-treatment Test 148

Table 4-14 Independent Samples T- Test for Pre-treatment Test 148

Table 4-15 Descriptive statistics for the results of the post-test 150

Table 4-16 Results of Normality of Distribution of Scores for Reading Comprehension Post-test 150

Table 4- 17 Results of Skewness Ratio for Reading Comprehension Post-test 150

Table 4-18 Group Statistics of Two Experimental Groups on the Post-test 153

Table 4-19 Independent Samples t-Test of Two Experimental Groups on the Post-test 153

 

                                             LIST OF FIGURES

Figure 2-1 Elements of Thought (Elder & Paul, 2007) 30

Figure 2-2 Critical Thinking Skills. 51

Figure 2-3 The Relationship between Skills and Dispositions. 53

Figure 2-4 Observation/Inference (O/I) Chart (Nokes, 2008) 95

Figure 3-1 Observation/Inference Chart (Nokes, 2008) 128

Figure 3-2 An Example of O/I Chart 133

Figure 4-1 The Histogram of Scores of PET Main Administration. 143

Figure 4-2 Histogram of the Scores Obtained on the reading Pre-Treatment Test of E1. 146

Figure 4-3 Histogram of the Scores Obtained on the Reading Pre-treatment Test of the E2. 146

Figure 4-4 Histogram of Scores Obtained on the Reading comprehension Post- test of E1. 151

Figure 4-5 Histogram of Scores Obtained on Reading Comprehension Post- test of E2. 152

CHAPTER Ι

 Background and Purpose

آموزی از مهارت بیشتری در زمینه زبان آموزان انگلیسی برخوردار هستند و بالعکس. علاوه بر این، نتایج نشان داد که بین انگیزش شرکت کنندگان و بسندگی زبان انگلیسی رابطه مثبت و معناداری وجود دارد. با این حال، تفاوت معنی داری بین سطح اضطراب زبان آموزان پسر و دختر وجود ندارد. به همین ترتیب، تفاوت معنی داری بین میزان انگیزشی زبان آموزان پسر و دختر در این مطالعه مشاهده نشد. در نهایت، مشاهده شد که تفاوت معنی داری بین زبان آموزان پسر و دختر از نظر اضطراب زبان آموزی، انگیزش یادگیری زبان انگلیسی و میزان مهارت های زبان انگلیسی وجود ندارد که این یافته بیانگر این است که جنسیت نقش تعیین کننده ای در این سه متغیر ایفا نمی کند.

 

واژه های کلیدی:اضطراب زبان آموزی، انگیزش زبان آموزی، بسندگی زبان، زبان آموزان انگلیسی به عنوان زبان خارجی

 

Table of Contents

Chapter One: Introduction. I

1.0 Introduction. 2

1.1 Background. 2

1.2 Statement of the Problem.. 6

1.3 Research Objectives. 7

1.4 Significance of the Study. 7

1.5Research Questions. 8

1.6 Operational Definition of Key Terms. 9

 

Chapter Two: Review of Literature. Error! Bookmark not defined.11

2.0 Introduction. 12

2.1 Theoretical Framework. 12

2.1.1 Anxiety by Definition. 12

2.1.1.1 Types of Anxiety. 13

2.1.1.3 Sources of Language Learning Anxiety. 18

2.1.1.4 Language Learning Anxiety and Gender 20

2.1.2 Motivation by Definition. 22

2.1.2.1 Types of Motivation. 24

2.1.2.1.1 Intrinsic Motivation. 25

2.1.2.1.2 Extrinsic Motivation. 26

2.1.2.2 Motivation and Language Learning. 26

آموزی از مهارت بیشتری در زمینه زبان آموزان انگلیسی برخوردار هستند و بالعکس. علاوه بر این، نتایج نشان داد که بین انگیزش شرکت کنندگان و بسندگی زبان انگلیسی رابطه مثبت و معناداری وجود دارد. با این حال، تفاوت معنی داری بین سطح اضطراب زبان آموزان پسر و دختر وجود ندارد. به همین ترتیب، تفاوت معنی داری بین میزان انگیزشی زبان آموزان پسر و دختر در این مطالعه مشاهده نشد. در نهایت، مشاهده شد که تفاوت معنی داری بین زبان آموزان پسر و دختر از نظر اضطراب زبان آموزی، انگیزش یادگیری زبان انگلیسی و میزان مهارت های زبان انگلیسی وجود ندارد که این یافته بیانگر این است که جنسیت نقش تعیین کننده ای در این سه متغیر ایفا نمی کند.

 

واژه های کلیدی:اضطراب زبان آموزی، انگیزش زبان آموزی، بسندگی زبان، زبان آموزان انگلیسی به عنوان زبان خارجی

 

Table of Contents

Chapter One: Introduction. I

1.0 Introduction. 2

1.1 Background. 2

1.2 Statement of the Problem.. 6

1.3 Research Objectives. 7

1.4 Significance of the Study. 7

1.5Research Questions. 8

1.6 Operational Definition of Key Terms. 9

 

Chapter Two: Review of Literature. Error! Bookmark not defined.11

2.0 Introduction. 12

2.1 Theoretical Framework. 12

2.1.1 Anxiety by Definition. 12

2.1.1.1 Types of Anxiety. 13

2.1.1.3 Sources of Language Learning Anxiety. 18

2.1.1.4 Language Learning Anxiety and Gender 20

2.1.2 Motivation by Definition. 22

2.1.2.1 Types of Motivation. 24

2.1.2.1.1 Intrinsic Motivation. 25

2.1.2.1.2 Extrinsic Motivation. 26

2.1.2.2 Motivation and Language Learning. 26

2.1.3 Language Proficiency. 29

2.2. Empirical Studies Done in the Field. 30

2.2.1 Anxiety and Language Learning. 30

2.2.2 Motivation and Language Learning. 39

2.2.3 Anxiety and Foreign Language Motivation. 42

2.3 Final Remarks on Literature. 44

 

ChapterThree:Methodology. 47

3.0 Introduction. 48

3.1 Participants. 48

3.2 Instruments. 49

3.3 Data Collection Procedures. 51

3.4 Data Analysis Procedures. 53

3.5 Design of the Study. 54

 

ChapterFour:ResultsandDiscussion. Error! Bookmark not defined.55

4.0 Introduction. 56

4.1 Results of the Study. 56

4.1.1 Participants’ Anxiety Level in Language Classrooms. 56

4.1.2 Relationship between the Participants’ Level of Anxiety and Motivation  60

4.1.2.1 Participants’ Scores on Motivation Questionnaire. 60

4.1.3 Relationship between the participants’ language proficiency, level of               anxiety, and motivation. 62

4.1.3.1 Participants’ Performance in the Proficiency Test 63

4.1.3.2 Relationship Between the Participants’ Language Proficiency & Their         Level of Anxiety. 65

4.1.3.3 Relationship Between the Participants’ Language Proficiency &  their            motivation. 67

4.1.4 Gender Differences Concerning Anxiety, Motivation, and Language               Proficiency Level of Iranian Intermediate EFL Learners. 70

4.1.4.1 Relationship between Male and Female Participants’ Language                    Learning Anxiety and their 4.1.1.2 Motivation, and English Proficiency. 75

4.2 Discussion of Findings. 78

 

Chapter Five: 56Summary, Conclusion, and Pedagogical Implications 82

5.0 Introduction. 83

5.1 Summary. 83

5.2 Conclusion. 85

5.3 Pedagogical Implications. 88

5.5 Limitations of the Study. 89

 

References. 91

Appendices. 100

Appendix I: Foreign Language Classroom Anxiety Scale. 101

Appendix II: Attitude/Motivation Test Battery. 103

Appendix III:English Language Proficiency Test 106

 

List of Tables

4.1 Participants’ Demographic Statistics. 56

4.2 Descriptive Statistics of the Participants’ Level of Anxiety. 57

4.3 Anxiety Groups. 57

4.4 Participants’ Distribution in Anxiety Groups. 58

4.5 ANOVA Results for Group Differences. 59

4.6 Descriptive Statistics for Participants’ Motivation. 60

4.7 Participants’ Motivation in the Anxiety Groups. 61

4.8 Correlation between Language Learning Anxiety and Motivation. 61

4.9 Descriptive Statistics for the Participants’ Scores in the proficiency test 61

4.10 Male and Female Participants’ Scores in the Proficiency Test 61

4.11 Results of Independent Samples t-test for Male and Female Performance in       the Proficiency Test 64

4.12 Participants’ English Proficiency in the Anxiety Groups. 65

4.13 Correlation Between Language Learning Anxiety and English Proficiency. 65

4.14 Motivation Groups. 67

4.15 Participants’ Distribution in Motivational Groups. 67

4.16 Participants’ English Proficiency in the Motivational Groups. 68

4.17 Correlation Between Motivation and English Proficiency. 69

4.18 Males’ and Females’ Level of Anxiety. 70

4.19 Independent Samples t-test for Differences in Males and Females’ Level of        Anxiety. 71

4.20 Distribution of Males and Females in Anxiety Groups. 71

4.21 Males’ and Females’ Motivation. 72

4.22 Independent Samples t-test for Differences in Males and Females’ Level of       Motivation. 73

4.23 Distribution of Males and Females in Motivational Groups. 73

4.24 Correlation Between Males’ Anxiety, Motivation, and English Proficiency  75

4.25 Correlation Between Females’ Anxiety, Motivation, and English                         proficiency. 76

 

 

 

 

 

 

 

 

 

ABSTRACT

The present study was an attempt to investigate the degree of anxiety among Iranian intermediate EFL learners and its relation to their motivation. It also explored whether there was any significant relationship between anxiety, motivation and language proficiency for Iranian EFL learners. To this end, a total number of 80 EFL learners (35 males and 45 females) were selected through cluster random sampling from two language classes at Islamic Azad University, Sardasht Branch, Hormozgan Province, Iran as the participants in this study. The instruments used to collect the data from the participants were the Foreign Language Learning Anxiety Scale (FLCAS), Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) used to measure the participants’ motivation to learn English, and a modified version of a paper-based TOEFL test that was used to measure the participants’ level of English proficiency. The results indicated that the majority of the participants experienced a mid to high level of language learning anxiety. Besides, it was found that the participants with lower levels of the language learning anxiety were more motivated to learn English while those with higher levels of the language learning anxiety were less motivated to learn English. On the other hand, it was noted that the participants with lower levels of the language learning anxiety were more proficient English learners and vice versa. In addition, there was a positive significant relationship between the participants’ motivation and their English proficiency. However, there was no significant difference between the anxiety level of male and female participants. Similarly, there was no significant difference between the motivation level of male and female participants in this study. Finally, the findings indicated that there was no significant difference between the male and female participants concerning their language learning anxiety, motivation to learn English, and their English proficiency, indicating that gender did not play a determining role in these three variables.

Keywords: Language learning anxiety, Language learning motivation, Language proficiency,

EFL Learners

 

 

 

 

 

 

CHAPTER ONE

 

2.1.3 Language Proficiency. 29

2.2. Empirical Studies Done in the Field. 30

2.2.1 Anxiety and Language Learning. 30

2.2.2 Motivation and Language Learning. 39

2.2.3 Anxiety and Foreign Language Motivation. 42

2.3 Final Remarks on Literature. 44

 

ChapterThree:Methodology. 47

3.0 Introduction. 48

3.1 Participants. 48

3.2 Instruments. 49

3.3 Data Collection Procedures. 51

3.4 Data Analysis Procedures. 53

3.5 Design of the Study. 54

 

ChapterFour:ResultsandDiscussion. Error! Bookmark not defined.55

4.0 Introduction. 56

4.1 Results of the Study. 56

4.1.1 Participants’ Anxiety Level in Language Classrooms. 56

4.1.2 Relationship between the Participants’ Level of Anxiety and Motivation  60

4.1.2.1 Participants’ Scores on Motivation Questionnaire. 60

4.1.3 Relationship between the participants’ language proficiency, level of               anxiety, and motivation. 62

4.1.3.1 Participants’ Performance in the Proficiency Test 63

4.1.3.2 Relationship Between the Participants’ Language Proficiency & Their         Level of Anxiety. 65

4.1.3.3 Relationship Between the Participants’ Language Proficiency &  their            motivation. 67

4.1.4 Gender Differences Concerning Anxiety, Motivation, and Language               Proficiency Level of Iranian Intermediate EFL Learners. 70

4.1.4.1 Relationship between Male and Female Participants’ Language                    Learning Anxiety and their 4.1.1.2 Motivation, and English Proficiency. 75

4.2 Discussion of Findings. 78

این مطلب را هم بخوانید :

 

Chapter Five: 56Summary, Conclusion, and Pedagogical Implications 82

5.0 Introduction. 83

5.1 Summary. 83

5.2 Conclusion. 85

5.3 Pedagogical Implications. 88

5.5 Limitations of the Study. 89

 

References. 91

Appendices. 100

Appendix I: Foreign Language Classroom Anxiety Scale. 101

Appendix II: Attitude/Motivation Test Battery. 103

Appendix III:English Language Proficiency Test 106

 

List of Tables

4.1 Participants’ Demographic Statistics. 56

4.2 Descriptive Statistics of the Participants’ Level of Anxiety. 57

4.3 Anxiety Groups. 57

4.4 Participants’ Distribution in Anxiety Groups. 58

4.5 ANOVA Results for Group Differences. 59

4.6 Descriptive Statistics for Participants’ Motivation. 60

4.7 Participants’ Motivation in the Anxiety Groups. 61

4.8 Correlation between Language Learning Anxiety and Motivation. 61

4.9 Descriptive Statistics for the Participants’ Scores in the proficiency test 61

4.10 Male and Female Participants’ Scores in the Proficiency Test 61

4.11 Results of Independent Samples t-test for Male and Female Performance in       the Proficiency Test 64

4.12 Participants’ English Proficiency in the Anxiety Groups. 65

4.13 Correlation Between Language Learning Anxiety and English Proficiency. 65

4.14 Motivation Groups. 67

4.15 Participants’ Distribution in Motivational Groups. 67

4.16 Participants’ English Proficiency in the Motivational Groups. 68

4.17 Correlation Between Motivation and English Proficiency. 69

4.18 Males’ and Females’ Level of Anxiety. 70

4.19 Independent Samples t-test for Differences in Males and Females’ Level of        Anxiety. 71

4.20 Distribution of Males and Females in Anxiety Groups. 71

4.21 Males’ and Females’ Motivation. 72

4.22 Independent Samples t-test for Differences in Males and Females’ Level of       Motivation. 73

4.23 Distribution of Males and Females in Motivational Groups. 73

4.24 Correlation Between Males’ Anxiety, Motivation, and English Proficiency  75

4.25 Correlation Between Females’ Anxiety, Motivation, and English                         proficiency. 76

 

 

 

 

 

 

 

 

 

ABSTRACT

The present study was an attempt to investigate the degree of anxiety among Iranian intermediate EFL learners and its relation to their motivation. It also explored whether there was any significant relationship between anxiety, motivation and language proficiency for Iranian EFL learners. To this end, a total number of 80 EFL learners (35 males and 45 females) were selected through cluster random sampling from two language classes at Islamic Azad University, Sardasht Branch, Hormozgan Province, Iran as the participants in this study. The instruments used to collect the data from the participants were the Foreign Language Learning Anxiety Scale (FLCAS), Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) used to measure the participants’ motivation to learn English, and a modified version of a paper-based TOEFL test that was used to measure the participants’ level of English proficiency. The results indicated that the majority of the participants experienced a mid to high level of language learning anxiety. Besides, it was found that the participants with lower levels of the language learning anxiety were more motivated to learn English while those with higher levels of the language learning anxiety were less motivated to learn English. On the other hand, it was noted that the participants with lower levels of the language learning anxiety were more proficient English learners and vice versa. In addition, there was a positive significant relationship between the participants’ motivation and their English proficiency. However, there was no significant difference between the anxiety level of male and female participants. Similarly, there was no significant difference between the motivation level of male and female participants in this study. Finally, the findings indicated that there was no significant difference between the male and female participants concerning their language learning anxiety, motivation to learn English, and their English proficiency, indicating that gender did not play a determining role in these three variables.

Keywords: Language learning anxiety, Language learning motivation, Language proficiency,

EFL Learners

 

 

 

 

 

 

CHAPTER ONE

1.3. Research question. 12

1.4. Research Hypothesis. 12

1.5. Definition of Key Terms. 12

Critical thinking. 12

Farahzad‘s Model of TQA.. 13

1.6. Significance of the Study. 14

1.7. Limitations and Delimitations of the Study. 15

Delimitation. 16

CHAPTER II 17

Review of the Related Literature. 17

2.1 Introduction. 18

2.2 Thinking. 18

2.3Characteristics of a Critical Thinker. 19

2.4 Critical Thinking Skills. 21

2.5. Teaching Critical Thinking. 22

2.5.1. How to Teach Critical Thinking. 23

2.5.1.1. Critical Thinking and Inferences. 25

2.5.1.2. Critical Thinking about Points of View.. 25

2.5.1.3. Purpose. 26

2.5.1.4. Evidence. 26

2.5.1.5. Beliefs. 26

2.5.1.6. Conclusions and Decisions. 26

2.5.1.7. Assumption. 26

2.6. Evaluation of the Quality of Translation. 27

26.1 The History of Translation and TQA.. 30

2.6.2The Main Approaches toward TQA.. 35

2.6.2.1Mentalist Views. 35

2.6.2.2 Response Based Approaches. 35

1.3. Research question. 12

1.4. Research Hypothesis. 12

1.5. Definition of Key Terms. 12

Critical thinking. 12

Farahzad‘s Model of TQA.. 13

1.6. Significance of the Study. 14

1.7. Limitations and Delimitations of the Study. 15

Delimitation. 16

CHAPTER II 17

Review of the Related Literature. 17

2.1 Introduction. 18

2.2 Thinking. 18

2.3Characteristics of a Critical Thinker. 19

2.4 Critical Thinking Skills. 21

2.5. Teaching Critical Thinking. 22

2.5.1. How to Teach Critical Thinking. 23

2.5.1.1. Critical Thinking and Inferences. 25

2.5.1.2. Critical Thinking about Points of View.. 25

2.5.1.3. Purpose. 26

2.5.1.4. Evidence. 26

2.5.1.5. Beliefs. 26

2.5.1.6. Conclusions and Decisions. 26

2.5.1.7. Assumption. 26

2.6. Evaluation of the Quality of Translation. 27

26.1 The History of Translation and TQA.. 30

2.6.2The Main Approaches toward TQA.. 35

2.6.2.1Mentalist Views. 35

2.6.2.2 Response Based Approaches. 35

2.6.2.2.1 Behaviorist Views. 35

2.6.2.3 Text and Discourse Based Approaches. 36

2.6.2.4 Functionalist Approaches: Skopos Relate Approach. 36

2.6.2.5. Literature-oriented Approaches: 36

2.5.2.5.1 Descriptive Translation Studies. 36

2.6.2.5.2 Post-Modernist and Deconstructionist Thinking. 37

2.6.2.6 Linguistically-Oriented Approaches. 37

2.6.2.6.1 A Functional Pragmatic Model of Translation Evaluation: 38

2.7. Different Models of Evaluating Students’ Translations. 39

27.1 Farahzad‘s Model of TQA.. 39

2.7.2. Waddington‘s Model of TQA.. 40

2.7.3 Al-Qinai‘s Model of TQA.. 43

2.7.4. Sainz’s Model of TQA.. 44

2.8. Conclusion. 45

Chapter III 47

Methodology. 47

3.1. Introduction. 48

3.2. Participants. 48

3.3 Instruments. 49

3.3.1. Instructional Material 49

3.3.2. Preliminary English Test (PET). 49

3.3.3. Pre Translation Production Test. 50

3.3.7. Post Translation Production Test. 50

3.4. Procedure. 51

3.5. Design of the Study. 54

3.6. Statistical Analysis. 54

CHAPTER IV.. 55

Results and Discussion. 55

4.1. Introduction. 56

4.2. Participant Selection. 56

4.3. Discussion. 71

CHAPTER V.. 73

CONCLUSIONS AND PEDAGOGICALIMPLICATIONS. 73

5.1. Introduction. 74

5.2. Conclusion. 74

5.3. Pedagogical Implications. 75

5.4 Suggestions for Further Research. 75

References. 77

References. 78

Abstract

This study was conducted to investigate whether critical thinking had any significant effect on translation performance of translations students. To this end, 75 male and female English translation students at the 7th semester at BA level were chosen from Azad University, Shahr-e-Ghods branch. The participants were non-randomly selected on the basis of the scores they obtained on a pre-piloted Preliminarily English Test (PET) and a translation test before conducting the study. The division of the participants to the experimental and control groups was done randomly..Both experimental and control groups were taught using the same material in  translation classes and they received the same amount of instruction .The only difference was some techniques of critical thinking that were  taught to the experimental group to be used in their translation. A posttest of translation was given to the participants after the treatment, and the results of the data analyses showed that there was no statistically significant difference between the two groups in terms of their posttest performance

CHAPTER I

BACKGROUND AND PURPOSE

1.1.    Introduction

Newmark(1998)asserts: “As a means of communication, translation is used for multilingual notices, for tourist publicity; for official documents such as treaties and contracts; for reports, papers, articles, correspondence, and textbooks to convey information, advice and recommendation for every branch of knowledge”(P.7). According to Newmark(1998)“translation is rendering the meaning of a text into another language in the way that the author intended in the text”(p.5). In other words “translation consists of transferring the meaning of the source language (SL) into the receptor language” (RL) (Larson, 1984, p.3). A translator faces some difficulties during translation and may not convey the meaning of the SL to RLappropriately.AsNewmark(1988) puts it“when there is no such thing as a law of translation”(p.113), tohelpconvey the meaning from SL to RL in different  texts in different languages what should a translator do? Is it possible to find a way to lesson unpredictable difficulties during a translation?

Scriven and Paul ( 1987), indicatethatcritical thinking(CT) is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

Facion (2010) also believes that CT includes the following cognitive skills: interpretation, analysis, evaluation, inference, explanation, and self-regulation. So a critical thinker should have especial skills in order to make a good judgment. Critical thinkers observe carefully, rely on

 

2.6.2.2.1 Behaviorist Views. 35

2.6.2.3 Text and Discourse Based Approaches. 36

2.6.2.4 Functionalist Approaches: Skopos Relate Approach. 36

2.6.2.5. Literature-oriented Approaches: 36

2.5.2.5.1 Descriptive Translation Studies. 36

2.6.2.5.2 Post-Modernist and Deconstructionist Thinking. 37

2.6.2.6 Linguistically-Oriented Approaches. 37

2.6.2.6.1 A Functional Pragmatic Model of Translation Evaluation: 38

2.7. Different Models of Evaluating Students’ Translations. 39

27.1 Farahzad‘s Model of TQA.. 39

2.7.2. Waddington‘s Model of TQA.. 40

2.7.3 Al-Qinai‘s Model of TQA.. 43

2.7.4. Sainz’s Model of TQA.. 44

2.8. Conclusion. 45

Chapter III 47

Methodology. 47

3.1. Introduction. 48

3.2. Participants. 48

3.3 Instruments. 49

3.3.1. Instructional Material 49

3.3.2. Preliminary English Test (PET). 49

3.3.3. Pre Translation Production Test. 50

3.3.7. Post Translation Production Test. 50

3.4. Procedure. 51

3.5. Design of the Study. 54

3.6. Statistical Analysis. 54

CHAPTER IV.. 55

Results and Discussion. 55

این مطلب را هم بخوانید :

4.1. Introduction. 56

4.2. Participant Selection. 56

4.3. Discussion. 71

CHAPTER V.. 73

CONCLUSIONS AND PEDAGOGICALIMPLICATIONS. 73

5.1. Introduction. 74

5.2. Conclusion. 74

5.3. Pedagogical Implications. 75

5.4 Suggestions for Further Research. 75

References. 77

References. 78

Abstract

This study was conducted to investigate whether critical thinking had any significant effect on translation performance of translations students. To this end, 75 male and female English translation students at the 7th semester at BA level were chosen from Azad University, Shahr-e-Ghods branch. The participants were non-randomly selected on the basis of the scores they obtained on a pre-piloted Preliminarily English Test (PET) and a translation test before conducting the study. The division of the participants to the experimental and control groups was done randomly..Both experimental and control groups were taught using the same material in  translation classes and they received the same amount of instruction .The only difference was some techniques of critical thinking that were  taught to the experimental group to be used in their translation. A posttest of translation was given to the participants after the treatment, and the results of the data analyses showed that there was no statistically significant difference between the two groups in terms of their posttest performance

CHAPTER I

BACKGROUND AND PURPOSE

1.1.    Introduction

Newmark(1998)asserts: “As a means of communication, translation is used for multilingual notices, for tourist publicity; for official documents such as treaties and contracts; for reports, papers, articles, correspondence, and textbooks to convey information, advice and recommendation for every branch of knowledge”(P.7). According to Newmark(1998)“translation is rendering the meaning of a text into another language in the way that the author intended in the text”(p.5). In other words “translation consists of transferring the meaning of the source language (SL) into the receptor language” (RL) (Larson, 1984, p.3). A translator faces some difficulties during translation and may not convey the meaning of the SL to RLappropriately.AsNewmark(1988) puts it“when there is no such thing as a law of translation”(p.113), tohelpconvey the meaning from SL to RL in different  texts in different languages what should a translator do? Is it possible to find a way to lesson unpredictable difficulties during a translation?

Scriven and Paul ( 1987), indicatethatcritical thinking(CT) is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

Facion (2010) also believes that CT includes the following cognitive skills: interpretation, analysis, evaluation, inference, explanation, and self-regulation. So a critical thinker should have especial skills in order to make a good judgment. Critical thinkers observe carefully, rely on

LIST OF TABLES Table a- The merits of the PBL procedure in comparison to the traditional classrooms 7 Table b – The pre-test scores of both groups 43 Table c – The mean scores of the two groups on the test section 44 Table 1- Tests of Normality for experimental group 53 Table 2- Tests of Normality for control group 54 Table 3- Group Statistics on autonomy 54 Table 4- Independent Samples Test on autonomy 55 Table 5- Group Statistics for reading pre-test 56 Table 6- Independent Samples Test for reading pre-test 57 Table 7- Group Statistics for writing pre-test 57 Table 8 -Independent Samples Test for writing pre-test 58 Table 9- Group Statistics on speaking pre-test 59 Table 10- Independent Samples Test on speaking pre-test 61 Table 11- Group Statistics on listening pre-test 61 Table 12- Independent Samples Test on listening pre-test 62 Table 13- Group Statistics on reading post-test 63 Table 14- Independent Samples Test for reading post-test 63 Table 15- Table 9 Group Statistics for writing post-test 64 Table 16- Independent Samples Test for writing post-test 65 Table 17- Group Statistics on speaking post-test 66 Table 18- Independent Samples Test on speaking post-test 67 Table 19- Group Statistics on listening post-test 67 Table 20- Independent Samples Test on listening post-test 68 Abstract The present empirical research reports on the findings of a study that investigated the effects of Project Work on Language proficiency and autonomy level of Iranian Intermediate Learners in an EFL setting. The method of teaching and learning English language through Project works is a contrast to the current teaching of English in Iranian high schools. The researcher after implementing FCE exam as the pre-test to homogenize 250 female students of two high schools in district 4 Mashhad, chose 50 students as the participants of the study. They were divided randomly into two groups of experimental and control groups. Through 12 sessions of instruction in three months’ time students in experimental group went under different project works introduced by the researcher. At the same time the students in the control group were provided with five short stories as their reading comprehension assignments. In order to collect the required data, a Cambridge FCE proficiency test was employed by LIST OF TABLES Table a- The merits of the PBL procedure in comparison to the traditional classrooms 7 Table b – The pre-test scores of both groups 43 Table c – The mean scores of the two groups on the test section 44 Table 1- Tests of Normality for experimental group 53 Table 2- Tests of Normality for control group 54 Table 3- Group Statistics on autonomy 54 Table 4- Independent Samples Test on autonomy 55 Table 5- Group Statistics for reading pre-test 56 Table 6- Independent Samples Test for reading pre-test 57 Table 7- Group Statistics for writing pre-test 57 Table 8 -Independent Samples Test for writing pre-test 58 Table 9- Group Statistics on speaking pre-test 59 Table 10- Independent Samples Test on speaking pre-test 61 Table 11- Group Statistics on listening pre-test 61 Table 12- Independent Samples Test on listening pre-test 62 Table 13- Group Statistics on reading post-test 63 Table 14- Independent Samples Test for reading post-test 63 Table 15- Table 9 Group Statistics for writing post-test 64 Table 16- Independent Samples Test for writing post-test 65 Table 17- Group Statistics on speaking post-test 66 Table 18- Independent Samples Test on speaking post-test 67 این مطلب را هم بخوانید : این مطلب را هم بخوانید : Table 19- Group Statistics on listening post-test 67 Table 20- Independent Samples Test on listening post-test 68 Abstract The present empirical research reports on the findings of a study that investigated the effects of Project Work on Language proficiency and autonomy level of Iranian Intermediate Learners in an EFL setting. The method of teaching and learning English language through Project works is a contrast to the current teaching of English in Iranian high schools. The researcher after implementing FCE exam as the pre-test to homogenize 250 female students of two high schools in district 4 Mashhad, chose 50 students as the participants of the study. They were divided randomly into two groups of experimental and control groups. Through 12 sessions of instruction in three months’ time students in experimental group went under different project works introduced by the researcher. At the same time the students in the control group were provided with five short stories as their reading comprehension assignments. In order to collect the required data, a Cambridge FCE proficiency test was employed by the researcher as both pre-test and post-test. To check the autonomy level of the participants, a Learner Autonomy Questionnaire developed by Zhang and Li (2004, p. 23), was administered. At the end an interview was performed by the researcher to perceive the students’ ideas about the project work. Regarding the first hypothesis,” Project works do not have any significant effect on Intermediate Iranian EFL learners’ autonomy “, descriptive statistics of the autonomy questionnaire indicated that the mean of the autonomy level of the experimental group (M= 42.80) was higher than that of the control group (M= 26.76), therefor the hypothesis was rejected. The the researcher as both pre-test and post-test. To check the autonomy level of the participants, a Learner Autonomy Questionnaire developed by Zhang and Li (2004, p. 23), was administered. At the end an interview was performed by the researcher to perceive the students’ ideas about the project work. Regarding the first hypothesis,” Project works do not have any significant effect on Intermediate Iranian EFL learners’ autonomy “, descriptive statistics of the autonomy questionnaire indicated that the mean of the autonomy level of the experimental group (M= 42.80) was higher than that of the control group (M= 26.76), therefor the hypothesis was rejected. The

انتخاب مناسب در ساخت قطعات اپتوالکترونیکی معرفی شده‌است.

در این رساله یک نقطه کوانتمی دوبعدی دیسک شکل را در نظر گرفته و تاثیر اندازه نقطه و قدرت میدان مغناطیسی را بر ترازهای انرژی و پراکندگی رامان در این نانوساختارها مطالعه می‌کنیم. بدین منظور، ویژه مقدارهای انرژی به صورت تابعی از شعاع نقطه و اندازه میدان مغناطیسی محاسبه شده‌است. نتایج نشان می‌دهند که با افزایش شعاع نقطه ترازهای انرژی کاهش می‌یابند. همچنین ملاحظه می‌شود که با افزایش میدان مغناطیسی برخی از ترازها افزایش و برخی دیگر کاهش می‌یابند. علاوه براین، با افزایش میدان مغناطیسی حالت­های تقاطع و پادتقاطع (هنگامی که شکاف بین حالت‌ها کاهش یافته به کمترین میزان خود رسیده و دوباره افزایش یابد) زیر نوارها ممکن است رخ دهد.

وابستگی سطح مقطع دیفرانسیلی به میدان مغناطیسی خارجی و شعاع نقطه نیز بررسی شده‌است. نتایج نشان می‌دهند که میدان مغناطیسی و شعاع نقطه تاثیر به‌سزایی

فهرست مطالب

عنوان                                                                                                           صفحه

فصل اول

مقدمه­ای بر پراکندگی رامان…………………………………………………………………………………………………1

1-1 مقدمه………………………………………………………………………………………………………………………..2

1-2 تاریخچه…………………………………………………………………………………………………………………….3

1-3 کاربردهای مهم پراکندگی رامان در فناوری نانو ……………………………………………………………..5

1-4 نانوفناوری چیست؟…………………………………………………………………………………………………….5

1-5 پیشگامان نانوفناوری……………………………………………………………………………………………………6

1-6 خواص نانومواد………………………………………………………………………………………………………….7

1-7 روش­های تولید نانوذرات……………………………………………………………………………………………8

1-8  مقدمه­ای بر نیم­رساناها……………………………………………………………………………………………….9

1-9 طبقه­بندی نانوساختارها……………………………………………………………………………………………….10

فصل دوم

فرمول­بندی پراکندگی رامان……………………………………………………………………………………………….14

2-1 سطح مقطع رامان………………………………………………………………………………………………………15

الف

2-2 سطح مقطع دیفرانسیلی پراکندگی چاه کوانتمی……………………………………………………………..17

2-2-1 شدت پراکندگی رامان………………………………………………………………………………….19

2-3 سطح مقطع دیفرانسیلی برای چاه­سیم­های کوانتمی و سیم­های ساده کوانتمی………………….28

2-3-1 شدت پراکندگی رامان……………………………………………………………………………….30

انتخاب مناسب در ساخت قطعات اپتوالکترونیکی معرفی شده‌است.

در این رساله یک نقطه کوانتمی دوبعدی دیسک شکل را در نظر گرفته و تاثیر اندازه نقطه و قدرت میدان مغناطیسی را بر ترازهای انرژی و پراکندگی رامان در این نانوساختارها مطالعه می‌کنیم. بدین منظور، ویژه مقدارهای انرژی به صورت تابعی از شعاع نقطه و اندازه میدان مغناطیسی محاسبه شده‌است. نتایج نشان می‌دهند که با افزایش شعاع نقطه ترازهای انرژی کاهش می‌یابند. همچنین ملاحظه می‌شود که با افزایش میدان مغناطیسی برخی از ترازها افزایش و برخی دیگر کاهش می‌یابند. علاوه براین، با افزایش میدان مغناطیسی حالت­های تقاطع و پادتقاطع (هنگامی که شکاف بین حالت‌ها کاهش یافته به کمترین میزان خود رسیده و دوباره افزایش یابد) زیر نوارها ممکن است رخ دهد.

وابستگی سطح مقطع دیفرانسیلی به میدان مغناطیسی خارجی و شعاع نقطه نیز بررسی شده‌است. نتایج نشان می‌دهند که میدان مغناطیسی و شعاع نقطه تاثیر به‌سزایی

فهرست مطالب

عنوان                                                                                                           صفحه

فصل اول

مقدمه­ای بر پراکندگی رامان…………………………………………………………………………………………………1

1-1 مقدمه………………………………………………………………………………………………………………………..2

1-2 تاریخچه…………………………………………………………………………………………………………………….3

1-3 کاربردهای مهم پراکندگی رامان در فناوری نانو ……………………………………………………………..5

1-4 نانوفناوری چیست؟…………………………………………………………………………………………………….5

1-5 پیشگامان نانوفناوری……………………………………………………………………………………………………6

1-6 خواص نانومواد………………………………………………………………………………………………………….7

1-7 روش­های تولید نانوذرات……………………………………………………………………………………………8

1-8  مقدمه­ای بر نیم­رساناها……………………………………………………………………………………………….9

1-9 طبقه­بندی نانوساختارها……………………………………………………………………………………………….10

فصل دوم

فرمول­بندی پراکندگی رامان……………………………………………………………………………………………….14

2-1 سطح مقطع رامان………………………………………………………………………………………………………15

الف

2-2 سطح مقطع دیفرانسیلی پراکندگی چاه کوانتمی……………………………………………………………..17

2-2-1 شدت پراکندگی رامان………………………………………………………………………………….19

2-3 سطح مقطع دیفرانسیلی برای چاه­سیم­های کوانتمی و سیم­های ساده کوانتمی………………….28

2-3-1 شدت پراکندگی رامان……………………………………………………………………………….30

2-4 سطح مقطع دیفرانسیلی برای نقطه کوانتمی………………………………………………………………..36

2-4-1 شدت پراکندگی رامان………………………………………………………………………………..37

فصل سوم

بررسی سطح مقطع پراکندگی نقطه کوانتمی بر اساس قطبش­های متفاوت……………………………..42

3-1 معادله شرودینگر…………………………………………………………………………………………………….43

3-1-1 معادله شرودینگر در نقطه کوانتمی………………………………………………………………..44

3-2 سطح مقطع پراکندگی رامان…………………………………………………………………………….47

3-3 محاسبات عددی……………………………………………………………………………………………………50

فصل چهارم

نتیجه­گیری و پیشنهادات………………………………………………………………………………………………….57

4-1 نتایج……………………………………………………………………………………………………………………..58

5-1 پیشنهادات……………………………………………………………………………………………………………..60

منابع و مآخذ…………………………………………………………………………………………………………………61

ب

چکیده انگلیسی…………………………………………………………………………………………………………….

                                      

 

فهرست اشکال

عنوان                                                                                                 صفحه

شکل 1-1 نمایش ساختار نواری برای الف) رسانا، ب) نیم­رسانا، ج)عایق…………………………….9

شکل 1-2 ساختار یک چاه کوانتمی نیم­رسانا…………………………………………………………………..11

شکل 1-3: ساختار یک سیم کوانتمی نیم­رسانا………………………………………………………………….12

شکل 1-4: ساختار چاه، سیم و نقطه کوانتمی…………………………………………………………………..13

شکل 2-1: طیف گسیلی پراکندگی الکترونی رامان در چاه کوانتمی با قطبش  و عرض چندگانه……………………………………………………………………………………………………………………..27

شکل 2-2: طیف گسیلی پراکندگی الکترونی رامان در چاه کوانتمی برای قطبش ………………………………………………………………………………………………………………………………….27

شکل 2-3: طیف گسیلی پراکندگی الکترونی رامان در چاه­سیم­های کوانتمی و نقاط کوانتمی برای قطبش ……………………………………………………………………………………………………..35

شکل 3-1: چاه پتانسیل بی­نهایت یک بعدی……………………………………………………………………44

شکل 3-2 :  نمودار انرژی  زیر نوارهای  نقطه کوانتمی دیسک شکل بر حسب شعاع به ازای ……………………………………………………………………………………………………………….51

ج

شکل 3-3 : نمودار انرژی  زیر نوارهای  نقطه کوانتمی دیسک شکل بر حسب میدان مغناطیسی به ازای………………………………………………………………………………………………………….52

شکل 3-4: طیف گسیلی نقطه کوانتمی دیسک شکل برای قطبش ………………………..53

شکل 3-5 : طیف گسیلی نقطه کوانتمی دیسک شکل برای قطبش ……………………….54

شکل 3-6:  طیف گسیلی برای دو مقدار مختلف از شعاع نقطه کوانتمی برای قطبش …………………………………………………………………………………………………………………………………55

شکل 3-7: طیف گسیلی برای دو مقدار مختلف از شعاع نقطه کوانتمی برای قطبش …………………………………………………………………………………………………………………………………..55

2-4 سطح مقطع دیفرانسیلی برای نقطه کوانتمی………………………………………………………………..36

2-4-1 شدت پراکندگی رامان………………………………………………………………………………..37

فصل سوم

بررسی سطح مقطع پراکندگی نقطه کوانتمی بر اساس قطبش­های متفاوت……………………………..42

3-1 معادله شرودینگر…………………………………………………………………………………………………….43

3-1-1 معادله شرودینگر در نقطه کوانتمی………………………………………………………………..44

3-2 سطح مقطع پراکندگی رامان…………………………………………………………………………….47

3-3 محاسبات عددی……………………………………………………………………………………………………50

فصل چهارم

نتیجه­گیری و پیشنهادات………………………………………………………………………………………………….57

4-1 نتایج……………………………………………………………………………………………………………………..58

5-1 پیشنهادات……………………………………………………………………………………………………………..60

منابع و مآخذ…………………………………………………………………………………………………………………61

ب

چکیده انگلیسی…………………………………………………………………………………………………………….

                                      

 

فهرست اشکال

عنوان                                                                                                 صفحه

شکل 1-1 نمایش ساختار نواری برای الف) رسانا، ب) نیم­رسانا، ج)عایق…………………………….9

شکل 1-2 ساختار یک چاه کوانتمی نیم­رسانا…………………………………………………………………..11

شکل 1-3: ساختار یک سیم کوانتمی نیم­رسانا………………………………………………………………….12

شکل 1-4: ساختار چاه، سیم و نقطه کوانتمی…………………………………………………………………..13

شکل 2-1: طیف گسیلی پراکندگی الکترونی رامان در چاه کوانتمی با قطبش  و عرض چندگانه……………………………………………………………………………………………………………………..27

شکل 2-2: طیف گسیلی پراکندگی الکترونی رامان در چاه کوانتمی برای قطبش ………………………………………………………………………………………………………………………………….27

شکل 2-3: طیف گسیلی پراکندگی الکترونی رامان در چاه­سیم­های کوانتمی و نقاط کوانتمی برای قطبش

این مطلب را هم بخوانید :

این مطلب را هم بخوانید :

 ……………………………………………………………………………………………………..35

شکل 3-1: چاه پتانسیل بی­نهایت یک بعدی……………………………………………………………………44

شکل 3-2 :  نمودار انرژی  زیر نوارهای  نقطه کوانتمی دیسک شکل بر حسب شعاع به ازای ……………………………………………………………………………………………………………….51

ج

شکل 3-3 : نمودار انرژی  زیر نوارهای  نقطه کوانتمی دیسک شکل بر حسب میدان مغناطیسی به ازای………………………………………………………………………………………………………….52

شکل 3-4: طیف گسیلی نقطه کوانتمی دیسک شکل برای قطبش ………………………..53

شکل 3-5 : طیف گسیلی نقطه کوانتمی دیسک شکل برای قطبش ……………………….54

شکل 3-6:  طیف گسیلی برای دو مقدار مختلف از شعاع نقطه کوانتمی برای قطبش …………………………………………………………………………………………………………………………………55

شکل 3-7: طیف گسیلی برای دو مقدار مختلف از شعاع نقطه کوانتمی برای قطبش …………………………………………………………………………………………………………………………………..55