Title                                                                                                                                 Page                  

 

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

Chapter 1: Introduction 

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

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

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

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

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

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

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

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

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

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

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

Chapter 2: Review of the Literature

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

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

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

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

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

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

 

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

Chapter 3: Methodology

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

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

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

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

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

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

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

این مطلب را هم بخوانید :

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

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

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

Chapter 4: Results

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

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

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

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

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

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

Chapter 5: Discussion

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

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

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

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

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

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

 

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

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

 

List of Tables

Table                                                                                                                              Pages                                                                                               

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

اند که هردو مترجم در ترجمه این تلمیحات از منطق الطیر،ازاستراتژی های مختلفی استفاده کرده اند که پرکاربردترین آنها عبارتندازترجمه استاندارد،تغییر جزیی،حذف،جایگزینی،كاهش،تولیددوباره وشناخت سطحی.بیشترین استراتژیهایی كه توسط مترجمان بكار گرفته شده اند ترجمه استاندارد،تغییرجزیی،و حذف هستند.استراتژیهای مورد نظر به مباحث معناشناسی، فرهنگی، بافت معنایی و ترجمه تحت الفظی تلمیحات مذکور مربوط می شوند.همچنین محقق دریافت که در ترجمه های مذکوراستراتژی استفاده از زیرنویس کمتر بکار برده شده است و با مقایسه این دو ترجمه از تلمیحات کدام ترجمه ازترجمه دیگری استاندارد تراست.ترجمه دربندی و دیویس تاحدی تحت الفظی تر از ترجمه ایست که توسط نات صورتگرفته است.لذا،عوامل دیگری چون آشنایی مترجمین با مسایلی همچون فرهنگ اسلامی،آیات و احادیث وایده خود مترجم در انتخاب استراتژی آنها نیز ایفای نقش کرده اند.یافته های تحقیق حاضر بر این فرض است که تلمیحات و ترجمه بینامتنیت، مقولات پیچیده ای هستند که در این تحقیق تنها نات توانسته است بطور موفق معنای مورد نظرمتن شعری اصیل در منطق الطیررا به خواننده زبان مبدا انتقال دهد Table of Contents Title Page Title Page Approval page ………………………………………………………………………………………………………. II Table of Contents …………………………………………………………………………………………………. III Acknowledgements………………………………………………………………………………………………. VI Abstract ………………………………………………………………………………………………………………. IX List of Abbreviations …………………………………………………………………………………………….. X Chapter One: Introduction ……………………………………………………………………………………. 1 1.1. Overview ……………………………………………………………………………………………………….. 2 1.2. Intertextuality and Allusion……………………………………………………………………………….. 2 1.3. Statement of the Problem………………………………………………………………………………….. 4 1.4. Significance of the Study ………………………………………………………………………………….. 4 1.5. Research Questions …………………………………………………………………………………………… 5 1.6. Definition of Key Terms……………………………………………………………………………………. 5 Chapter Two: Literature Review…………………………………………………………………………… 7 2.1. Overview ……………………………………………………………………………………………………….. 8 2.2. History of Intertextuality…………………………………………………………………………………… 8 2.3. Types of Intertextuality…………………………………………………………………………………… 11 2.3.1.Horizontal or Vertical Reference…………………………………………………………………….. 11 2.3.2. Manifest or constitutive Reference ……………………………………………………………. 12 2.3.3. Active versus passive Intertextuality………………………………………………………………. 12 2.4. Scope of Intertextuality…………………………………………………………………………………… 12 2.5. Poetry……………………………………………………………………………………………………………. 12 2.6. Forms of Intertextuality…………………………………………………………………………………… 13 7. Allusion ………………………………………………………………………………………………………… 14 7.1.Functions of Allusion…………………………………………………………………………………… 15 2.7.2. Forms of Allusion ………………………………………………………………………………………… 15 2.7.3. Types of Allusion …………………………………………………………………………………………. 16 2.7.3.1. Religious Allusion……………………………………………………………………………………… 16 2.7.3.2. Literary Allusion ……………………………………………………………………………………….. 17 2.7.3.3. Mythological Allusion……………………………………………………………………………….. 18 2.7.3.4. Historical Allusion…………………………………………………………………………………….. 18 2.7.3.5. Proper-Name Allusion……………………………………………………………………………….. 19 2.7.3.6. Key-Phrase Allusion ………………………………………………………………………………….. 20 2.7.4. Potential Strategies for translating Allusion …………………………………………………….. 20 2.7.5. Complication of translating Allusive Texts ……………………………………………………… 27 2.8. Poetry Translation…………………………………………………………………………………………… 28 2.8.1. Possibility of Poetry Translation …………………………………………………………………….. 28 2.8.2. Types of Poetry Translation…………………………………………………………………………… 31 2.8.3. Methods of translating poetry……………………………………………………………………….. 34 2.8.4. Linguistic Problems……………………………………………………………………………………… 35 2.8.5. Literary or aesthetic Problems……………………………………………………………………….. 35 2.8.6. Poetic Structure…………………………………………………………………………………………… 35 2.8.7. Socio-cultural problems ………………………………………………………………………………… 35 Chapter three: Methodology………………………………………………………………………………… 36 3.1. Overview……………………………………………………………………………………………………….. 37 3.2. Restatement of the research questions ………………………………………………………………. 37 3.3. Materials ……………………………………………………………………………………………………….. 38 3.3.1. Mantiq ut-Tair……………………………………………………………………………………………….. 38 این مطلب را هم بخوانید : دانلود مقاله 3.3.2. Nott’s Translation………………………………………………………………………………………….. 38 3.3.3. Darbandi’s and Davis’ Translation ………………………………………………………………….. 39 3.4. Procedures …………………………………………………………………………………………………….. 39 Chapter Four: Data Analysis and Results …………………………………………………………….. 40 4.1. Overview ………………………………………………………………………………………………………. 41 4.2. Analysis of the Data……………………………………………………………………………………….. 41 4.2.1. Key-phrase Allusions in Attar’s Mantiq ut-Tair………………………………………………….. 41 4.3. Results ………………………………………………………………………………………………………….. 69 Chapter Five: Discussion and Conclusions ……………………………………………………………. 74 5.1. Overview………………………………………………………………………………………………………. 75 5.2. Strategies Used for Key-phrases Allusion …………………………………………………………. 76 5.3. Concluding Remarks ………………………………………………………………………………………. 76 5.4. Limitations of the Study ………………………………………………………………………………….. 77 5.5. Implications of the Study ………………………………………………………………………………… 77 5.6. Suggestions for Further Research……………………………………………………………………… 77 References …………………………………………………………………………………………………………… 78 Appendix……………………………………………………………………………………………………………… 84

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

Table of Contents

 

Abstract 2

Acknowledgment 3

CHAPTER ONE.. 7

INTRODUCTION.. 7

1. General Background. 7

1.1 Beat Generation. 9

1.2 Labeling Brautigan, not an Easy Task. 10

1.3 Brautigan’s Writing Career. 10

1.4. Brautigan and Postmodernism.. 12

2. The Argument 13
3. Literature Review.. 16
4. Thesis Outline. 20
5. Methodology and Approach. 23
6. Definition of Literary Terms. 25

CHAPTER TWO.. 31

METHODOLOGY AND APPROACH.. 31

1. Historical Background of Deconstruction. 33

1.1. Definition. 33

 

1.2 Postmodernism in Literature. 36

1.3 De-totalizing Narrative. 37

1.4 Re-presenting the Past 38

1.5 Parody. 39

2. From Structuralist Narratology to Poststructuralist Narratology. 40
3. Derrida and Deconstruction. 45

3.1 Logocentrism.. 46

3.2 Differance. 49

3.3 Iterability. 51

این مطلب را هم بخوانید :

FICTIONALITY/ REALITY.. 53

1. Beyond Mimesis. 55

1.1. A Brief History. 55

1.2. Metafiction. 57

1.3 Linguistics. 58

2. Practical Example of Metafiction. 59

2.1 Self-reflexivity. 59

2.2. History Penetrating into Present 62

2.3 Metamorphosis of Structural Narrator in Trout Fishing in America. 64

2.4 In Search of an Elusive Signified. 67

2.5 Iterability and Deferring Reality. 68

2.6 Borderline of Literature, Parting Fictionality from Reality. 72

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

3.1 Fictionality in Fictionality. 76

3.2 Language, the Common Medium of Presenting Reality and Fantasy. 77

3.3 The Narrator on the Edge of Reality. 79

3.4 Metafiction in a Fantastic World. 81

4. Conclusion. 82

CHAPTER FOUR.. 84

PARODY.. 84

1. Parody, Deconstruction of Past/Present 85
2. Trout Fishing in America, a Parody. 87

2.1 Shattering Metanarratives and Old Prototypes. 88

2.1.1 American Dream.. 89

The present thesis seeks to critically read Kurt Vonnegut’s Slaughterhouse-Fivein terms of Judith Herman’s surveys and categorization on post-traumatic stress disorder symptoms as well as the steps essential to be taken for the recovery from this disorder. The present study is an attempt to analyze the conflict between the will to deny horrible events experienced by the protagonists of the novel in World War II and the will to proclaim them aloud. The psychological distress symptoms such as the inability to sleep, lack of concentration, flashbacks and state of surrender are explored in the narrator and Billy Pilgrim as the two figures who are suffering from PTSD. These symptoms are analyzed in a way to call attention to the existence of unspeakable secret and simultaneously as means to deflect attention from it. The protagonists are both subjected to the dialectic of trauma since they find it difficult to remain clearheaded, to see more than a few fragments of the picture at one time, and to retain all the pieces and to fit them together. It is even more difficult to find a language that conveys persuasively what they have seen. This thesis attempts to explore the stages of recovery suggested by Judith Herman in the main characters of the novel: the fundamental stages of establishing safety, reconstructing the trauma story and restoring the connection between the protagonist and their community, a connection which carries their mission for the future generations. By tracing these features in the novel, the present study helps with the more understanding of the stories told by the survivors which appear in a highly fragmented manner. Key Words: Hyperarousal, intrusion,constriction, dialectics of trauma, safety, remembrance and mourning, reconnection. Table of Contents Chapter One: The Problem, Argument, and Framework: An Introduction 1.1 General Background……………………………………………………………………………….. 2 1.2 Statement of the Problem ……………………………………………………………………….. 4 1.3 Objectives Significance of the Study………………………………………………………. 4 1.3.1 Hypothesis…………………………………………………………………………………….. 4 1.3.2 Significance of the Study……………………………………………………………….. 5 1.3.3 Purpose of the Study………………………………………………………………………. 6 1.3.4 Research Questions……………………………………………………………………….. 7 1.4 Review of Literature……………………………………………………………………………….. 8 1.5 Materials and Methodology…………………………………………………………………… 11 1.5.1 Definition of Key Terms……………………………………………………………….. 11 1.5.2 Motivation and Delimitation…………………………………………………………. 12 1.6 Organization of the Study………………………………………………………………………. 13 Chapter Two: Trauma Theory: A Critical Introduction …………………………. 14 2.1 Introduction…………………………………………………………………………………………… 15 2.2 Trauma: Definitions and Sub-Categories……………………………………………….. 15 2.3 Dimensions and Personality Factors………………………………………………………. 18 2.4 Traumatic Experiences: Historical Accounts…………………………………………. 20 2.4.1 Diaries …………………………………………………………………………………………. 20 2.4.2 Railway Spine ………………………………………………………………………………. 21 2.4.3 War ………………………………………………………………………………………………. 22 2.5 Trauma Theory: Influential Figures ………………………………………………………. 24 2.5.1 Sigmund Freud……………………………………………………………………………… 24 2.5.2 Mardi Horowitz…………………………………………………………………………….. 27 2.5.3 Judith Herman ……………………………………………………………………………… 28 2.5.3.1 Hyperarousal, Intrusion and Constriction: Symptoms of Traum……………………………………………………………………………….. 30 2.5.3.2 The Dialectic of Trauma ……………………………………………………… 32 2.5.3.3 Stages of Recovery: Safety, Remembrance and Mourning, Reconnection 33 2.5.3.4 Resolving the Trauma …………………………………………………………. 40 2.6 Concluding Remarks …………………………………………………………………………….. 41 Chapter Three: A Psychoanalytical Reading of Slaughterhouse-Five: Traumatic Narrator and Traumatic Billy Pilgrims …………………………………………………………………………… 43 3.1 Introduction…………………………………………………………………………………………… 44 3.2 Hyperarousal Elements: A Psychoanalytical Reading of Slaughterhouse- Five 45 3.2.1 Traumatic Narrator……………………………………………………………………….. 45 این مطلب را هم بخوانید : راهکارهایی برای درمان استرس مزمن 3.2.1.1 The Narrator’s Difficulty to Fall Asleep………………………………. 45 3.2.1.2 The Narrator’s Difficulty of Concentration ………………………… 46 3.2.2 Traumatic Billy Pilgrim…………………………………………………………………. 47 3.2.2.1 Billy’s Difficulty to Fall Asleep ………………………………………….. 47 3.2.2.2 Billy’s Difficulty of Concentration …………………………………….. 49 3.3 Intrusion Elements: A Psychoanalytical Reading of Slaughterhouse-Five 51 3.3.1 Traumatic Narrator ………………………………………………………………………. 51 3.3.2 Traumatic Billy Pilgrim ………………………………………………………………… 53 3.4 Constriction Elements: A Psychoanalytical Reading of Slaughterhouse- Five 55 3.4.1 Traumatic Narrator……………………………………………………………………….. 56 3.4.1.1 The Narrator’s Inability to Recall Traumatic Events……………. 56 3.4.1.2 The Narrator’s Reluctance to Traumatic Memories……………… 56 3.4.1.3 The Narrator’s Tendency towards Alcohols………………………… 58

2-1-2. خصوصیات ظاهری و ارزش غذایی گوشت بلدرچین ژاپنی…………………………… 10

2-1-3. تعیین جنسیت در بلدرچین ژاپنی……………………………………………………………. 11

2-1-4. تغذیه بلدرچین ژاپنی……………………………………………………………………………. 11

2-2. نیاز به گیاهان دارویی.. 12

2-3. شیکوریدین…………………………………………………………………………………………… 22

2-3-1. گیاه‌شناسی شنبلیله……………………………………………………………………………….. 23

2-3-2. گیاه شناسی کاسنی.. 27

2-3-3.گیاه شناسی رازیانه. 30

2-4. پروبیوتیک‌ها 36

2-4-1. پروتکسین.. 38

فصـل سوم: مواد و روش ها

3-1. مراحل آزمایش‌های مزرعه‌ای.. 42

3-1-1. زمان و محل انجام آزمایش……………………………………………………………………. 42

3-2. روش پرورش و اجرای طرح تحقیق.. 42

3-3. تیمارهای آزمایشی.. 43

3-4. صفات مورد مطالعه. 44

3-5. جیره‌های آزمایشی.. 44

3-6. مدیریت و برنامه‌ی دوره‌ی پرورش… 46

3-6-1. تهیه و آماده‌سازی لوازم، تجهیزات پرورش و مواد خوراكی.. 46

3-6-2. آماده سازی سالن پرورش… 46

3-6-3. اقدامات اولیه پس از ورود جوجه‌ها به سالن.. 47

3-6-4. تغذیه با جیره‌های آزمایشی.. 47

3-6-5. دما، رطوبت و برنامه‌ی نوری.. 47

 

3-6-6. اندازه‌گیری صفات مورد مطالعه در دوره‌ی آزمایش… 48

3-7. عملکرد. 49

3-7-1. مصرف خوراک روزانه. 49

3-7-2. افزایش وزن روزانه. 49

3-7-3. ضریب تبدیل غذایی.. 49

3-8. نحوه‌ی اندازه‌گیری شاخص‌های اجزاء لاشه. 50

3-8-1. وزن نسبی لاشه. 50

3-8-2. وزن نسبی سینه. 50

3-8-3. وزن نسبی ران. 51

این مطلب را هم بخوانید :

3-9. فراسنجه‌های خونی.. 52

3-9-1. کلسترول. 52

3-9-2. ‌تری گلیسیرید. 53

3-9-3.گلوکز………………………………………………………………………………………………… 53

3-9-4.پروتیین تام…………………………………………………………………………………………. .54

3-9-5.اوره………………………………………………………………………………………………….. 54

3-9-6.کلسیم……………………………………………………………………………………………….. .55

3-9-7.فسفر…………………………………………………………………………………………………. .55

3-10. مدل آماری وروش تجزیه آماری داده ها 55

3-10-1. مقایسه میانگین ها 56

فصل چهارم: نتایج

4-1. عملکرد. 58

4-1-1. افزایش وزن روزانه. 58

4-1-2. مصرف خوراک روزانه. 59

4-1-3. ضریب تبدیل غذایی.. 59

4-2. صفات لاشه. 61

4-3. فراسنجه‌های خونی.. 63

فصل پنجم: بحث و نتیجه گیری

5-1. عملکرد. 66

5-1-1. افزایش وزن روزانه. 66

5-1-2. مصرف خوراک روزانه. 67

5-1-3. ضریب تبدیل غذایی.. 68

5-1-4. صفات لاشه، راندمان لاشه. 69

5-1-5. فراسنجه‌های خونی.. 71