واحد تهران مرکز دانشکده زبانهای خارجی گروه زبان انگلیسی تاثیرتدریس راهبردهای روش گروهی استراتژیک خواندن ...
۳.۶ Statistical Analysis.89
CHAPTER IV: RESULTS AND DISCUSSION.91
۴.۱ Introduction92
۴.۲ Participant Selection92
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۴.۲.۱ Descriptive Statistics of the PET Proficiency Test Piloting93
۴.۲.۲ Descriptive Statistics of the PET Proficiency Test Administration97
- ۳ Dividing the Participants into the Two Groups98
۴.۳.۱ Descriptive Statistics of Reading Comprehension Pretest Piloting98
۴.۳.۲ Descriptive Statistics of Reading Comprehension Post-test Piloting.99
۴.۴ Checking the Normality100
۴.۵ Pretest of Reading Comprehension Administration101
۴.۶ Research Question.103
۴.۷ Criterion Referenced Validity106
۴.۷.۱ K-R 21 Reliability Indices.107
۴.۸ Discussion.107
CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS109
۵.۱ Introduction110
۵.۲ Conclusion.111
۵.۳ Pedagogical Implications.111
۵.۳.۱ Implications for EFL Teachers112
۵.۳.۲ Implications for EFL Learners113
۵.۳.۳ Implications for EFL Syllabus Designers and Curriculum Developers113
۵.۴ Suggestions for Further Research114
REFERENCES116
APPENDICES130
Appendix A: Language Proficiency Test Used for Homogenization (PET).
Appendix B: Writing Rating Scale of PET
Appendix C: Speaking Rating Scale of PET
Appendix D: Pretest.
Appendix E: Post-test
Appendix F: Cooperative Learning Group Roles
Appendix G: CSR Learning Log.
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LIST OF TABLES
Table 3.1: Number of Participants in Experimental and Control Groups69
Table 3.2: Stage 1 of CSR’s Plan for Strategic Reading81
Table 3.3: Stage 2 of CSR’s Plan for Strategic Reading83
Table 3.4: Stage 3 of CSR’s Plan for Strategic Reading84
Table 3.5: Stage 4 of CSR’s Plan for Strategic Reading86
Table 4.1: Descriptive Statistics of the PET Piloting93
Table 4.2: Reliability of the PET Piloting before Deletion of Malfunctioning Items.94
Table 4.3: Reliability of the PET Piloting after Deletion of 3 Items.94
Table 4.4: Inter-rater Reliability of the Two Raters in the Piloting of Writing Part 2.95
Table 4.5: Inter-rater Reliability of the Two Raters in the Piloting of Writing Part 3.95
Table 4.6: Inter-rater Reliability of the Two Raters in the Piloting of Speaking96
Table 4.7: Descriptive Statistics of the PET Administration97
Table 4.8: Reliability of the PET Administration.97
Table 4.9: Descriptive Statistics of Reading comprehension Pretest Piloting98
Table 4.10: Reliability of the Reading Comprehension Pretest Piloting99
۴.۱۱: Descriptive Statistics of the Reading Comprehension Post-test Piloting99
۴.۱۲: Reliability of the Reading Comprehension Post-test Piloting100
Table 4.13: Normality Assumptions101
Table 4.14: Descriptive Statistics of Pretest of Reading comprehension by Groups102
Table 4.15: Independent t-test of Pretest of Reading comprehension by Groups.102
Table 4.16: Descriptive Statistics of Post-test of Reading comprehension by Groups.104
Table 4.17: Independent t-test of Post-test of Reading Comprehension by Groups105
Table 4.18: Pearson Correlation PET with Pretest and Post-test of Reading Comprehension.107
Table 4.19: K-R 21 Reliability Indices107
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LIST OF FIGURES
Figure 3.1: Sample CSR Cue Card74
Figure 3. 2: A Sample Clunk Card.76
Figure 3. 3: CSR’s Plan for Strategic Reading.80
Figure4. 1: Pretest of Reading Comprehension by Groups.103
Figure4.2: Post-test of Reading Comprehension by Groups.106
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CHAPTER I
BACKGROUND AND PURPOSE
۱.۱ Introduction
Reading is an inseparable part of daily life and the most necessary skill for it. It is a process involving the activation of relevant knowledge and related language skills to accomplish an exchange of information from one person to another. It requires the reader to focus his/her attention on the reading materials and integrate previously acquired knowledge and skill to comprehend what someone else has written (Chastain, 1988, p. 216).
Reading is a receptive skill, similar to listening, during which readers decode the message of the writer and try to recreate it anew (Rashtchi & Keyvanfar, 2010, P. 141). In fact, reading can be seen as a dialogue between the reader and the text or between the reader and the author. During this active involvement, the reader tries to either construct their personal interpretation of the text or get at the author’s original intention.
What has to be noted is that in real life, reading does not happen in a vacuum. It is always done within a social context for a specific reason. We might read to get information on how to do something such as reading a manual, or to learn something like studying our course books. We sometimes read in order to socialize with our friends like reading their email or read in order to organize our daily life matters such as finding the shortest route to a certain destination. Many times we find ourselves reading for pleasure such as reading a novel or browsing the internet. In some situations, we may read for a combination of reasons.
Reading comprehension as the “essence of reading” (Durkin, 1993, P. 4) occurs when a mental concept of meaning is created from the written text. To do this, “The reader extracts and integrates various kinds of information from the text and combines it with what is already known” (Koda, 2005, P. 4).
Effective reading is not something that every individual learns to do (Nunan, 1999, P. 249). Learning to reading is difficult especially for those reading in a second or foreign language (Celce-Murcia, 1979). Since reading is one of the most complex cognitive processes, there are a number of skills that contribute to fluent reading comprehension, and it is especially so in the context of L2 reading (Sepp & Morvay, 2010, p. 9). However, the widespread attention to reading predominantly focuses on early reading instruction, such as phonological awareness, decoding, and word identification instruction (Burns, Griffin, Kuldanek & Snow 1998).
To improve learners’ reading abilities, effective strategies, skills and assistant tools should be carefully considered (Oxford, 1990). The concept of strategy is defined by a number of scholars. Strategies are specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing L2 skills (Oxford, 1990). These strategies can facilitate the internalization, storage, retrieval, or use of the new language. They are tools for the self-directed involvement necessary for developing language skills (Oxford, 1990). Many attempts have been done in order to determine and identify strategies especially influencing in the complex process of reading comprehension. In particular, many researchers have been interested in understanding what good readers typically do or posses while they read (e.g., Block, 1992; Brantmeier, 2002; Burns, Roe, & Ross, 1999; Erten & Topkaya, 2009; Heidari, 2010; Lehr, Osborn, & Hiebert, 2005; Kondo-Brown, 2006).
Interest in reading strategies among ESL/ EFL practitioners to conduct research began in the late 1960s and early 1970s along with various fields such as psycholinguistics, cognitive psychology, and education. Common to most of these streams was a desire to account for differences between “good” and “poor” readers and compare the types of strategies the former group employed which contributed to their successes and distinction.
Singhal (2001) emphasizes the crucial role of reading strategies by stating that, “They are of interest for what they reveal about the way readers manage their interactions with written text, and how these strategies are related to reading comprehension” (p. 78).
Despite using the related strategies in reading, the results of reading from the National Assessment of Educational Progress (NAEP) showed that many students are still not able to read fluently. There are some reasons behind low reading scores such as lack of phonological awareness, phonics-related skills, not being familiar with and using proper reading strategies fully. It seems that these points were overlooked in most approaches related to teaching reading (Standish, 2005).
As mentioned before, reading is a complex process. So, it seems that using one or two strategies alone is not sufficient for being an effective reader therefore, according to Standish (2005), what is needed is a specific approach consisting of the combination of different strategies that improve reading comprehension. This approach is called “Collaborative Strategic Reading (CSR)”.
It is an assembly of strategies that have been proven through research, to be associated with improved outcomes in reading comprehension. CSR integrates word identification, reciprocal reading, and cooperative learning. Collaborative Strategic Reading (CSR) is a set of four strategies which struggling readers can use to decode and comprehend as they read content area text as follows:
- Preview: Before reading, students brainstorm prior knowledge and predict what will be learned.
- Click and Clunk: Students identify words and word parts that were hard to understand (called “Clunks”). A sequence of “fix-up” is used to
- مطلب دیگر :
- decode the “Clunk”. These strategies are: (a) Re-reading the sentence for key ideas; (b) Looking for context clues in the sentences before and after; (c) Looking for prefixes or suffixes; and (d) Breaking the word apart to find smaller words.
- Get the Gist: Students learn to ask themselves: what is the most important person, place, or thing? What is the most important idea about the person, place or thing?
- Wrap Up: After reading, students construct their own questions to check for understanding of the passage, answer the questions, and summarize what has been learned.
According to Klingner, Vaughn, and Schumm (as cited in Standish, 2005):
These four strategies are the most effective ones, based on the results of researches that have been conducted over 25 years, with numerous investigators. What we’ve done with collaborative strategic reading is taken these four strategies, organized them in a way that has made sense to teachers and has been something that has been productive for them to use with their students. (p. 39)
It is believed that CSR makes use of social interactions to increase students’ ability. While students read a new text, they are interested in finding out the existing differences between this current knowledge and existing experiences they have already acquired.
In implementing CSR, students work in small, cooperative groups of 4-5 students. They support each other in applying a sequence of reading strategies as they read orally or silently from a shared selection of text.
Drawing attention to such strategies gives the learners clear and concrete routines that help them to move beyond concentrating on decoding processes and/or to facilitate transferring those things while reading for meaning in their first language (L1). Therefore, it seems to be of high value to pay more attention to the way CSR can facilitate and exert influence over the processes of reading comprehension and creating language competence through reading among EFL learners.
- Statement of the Problem
Islamic Azad University ...
Introduction
۱.۱. General Background
Kurt Vonnegut, Jr. (1922-2007) is renowned as a prominent American novelist and essayist. Vonnegut was one of the celebrated writers of post-World War ΙΙ in American literature. He defined himself as an atheist, agnostic and freethinker. The significant characteristic of his writing career is that for the most part in his works he combined satiric social observation and black comedy; also, he utilized surrealist and imaginary elements.
Several of his novels included science fiction themes. Actually, Vonnegut made use of the elements of science fiction and metafiction to direct the reader’s attention to the more serious issues associated with ethics and politics. His simple writing style is deceptive since it misleads the reader from perceiving the tense and unspeakable agony of the individual’s life in the twentieth century.
As a postmodern writer, in his writing Vonnegut employs some specific features; that is, the disorder in the narrative events and disruption of time or mixing past, present and future, blending of different genres, drawing the pictures, symbols or designs in the text, vicious circles and paranoia. In his works the limerick, humorous and jokes are entangled to narrate the serious facts that are really happened in Vonnegut’s lifetime.
The crucial event in Vonnegut’s life which had a profound influence on him and consequently on his writing career could be the firebombing of Dresden, Germany, by Allied armies in 1945, a horrifying happening he witnessed personally as a young captive of war. His understanding in Dresden laid the grounds for his greatest novel Slaughterhouse-Five published in 1969 as an obvious attack on the terrors of war in Vietnam, racial turmoil and cultural and social cataclysm.
Accordingly, there is linkage between Vonnegut’s life and works. War, genocide, environmental determinism, atomic bomb and technological advancement were all engendered in the postmodern epoch. He disapproved the technological science and the political economy. Common themes in Vonnegut’s works consist of the dehumanization resulted by the improvement of technology, Sexuality, fierceness, hopelessness, bewilderment, alienation, insecurity and depression.
Vonnegut was a humanist. He maintained that in the postmodern era the human being is a hapless, lonely, bewildered and desperate victim; he is robbed of his identity and integrity to transform to a totally dependent social subject. In an alien world organized by machines, the individual tries to cope with the forces beyond his control. In his novels Vonnegut compassionately praised the characters who refuse to surrender to despair and defeat.
Vonnegut’s remarkable works are Player Piano (1952), Sirens of Titan (1959), Cat’s Cradle (1963), Slaughterhouse-Five (1969), and Breakfast of Champions (1973). Galápagos (1985), Bluebeard (1987), Hocus Pocus (1990) and Timequake (1997). On the Whole, Vonnegut is the author of 14 novels and nearly 50 short stories, in addition to plentiful essays, autobiographical pieces, and plays. A number of his works have been transformed into television or film-as an adaptations- and he caused distinction to some of these with cameo role appearances.
This research is going to concentrate on seven short stories written by Vonnegut in the collection, Bagombo Snuff Box. The researcher chose to work on “Thanasphere”, “The Package”, “Poor Little Rich Town”, “Souvenir”, “The Cruise of the Jolly Roger”, “Custom-Made Bride”, and “۲BR02B”. In these short stories the postmodern world after the Second World War- is depicted. The concepts which impact on the constitution and formation of the social subject in the postmodern philosophy of Jean-François Lyotard (1925-98) will be discussed by the researcher.
From the above-mentioned fictions, “Thanasphere” and “۲BR02B” narrate the circumstances in advanced societies regulated by the technological knowledge. “Souvenir” and “The Cruise of Jolly Roger” deal with the events of World War ΙΙ straightforwardly. “The Package”, “Poor Little Rich Town” and “Custom-Made Bride” depict the social milieu in the American capitalist system. What inspired the researcher to undertake this study is that the entire short stories illustrate the helpless individuals entangled in the coercive environment caused by global capitalism.
In “Thanasphere”, Vonnegut shatters the borderline between the living and dead. He questions the legitimacy of the scientific knowledge since in the capitalist system this form of knowledge is deemed as ubiquitous and infallible; however, in the story some unexpected events take place that cannot be subsumed within the scientific knowledge. It happens that an astronaut as a player deviates the rules of the dominant language game as he communicates with the ghosts of the dead.
The researcher focuses on the reaction of the characters toward this so called illegitimate move of the astronaut; that the people in authority easily condemn him to be inefficient; therefore, they call him idiot and ignore him. Also, the nature of reality or truth in the postmodern world is going to be analyzed by the researcher since in this story the heads of power hide the new discovery and publicize a make-believe reality in order to maintain their legitimacy.
“Souvenir” narrates the bewilderment of language games in the wartime and how by the shift of power the dominant language game of German Nazi loses its legitimacy; hence, the individual experiences the contradicting situation in which the proficiency as a value fluctuates constantly. Duo to the improvement of technology, the production of the military machines brings about mass destruction and annihilation of the human being. The soldiers are the defenseless victims of the absurd war. Vonnegut pinpoints to the irrationality of the war when in the story on the day that the war ended still the soldiers were killed by the military vehicles.
“The Cruise of the Jolly Roger” also deals with the post-war circumstances. In this fiction the researcher foregrounds the disparity between the two
مطلب دیگر :
dissimilar language games practiced in the army and in the public. It portrays the life of a retired army officer who leaves the army where he reckoned as his home; accordingly, the veteran faces the unknown civilian world where he was far from for many years. Encountering the new civil society, he experiences a deep feeling of estrangement and detachment.
The protagonist desperately identifies himself as an inefficient civilian among others whose language game he is strange to. In many places of this short story, Vonnegut implies the sense of alienation experienced by many veterans of the Second World War. Once being a veteran of the same war, he became familiar with the suffering; consequently, he could vividly narrate the situation of the soldiers who survived the war and came back home as an outsider who had difficulty conforming to the new setting.The story in “The Package” revolves around the wealthy and extravagant life style of the Americans. After the Second World War America succeeded in achieving the global economic dominance thanks to the technological advancement; therefore, the American society experienced the higher standards of living. It transformed to a rich and consumer society. The amalgamation of the social strata and the mixture of high culture and low culture advocated by the postmodernists facilitated the process.
“The Package” portrays one day in life of a nouveau-rich couple whom tries to fix themselves to their social class. They try to emulate the language game of the affluent class but they cannot perform efficiently; for that reason, they get upset. Vonnegut in this short story indicates the absurd economic-based life in the capitalist society according to which the value of the individual is estimated by the objects and materials that he possesses.
“The Poor Little Rich Town” narrates the traditional life style in a village which is disturbed when the perverted technological progress comes in. Apparently, in this story Vonnegut indirectly alludes to the post-industrial capitalism that swept the world after the Second World War. The global economy subjected the other countries in the world to its homogenizing policy. Likewise, the story contrasts the pre-modern (primitive) and modern culture.
Lyotard and other postmodernist philosophers condemned modernity and lauded the premodern or primitive communities. The researcher studies how in “The Poor Little Rich Town” the arrival of progress degrades the former social bond and the individuals nearly lose their custom and background owning to the fact that they are regarded as no longer legitimated. The new system harms the social relations, warmth and friendship as well; instead, it engenders animosity and distance.
واحد بین الملل قشم پایان نامه برای اخذ درجه کارشناسی ارشد (MA.A) برای رشته آموزش ...
CHAPTER ONE
INTRODUCTION
CHAPTER I
Introduction
۱.۱. Overview
Freire (1970) Critical Pedagogy can be analyzed in many fields of study.
In this respect, Critical Pedagogy (CP) announced to be the way to analyze, education including English Language Teaching (ELT), a new dimension, which has the interaction of social and political elements to holds the view which education is not impartial, and it both affects and is affected by the social and political elements (Freire, 1970).
Critical pedagogy tries to face students with more aims of education to make autonomous students; it is stated that learners acquire their own voice to participate critically in their own processing; that is, confident learners are capable of critiquing learning problems and begin to seek even instruction in their classrooms _what will we have to act in a society in the future?(Freire, 1970).
Recently, ELT researchers try to administer the view of CP to study language learning and acquisition; that is, they are looking for utilizing this social and political theory in assisting teaching as a component of education.
Therefore, they are starting to understand the sociopolitical elements with the represent of the critical viewpoint many scholars in ELT industry as uncovering the hidden aim of scholars’ thoughts and ideologies (Freire, 1970).
Critical theory is interested in the concepts of human beings and the relations between them such as cultural, economic, political, and the power to influence people’s behavior or course of events (Freire, 1973).
Through enabling convert of life requirements, a philosopher of critical theory agrees on satisfying free oppressed members of a race religion or culture (Freire, 1973).
Also, according to Freire (1970), utilizing the body of bases belonging to critical subjects is the main source in language teaching and learning.
Thus, Pre-service teacher education may take advantage of Critical Pedagogy to provide professional ELT teachers before the real actual teaching (Schon, 1996).
A main disclosure during such critical education theory can be the practical section of a course of study when the pre-service teachers are trained to face their students’ critical thoughts within multiple school settings (beginning to advanced courses) (Schon, 1996).
According to Schon(1996), the pre-service teachers will be had the chance to improve their skills through classroom curriculum, teaching lessons, and lesson plans to allow Critical Pedagogy is run.
Therefore, this consoled and vital aspect is the main component of any course, such as ELT courses, to be assigned in curriculums.
Also, because of the viewpoint of critical pedagogy, teachers are capable of bearing the task of questioning the inappropriate curriculums to assist their own learners in language processing, for example (Canagarajah, 1999).
According to Hall (1995), socio-historical and political elements are parts of ELT components which are related to the theory of language learning and teaching in social characteristics of learners.
It seems that Critical Pedagogy is able to gain the momentum to come from a huge amount of experiment to create conditions to help learners in recent years. In spite of acquiring multiple researchers in this area from the past and recent years, it seems that a few papers could target the main and vital characters of Critical Pedagogy in ELT.
Thus, the present study tries to bright a major theme in CP including teacher, for example, in CP. However, Okazaki (2005) argued that classrooms are far removed from conditions which deal with historical and social aspects.
Critical theory face the view of a society in which people require to control political, economic, and cultural aspects of their lives(Kincheloe, 2005).
Critical Pedagogy may be the approach to assist language teachers, for example, to concern the power of learners’ relations with the processed language and their society which they live. Critical Pedagogy (CP) is a start to deal with in a certain way of language teaching and learning.
Kincheloe (2005) believed that converting connections between people or groups of abilities which are depressing leads to depression among the people. CP seeks to give human qualities to learning (Kincheloe, 2005).
Likewise, according to Kincheloe (2005), advocates of critical theory assume that these aims are satisfied only through liberating unsuccessful learners to empower their abilities to change their educational conditions.
The main assumption of Critical Pedagogy is with criticizing the educational context in societies. As Gor (2005) puts it, the main goals of Critical Pedagogy are conscious raising and rejecting any signs of discrimination against people in any field.
Therefore, this theory seeks to help unsuccessful learners, for example, to save them from being objects of acquisition to subjects of their own autonomy in learning.
With this respect, learners are able to change their societies via appropriate education; that is, it is done through problem solving, surveying the problematic subjects in learners’ lives, and developing a critical awareness to assist learners to improve their educational conditions because it is important to take appropriate actions to structure and equitable society (Gor, 2005). Thus, it is crystal clear that Critical Pedagogy face any inappropriate dominations with the goal of assisting unsuccessful people to achieve their demands.
Moreover, “language learning theory, and teaching should focus on larger socio-historical and political forces which reside in the social identities of people who use them” (as cited in Aliakbari1 & Faraji, 2011, p. 78). However, Okazaki (2005) claimed that most teachers ignore historical and social conditions of their classrooms.
According to Okazaki (2005), as a consequence, researchers advocating examining socio-historical and political aspects of language learning (Benesch, 2001; Canagarajah, 1999, 2002; Morgan 1998). They recommended an optional access – critical pedagogy- which some researchers
mentioned it.
It may be the main organ of language pedagogy (Aliakbari1 & Faraji, 2011). It is wondered to see that Critical Pedagogy has increased in impetus recently; therefore, some substantiation come from a lot of researches about CP to accept this claim.Byean (2011) claimed that Critical Pedagogy mainly supports teachers to investigate English language in relation to the historical and cultural issues.
However, English teachers must understand ELT with more judgmental minds; furthermore, Critical Pedagogy may encourage English teachers to obtainthe role of English to clarify how ELT is affected with the procreation of social unfairness in distinctive backgrounds (Byean, 2011).
In fact, critical theory was the point of commencement for Critical Pedagogy (Aliakbari1 & Faraji, 2011).
The main interest of Critical Pedagogy is the act of giving an evaluation of good and bad qualities for schooling in an economic system based on competition between businesses and societies (Aliakbari1 & Faraji, 2011).
Moreover, the main purposes of Critical Pedagogy “are awareness raising and rejection of violation and discrimination against people” (as cited in Aliakbari1 & Faraji, 2011, p. 77).
مطلب دیگر :
Therefore, language learners can be able to maintain converting their fellowships “through emancipatory education” (as cited in Aliakbari1 & Faraji, 2011, p. 77).
Also, some language teaching researchers believed “through problem posing education and questioning the problematic issues in learners’ lives, students learn to think critically and develop a critical consciousness which help them to improve their life conditions and to take necessary actions to build an equitable society” (Aliakbari1 & Faraji, 2011, p. 77).
Therefore, Critical Pedagogy stimulates any frameworks of dominion, suppression and subjugation with the purpose of decreasing depression.
Kissing-Styles (2003) mentioned that Critical Pedagogy is an instructive reactionto unfairness relations in instructive places where people are confined and treated.
Also, Byean (2011) claimed that Critical Pedagogy mainly supports teachers to investigate English language in relation to the historical and cultural issues.
However, English teachers must understand ELT with more judgmental minds; furthermore, Critical Pedagogy may encourage English teachers to obtainthe role of English to clarify how ELT is affected with the procreation of social unfairness in distinctive backgrounds (Byean, 2011).
۱.۱. Statement of the problem
Nowadays, Iranian people are interested in learning at least one foreign language to maintain their relationships to the world wide village.
Meanwhile, there has been an increasing inclination among language researchers with the involvement of CP all around the world. The outbreak involvements of CP affect all branches of studies in language pedagogy.
Also, “critical perspectives towards ELT industry and the role of English in the world are immersing worldwide” (Pishvaei & Kasaian, 2013, p. 60).
Therefore, ELT researchers should concern about their obligations of distinguishing the issue ofconcealed particular parts or features of EFL equipment, and supplies needed for English learning such as English teachers.
دانشگاه آزاد اسلامی واحد تهران مرکزی دانشکدهی زبانهای خارجی- گروه زبان انگلیسی پایان نامه برای دریافت درجه ...
۴.۳.۲.۲.۴ Addition Strategy109
۴.۳.۲.۲.۵ Undertranslation Strategy.113
Conclusion
۵.۱ Introduction116
۵.۲ Conclusion117
۵.۳ Pedagogical Implications118
۵.۴ Suggestion for Further Research119
Bibliograghy.120
List of Tables and Images
Tables:
Table 3.1 sample of verb tables49
Table 3.2 sample of strategy tables50
Table 3.3 sample of each case’s table.51
Table 4.1 verbs, types of verbs, and USA and its related words as agent in “Killing Hope, US military and CIA interventions since World War II” and ” “سرکوب امید، دخالتهای نظامی آمریکا و سازمان سیا از جنگ جهانی دوم به بعد۵۶
Table 4.2 verbs, types of verbs, and USA and Britain and their related words as agents in “All the Shah’s Men, An American Coup and the Roots of Middle East Terror” and “همهی مردان شاه، کودتای آمریکایی ۲۸ مرداد و ریشه های ترور در خاور میانه۶۱
Table 4.3 strategies applied in the translation of Killing Hope, ”سرکوب امید، دخالتهای نظامی آمریکا و سازمان سیا از جنگ جهانی دوم به بعد” ۷۳
Table4.4 .74
Table 4.5.74
Table 4.6.75
Table 4.7.75
Table 4.8.75
Table 4.9.76
Table 4.10.77
Table 4.11.77
Table 4.12.78
Table 4.13.79
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Table 4.66.113
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Table 4.68.114
Table 4.69.114
Images
Image 4.1 cover page of “Killing Hope”59
Image 4.2- Cover Page of “سرکوب امید”.۶۲
Image 4.3- Cover Page of “All the Shah’s Men”64
Image 4.4- cover page of ” همهی مردان شاه”.۶۶
List of Abbreviations:
CDA: Critical Discourse Analysis
CL: Critical Linguistics
ST: Source Text
TT: Target Text
CHAPTER I
Introduction
- General Overview
Translation has been practiced from the very beginning of the human history. In Perez’s words “it is as old as human kind”(2003: 10). Translation has also been discussed from various viewpoints such as linguistic, philosophical, social, and many more. The reason is that the act of translation is involved
مطلب دیگر :
موانع پیش رو جهت دستیابی به مدیریت زنجیره تامین سبز
in more than language and it always takes place in the cultural and political systems and in the history.
Translation studies (TS) owes its development more than anything else to James S. Holmes whose prominent essay, ”the name and nature of translation studies” , was lectured at the Third International Congress of Applied Linguistics in Copenhagen in 1972 (Monday 2001: 10). Since then many aspects of translation, from linguistic to hermeneutic, to philosophical and political have been continually scrutinized. Although most of the first attempts focused on linguistic aspects as the only way to investigate translation, nowadays there are many more tools at hand for researchers to conduct their investigations on the phenomenon of translation. Critical Discourse Analysis (CDA), which tries ” to read the traces and effects of power in language and discourse, in text and syntax’ (Hodge & Kress, 1993: 153) is one of these tools.Perez reflects the idea of CDA scholars when states ” all language use is ideological” (2003: 4), and since translation, as a linguistic and social phenomenon, is carried out on language use it can be a manifestation of ideological encounters too. It is worth mentioning in passing that Fairclough believes (1995: 7) discourse is defined as language use in social practices. On the other hand, Fawcett (1998) demonstrates that ”translation, simply because of its existence, has always been ideological” (cited in Perez, 2003: 107).
Translation has been discussed from social and philosophical viewpoints too. In this regard, translation as a ”representation” of another text and a way through which texts are distributed is in need of more investigation. Simon believes “with the cultural turn in translation studies we can now define translation as the dynamics of culture representation” or “as a tangible representation of a secondary or mediated relationship to reality” (1996: 137). Niranjana, a postcolonial writer, in her seminal book Sitting Translation (1992: 10) argues that colonial forces have used translation as a tool to misrepresent oriental colonized subjects and cultures. This point confirms the profound impact of translation on culture.
۱.۲ statement of the problem
This research makes use of a method based on Critical Discourse Analysis (CDA) to investigate the effects of the process of translation on representation of source texts and their authors’ ideological position. The present study takes two political works into consideration. The first book under scrutiny is William Blum’s Killing Hope: US Military and CIA Interventions since World War ΙΙ (۲۰۰۳) which is a history book on covert CIA operations and U.S. military interference during the second half of the 20th century. This controversial book is translated by Hushang Mahdavi entitled .”سرکوب امید” This research endeavors to
Department of Postgraduate Studies Title: A Bakhtinian Reading of Donald Barthelme’s Snow White A Thesis Submitted ...
۱.۱. General Overview
Donald Barthelme, an American author, novelist, editor, journalist and professorwas born in Philadelphia in 1931, deep in the deep Depression. He spent much of his early career in journalism till a Guggenheim Fellowship in 1967 paved the way for his first novel, Snow White (1967). Soon after, he was considered one of the masters of post-war fiction working outside the realistic tradition to satirize American life. He continued teaching and writing fictions until his death in 1989.
Although Barthelme isnever known as a science-fiction writer, he has created works which are included in the Avant-Garde of cyberpunk. His world combines Samuel Beckett’s nihilism with the ecstasy of Richard Bratigan’s surrealism. Nothing is absolutely true or false in his stories. He is a philosophical author who combines existentialism with post-modernism. He does not explicitly admit his debt to these schools in the themes and contexts of his works. However, his innovative and organic style reveals his close relation to Barth, Sartre, Foucault and Derrida.
Many critics have not appreciated Barthelme’s writing due to its rejection of traditional forms and its unusual nature. Others have dubbed it extremely modern and individualistic. Come Back, Dr.Caligari, the collection of his early stories published in 1964, is acclaimed as an innovation in short story form in which he has continued his success with Unspeakable Practices, Unnatural acts (1968). Later on, Barthelmecontinued to write over a hundred more short stories many of which are revised and reprinted in Sixty Stories (1981), Forty Stories (1987) and, posthumously, Flying to America (2007). As a huge success, Sixty Storiesbrought him a PEN/Faulkner Award for fiction. He also won a National Book Award in 1972 for his children’s book, The Slightly Irregular Fire Engine; or, the Hithering Thithering Djinn. Additionally, he has produced four novels in his typical fragmentary style: Snow White (1967), The Dead Father (1975), Paradise (1986), and The King (1990, posthumous).
Barthelme’s style and thought are products of twentieth century torment. The observation of absurdity lurking beneath the surface of most conventional customs becomesthe fuel for his creative fire. He is not only praised as disciplined but also judged as meaningless. His fragmented verbal collage surrounded in constant skepticism and irony has introduced him as a postmodernist writer. Furthermore, this fragmentation partly shapes his formal originality as the narrator in “See the Moon?” states: “Fragments are the only forms I trust”(Barthelme, UnspeakablePractices,UnnaturalActs 160). Joyce Carol Oates also comments on the same notion: “This from a writer of arguable genius whose works reflect what he himself must feel, in book after book, that his brain is all fragments . . . just like everything else” (63).
Barthelme’s first novel, Snow White, is a parody based upon both Grimm’s fairytale of Snow White and Disney’s version of the story. It displays both his avoidance of the formalism of his predecessors and his innovation in voice and style. Familiar characters of childhood have been taken away to be replaced with psychologically complex paradigms of postmodernist satire. Moreover, Barthelme’s clear-cut exploration of grotesque highlighted with an extraordinary humor encounters us with the irrational world of everyday life.
Barthelme brings the fairytale story up to date. Snow White lives with Kevin, Edward, Hubert, Henry, Clem and Dan, whooccupy themselves by washing the buildings and tending the vats where they make Chinese baby food. However, they are challenged by various problems to the point that even the
President is worried about them. Bill, the leader of the men, is withdrawn as his ambitions would not come true. Eventually, he is judged to be guilty and punished to death by hanging primarily because of the sin of vatricide. On the other hand, Snow White awaits a prince and takes Paul, the artist as the prince figure. Jane, whose lover is Hogo de bergerac, is the wicked stepmother figure. Hogo falls for Snow White and Jane prepares a poisoned Gibson to kill her. But, Paul drinks the beverageinstead and dies. Snow White mourns Paul, though there’s nothing in it for her. Dan, the practical man is the new leader and the heroes depart in search of a new principle: Heigh-ho.
Mikhail Mikhailovich Bakhtin (1895-1975), although achieving fame posthumously, has been considered one of the most influential theorists of the twentieth century. From 1960s in which Bakhtin was introduced to the West, his writings on a variety of subjects have inspired works in a number of various traditions. His influence has grown enormously not only in literary criticism but also in disciplines as diverse as history, anthropology, linguistics, sociology and philosophy. Furthermore, his studies mainly on dialogue and discourse has changed the way we read texts, both literary and cultural.Bakhtin’s life was concurrently associated with the vicissitudes of the October Revolution of Russia. In addition, Russian Formalism with which Bakhtin had close connections came to exist simultaneously. He was just the writer of an eccentric book on Fyodor Dostoevsky during his lifetime. The most
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پایان نامه درباره تحقیق رشته کامپیوتر - - دوشنبه سی و یکم تیر ۱۳۹۸
part of his writings were published and soon translated into English in his last years and after his life. Subsequently, he has been recognized as a major thinker concerned with questions of language, society, culture, time and ethics.
Though his intellectual development should not be merely explained by Neo-Kantianism, Bakhtin’s starting points are in this tradition. This philosophical orientation which seeks to go back to Kant,is in part a reaction against positivism and empiricism of the nineteenth-century. It mainly focuses on the activity of the consciousness and argues that consciousness is not a blank sheet to reflect the external world. On the other hand, consciousness has its own independent forms to apprehend and explain the world outside. Bakhtin’s main interest in this traditionis in the way he argues the relationship between self and other, I and Thou, through these general questions.Bakhtin, in his early writings, argues that it is in the unavoidable relationship with others that our sense of self and the other is constituted. In this respect, the aesthetic art has been considered as the highest form of human interaction. Therefore, it is the expression of a relationship not the outcome of an isolated consciousness. This can be best understood in what Simon Dentith quotes from Bakhtin:
Contrary to ‘expressive’ aesthetics, however, form is not pure expression of the hero and his life, but an expression which, in giving expression to the hero, also expresses the moment of form. . . . Aesthetic form is founded and validated from within the other—the author, as the author’s creative reaction to the hero and his life. (12)
Accordingly, all of Bakhtin’s writing is situated in a fundamental context in which artistic form and meaning are dialogically shaped between people. It has been best explained in his seminal work, Problems of Dostoyevsky’s Poetics (1984), in which he introduces three major premises. First is the concept of unfinalizability. He argues that individual people cannot be finally and completely explained and labeled. Thus, one should respect the possibility that a person is capable of change. Second is the intertwined relationship of the self and others. He argues that just as there is no isolated utterance, for it always only occurs between people, there is no possibility of isolated consciousness which is equally intersubjective. Thirdis the concept of polyphony, which is of great significance to the present study. It can be best described as the plurality of independent and unmerged voices and consciousnesses. In a polyphonic novel, the voice of the characters are granted full and equal authority to the degree that there is an unfinished dialogue between the voice of the narrator and those of the characters. Furthermore, dialogue is considered reliable insofar as it represents an engagement in which the discourses of self and other go through