2-2-1. مفهوم شهر. 16

2-2-2. مفهوم کالبد شهر. 17

2-2-3. مفاهیمی پیرامون توسعه کالبدی شهر. 17

2-2-4. فضای شهری و توسعه فضایی.. 17

2-2-5. فضا و فضای شهری.. 17

2-3. ورودی.. 18

2-4. تعریف فضای ورودی شهر. 18

2-4-1. عوامل موثر در طراحی فضای ورودی موفق.. 19

2-5. مفهوم کیفیت محیط شهری.. 20

2-5-1. مدل جان لنگ: نیازهای انسانی.. 20

2-5-2. مدل “کانتر” : مولفه های مکان. 20

2-5-3. مدل جان پانتر. 21

2-5-4. مولفه های کیفیت… 21

2-6. عملکرد (کارکرد) و کالبد محیط.. 22

2-7. عملکرد ورودی شهر. 22

2-7-1.  ویژگی های عملکردی ورودی شهر. 22

2-7-2. اصول عملکردی ورودی ها 22

2-7-3.  مولفه های عملکردی.. 22

2-7-4.  تاثیر سرعت بر عملکرد ورودی شهرها 23

2-7-5.  ارتقاء مولفه های عملکردی در ورود به شهر. 24

2-8. مولفه کالبدی.. 24

2-8-1.  عوامل تاثیرگذار بر کالبد و ظاهر ورودی شهر. 24

2-8-2. هویت کالبدی.. 25

2-8-3. ورودی شهر امروز صحنه تناقص و تضاد. 25

2-9. انواع ورودی های شهری.. 27

2-9-1. ورودی شهر- خیابان. 28

2-9-2. ورودی شهر- ایستگاه راه آهن.. 29

2-9-3. ورودی شهر – فرودگاه 29

 

2-10. سلسله مراتب کارکردی –  مکانی ورودی ها 30

2-10-1. حوزه های فضای ورودی شهر. 30

2-10-2.  روشهای ارزیابی کاربری اراضی شهری.. 32

2-11. ساماندهی شهری.. 37

2-12. نظریه پردازان جهانی.. 37

2-12-1.  جان راسکین (1900-1818) 37

2-12-2. کامیلوبویی تو (1914-1836). 38

2-12-3. کامیلو سیت (1903-1843) 38

2-12-4. پاتریک گدس… 38

2-13. نگاهی به گذشته، حال و آینده ورودی شهرها 39

2-14. تجارب جهانی ساماندهی ورودی.. 43

2-14-1. لستر. 44

2-14-2. وین.. 45

2-14-3. آمستردام. 47

2-15. سابقه برنامه ریزی و طرح های ساماندهی مبادی ورودی در ایران. 49

2-15-1. طراحی مبادی ورودی شهر آمل.. 50

2-15-2. شیراز. 52

2-15-3. مشگین شهر. 54

2-15-4. جیرفت… 56

2-15-5. تبریز. 56

2-15-6. کلاچای.. 58

2-15-7. قزوین.. 59

2-15-8. ورودی غربی تهران. 61

2-15-9. نصب دروازه ماهی ورودی شرق بندرانزلی.. 65

2-15-10. دروازه قرآن ورودی غرب شهر خشکبیجار رشت… 66

2-16. دیدگاه ها و نظریات شهری.. 67

2-16-1. نظریه مدرنیسم. 67

2-16-2. نظریه پست مدرنیسم. 68

2-16-3. نظریه توسعه پایدار شهری.. 68

2-16-4. مکتب ترقی گرایی.. 70

2-16-5. مکتب ساختارگرایی{ structuralist  school  }. 70

2-16-6. دیدگاه سازمان دهی زمین و تفکیک اراضی.. 71

2-16-7.  دیدگاه استفاده از طرح جامع در تغییرات کاربری اراضی.. 72

? فصـل سوم: روش اجرای تحقیق، مواد و روش‌ها

3 –1. روش شناسی تحقیق.. 74

3–1 –1. روش اجرای تحقیق.. 74

3–1 –2. شیوه جمع آوری داده ها و اطلاعات… 74

3 –1–3. ابزار گردآوری اطلاعات… 74

یک مطلب دیگر :

3 –1 –4. جامعه آماری.. 74

3 –1 –5. روش تجزیه و تحلیل اطلاعات… 75

3-2. ویژگی‌های جغرافیایی شهر مورد مطالعه. 75

3-2-1. موقعیت جغرافیایی شهر بندر انزلی.. 75

3-2-2. توپوگرافی.. 77

3-2-3. ویژگی‌های اقلیمی شهر بندر انزلی.. 80

3-2-3-1. درجه حرارت… 80

3-2-3-2. بارندگی.. 80

3-2-3-3. رطوبت نسبی.. 81

3-2-4. منابع آب… 81

3-2-5. خاک ‌شناسی.. 82

3-2-6. پوشش گیاهی.. 82

3-3. تاریخچه شهر بندر انزلی.. 83

3-3-1. جمعیت و خانوار. 86

3-3-2. ساختار جنسی و سنی جمعیت… 86

3-3-3. حرکات جمعیتی (مهاجرت) 87

3-3-4. زبان و مذهب… 89

3-3-5. سواد. 89

3-3-6. ویژگی‌های اقتصادی شهر بندر انزلی.. 90

3-3-6-1. جمعیت فعال و غیر فعال. 90

3-3-6-2. جمعیت  شاغل برحسب گروه‌های عمده فعالیت… 91

3-3-6-3. حدود کلی تراکم جمعیت شهر بندرانزلی.. 92

3-3-6-4. فعالیت‌های بندرگاهی.. 93

3-4. سیمای کالبدی شهر بندر انزلی.. 94

3-4-1. محله‌ها و نواحی شهر بندر انزلی بر حسب مساحت و جمعیت… 95

3-4-2. کاربری اراضی شهر بندر انزلی.. 99

3-4-3. طرح تفصیلی توسعه کالبدی شهر بندر انزلی.. 103

? فصـل چهارم: تجزیه و تحلیل داده‌ها و یافته‌های تحقیق

4–1. مقدمه. 106

4-2. محدودیت ها و امکانات توسعه کالبدی شهر بندرانزلی.. 107

4-2-1. محتوای اصلی یا اساس طرح جامع شهر بندرانزلی.. 109

4-2-2. مشخصات ساختی و کالبدی شهر بندرانزلی.. 109

4-2-3. حوزه عملکردهای اصلی شهر بندرانزلی.. 110

4-2-4. تحولات کالبدی و کارکردی شهر بندرانزلی……………………………………………………………. 110

4-2-5. حریم شبکه های ارتباطی.. 112

4-2-6. مقررات مربوط به همجواری و دسترسی های مجاز کاربری های مختلف… 112

4-3. پهنه های فضای ورودی شهر. 113

4-4. توقعات موضوعی از ورودی.. 114

4-4-1. تبدیل پذیری.. 115

4-4-2. نفوذ پذیری.. 123

4-5. توقعات موردی از ورودی.. 128

4-5-1. پذیرندگی.. 129

4-5-1-1. بررسی امکانات مسافرین.. 133

4-5-1-2. دلبازی.. 136

4-5-2. خوانایی.. 141

4-5-2-1. وضوح مسیر. 142

4-5-2-2. راهبری.. 148

4-5-2-3. نظم. 150

4-5-3. تشخص…. 153

4-6. پوشش گیاهی.. 159

4-7. مبلمان شهری.. 159

4-8 . حفظ نقاط طبیعی.. 160

4-9. کفپوش مسیر سواره 161

4-10. تحلیل ویژگی های ورودی شهر بندرانزلی از سمت غرب با تکیه به تکنیکSWOT. 162

? فصـل پنجم: بحث و نتیجه‌گیری و پیشنهادها

5-1. آزمون فرضیه ها 168

5-2. نتیجه گیری.. 172

5-3. پیشنهادهای تحقیق.. 173

منابع و مأخذ. 175

 

 

 

 

1	Abstract……………………………………………………………………………..…
3	Chapter 1: Introduction……………………………………………………………………
3	1.0. Introduction………………………………………………………………………
4	1.1. Theoretical Framework……………………………………………………………
6	1.2. Statement of the Problem…………………………………………………………
9	1.3. Significance of the Study…………………………………………………………
10	1.4. Purpose of the Study………………………………………………………………
11	1.5. Research Question of the Study…………………………………………………..
11	1.6. Hypotheses of the study…………………………………………………………..
11	1.7. Definitions of Key Terms…………………………………………………………
12	1.8. Summary………………………………………………………………………………..
16	Chapter 2: Literature Review………………………………………………………..
16	2.0. Introduction………………………………………………………………………
19	2.1. History of listening in ELT……………………………………………………….
23	2.2. Definition of listening by different researchers…………………………………
26	2.3. The importance of listening………………………………………………………
29	2.4. Why is listening difficult…………………………………………………………
32	2.5. How to develop listening…………………………………………………………
35	2.5.1. Bottom-up process in listening……………………………………………..
37	2.5.2. Top down process in listening …………………………………………….
39	2.5.3. Interactive processing in listening………………………………………….
40	2.6. Material for teaching listening……………………………………………………
42	2.7. Designing listening activity for the classroom……………………………………

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

44	2.8. Some obvious and latent problems in L2 listening comprehension………………
45	2.8.1. Fast Speech (Speed of Delivery)……………………………………………
45	2.8.2. Distortion of word boundaries………………………………………………
45	2.8.3.Weak form……………………………………………………………………
46	2.8.4. Elision……………………………………………………………………….
46	2.8.5. Assimilation…………………………………………………………………
47	2.8.6. Gemination…………………………………………………………………
47	2.8.7. Stress and Rhythm……………………………………………………………..
48	2.8.8. Intonation……………………………………………………………………
49	2.9. History of pronunciation in ELT…………………………………………………
53	2.10. Definition and importance of pronunciation……………………………………
54	2.11. Components of pronunciation…………………………………………………..
56	2.11.1. Segmental features of pronunciation………………………………………
58	2.11.2. Suprasegmental features of pronunciation………………………………..
61	2.12. Teaching pronunciation…………………………………………………………
65	2.13. Factors influencing pronunciation learning……………………………………..
65	2.13.1. The role of mother tongue…………………………………………………
66	2.13.2. Age factor………………………………………………………………….
67	2.13.3. Learners attitude and sense of identity……………………………………
68	2.13.4. Motivation…………………………………………………………………
68	2.13.5. Amount and type of prior pronunciation instruction………………………
69	2.14. Pronunciation and contrastive analysis………………………………………….
71	2.15. Contrastive Analysis Hypothesis………………………………………………..
73	2.16. Developing listening by teaching pronunciation………………………………..
74	2.17. Summary…………………………………………………………………………….
75	Chapter 3: Methodology…………………………………………………………….

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

75	3.0. Introduction………………………………………………………………………
75	3.1. The design of the study……………………………………………………………
76	3.2. Setting and Participants…………………………………………………………..
78	3.3. Instruments and Materials………………………………………………………..
79	3.4. Data collection procedures……………………………………………………….
83	3.5. Methods of Analyzing Data………………………………………………………
84	3.6. Summary………………………………………………………………………….
85	Chapter 4: Data Analysis……………………………………………………………
85	4.0. Introduction………………………………………………………………………
86	4.1. Data analysis and findings………………………………………………………..
90	4.2. Summary………………………………………………………………………….
92	Chapter 5: Discussion………………………………………………………………..
92	5.0. Introduction………………………………………………………………………
93	5.1. General discussion………………………………………………………………..
93	5.1.1. The experimental group…………………………………………………….
94	5.1.2.The control group……………………………………………………………
95	5.1.3. Difference between the developments of both groups……………………..
97	5.2. Pedagogical Implications…………………………………………………………
99	5.3. Limitations of the study…………………………………………………………..
100	5.4. Suggestion for further research……………………………………………………
100	5.5. Summary………………………………………………………………………….
101	REFERENCE……………………………………………………………………………….
115	Appendix………………………………………………………………………………
116	Appendix A: OPT Test………………………………………………………………..
123	Appendix B: Pre/ Post Tests…………………………………………………………..
132	Appendix C: Treatment……………………………………………………………….

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LIST OF TABLES

 

 

 

 

 

 

 

Table 4-1.The correlation coefficient between the random variables of listening comprehension ability (pre-test) and the independent variables…….	87
Table 4-2: Statistical characteristics of the dependent variable (post-test) of listening comprehension ability in the control and experimental groups…..	88
Table 4-3: Paired T-test to compare the mean difference between pre-test and post-test experimental and control groups…………………………………….	88
Table 4-4: Mean and the rounded mean of listening comprehension ability dependent variable…………………………………………………………….	89
Table 4-5: The correlation coefficient of listening comprehension ability with removing mutual effect in the experimental and control groups………………	89

  

 

LIST OF FIGURES

 

 

 

 

 

 

 

 

 

 

 

 

یک مطلب دیگر :

بازی های بتل رویال؛ چرا محبوب و چرا دیگر بس است

 

56	Figure1. Features of Pronunciation…………………………………………………
57	Figure2. English Phonemic Chart………………………………………………….
73	Figure3. Three versions of Contrastive Analysis Hypothesis………………………
76	Figure4. Schematic representation of the design…………………………………..
77	Figure5. Participants of the study…………………………………………………..
81	Figure6. Overly of Persian consonants on the English Inventory………………….
81	Figure7. English and Persian vowels………………………………………………
82	Figure8. Errors and problems by EFL learners…………………………………….
83	Figure9. Data Collection Procedures………………………………………………
87	Figure 10: Listening comprehension ability of control and experimental groups
90	Figure 11: The post-test means of paragraph writing ability in the experimental and control groups………………………………………………………………….

 

 

 

Abstract

The present study has made an attempt to investigate the impact of contrastive-based pronunciation teaching on listening comprehension ability of Iranian EFL learners. Based on it, this study set out to focus on the phonological feature (segmental feature) and the pronunciation errors which are made by Iranian learners of English as a Foreign Language (EFL) and the impact of such transfers and errors on their listening comprehension ability. To achieve this purpose, the researcher conducted an OPT test (Oxford Placement Test) to homogenize students. Then 40 female EFL learners attending general English course at Iran Language Institute (ILI) in Rasht, Iran whose score fell between 1SD±Mean were chosen to conduct the study. The participants were divided into experimental and control group.

Before starting the training, a pretest was applied to all students, and the treatment started the week after. Unlike the control group, the participants in the experimental one received special treatment. They were trained by contrastive teaching most frequent errors for Iranian EFL learners. The treatment lasted for 30 minutes class hours; one class hour – 90 minutes – a week for four weeks. By the end of the forth week, a post-test of listening was conducted and the results were analyzed through Statistical Package for Social Sciences (SPSS). To do the results quantitative data have been analyzed through descriptive statistical methods (mean and standard deviation), and the researcher ran inferential statistics (t-test) and analysis of covariance (ANCOVA). The results showed significant difference between the control and experimental group. It was, therefore, concluded that using contrastive-based pronunciation teaching can improve the listening comprehension ability of EFL learners.

This study gives the curriculum designers, administrators, teachers and material developers the opportunity to draw on the findings to shape curricula, create syllabi, develop materials, and conduct classes accordingly.

 

KEY WORDS: CONTRASTIVE ANALYSIS, PRONUNCIATION, LISTENING COMPREHENSION, EFL

 

 

 

Chapter1. Introduction

 

 

1.0. Introduction

Listening is one of the most problematic skills for foreign language learners (FLL) since it does not develop easily and plays an important role in communication as it is said that, of the total time spent on communication, it takes up 40-50% (Mendelsohn, 1994). In the early period of ELT this skill was not regarded as an important skill in communication but gradually, during the years of developing ELT field, listening comprehension (LC) has received the emphasis it always deserved. Second language educators now acknowledge it as a crucial in FLL and encourage language teachers to devote more class time to listening activities. So the importance of listening comprehension in language learning and language teaching has moved from the status of incidental and peripheral importance to a status of significance and central importance (Celce-Murcia, 1991).

To develop this skill many different methods have been applied and various activities have been employed in classrooms. Many courses now offer ways and many books and conferences claim to teach teachers how to improve their students’ performance in listening comprehension. Furthermore, many teaching techniques in this regard have been introduced. For example, Rost (1991) has suggested more than 30 activities with many variations. In addition to strategies, teachers and researchers try to use different techniques such as using visual aids and particular computer program. The use of these techniques depends highly on student’s learning capacity and also availability of suitable materials. With the help of technology, opportunities for classroom instruction arise and teachers try to take advantage of these opportunities.

Nevertheless, listening has remained one of the most difficult skills due to certain reasons. For instance, the materials use in class lack the strength to cover how the real listening process occurs (Brown & Yule, 1983; Rosa, 2002). Because the materials include reduced speech and usually modified according to the level of the FLLs. This causes they have problem in real life communication and have problem in comprehending ‘ real speech’. Chastain (1988) asserts that the ability to comprehend the spoken second language plays an essential role in second language learning and use.

One of the techniques for improving listening comprehension is pronunciation awareness and finding the nature of it on the learner’s language. In order to apprehend what is meant thoroughly, one has to be aware of the nature of spoken language which is directly related to the phonological features of the language and the absence of elements in their own language that causes the misunderstanding of spoken language and results in comprehension decline. Therefore, for FLLs contrastive based pronunciation teaching deserves consideration. With respect to this assumption, this study attempts to find if contrastive-based pronunciation teaching has any effect on developing listening comprehension.

1.1. Theoretical Framework

2.0. Introduction…………………………………………………………………  19

2.1: Phonology. …………………………………………………………………  21

2.2: English Pronunciation. ……………………………………………………..  22

2.3: Experiments on English Pronunciation. ……………………………………  29

2.4: Morphology and Lexicon. ………………………………………………….. 51

2.5: Experiments on Knowledge of Vocabulary. ………………………………..  66

2.6: Summary. …………………………………………………………………… 74

 

Chapter 3: Methodology

3.0. Introduction………………………………………………………………….  75

3.1. The Pilot Study (*Optional)…………………………………………………  76

3.2. The Design of the Study…………………………………………………….   78

3.3. Participants or (Subjects)……………………………………………………   79

3.4. Materials……………………………………………………………………..   80

3.5. Procedure…………………………………………………………………….   81

 

3.6. Methods of Analyzing Data………………………………………………….   82

3.7. Summary……………………………………………………………………..   83

Chapter 4: Result

4.0. Introduction……………………………………………………………………   83

4.1. Data Analysis and Findings……………………………………………………   83

4.1.1. Descriptive Analysis of the Data…………………………………………….   86

4.1.2. Inferential Analysis of the Data………………………………………………  86

4.2. Results of Hypothesis Testing………………………………………………….  89

4.3. Summary……………………………………………………………………….  90

Chapter 5: Discussion

 

5.0. Introduction……………………………………………………………………   91

5.1. General Discussion……………………………………………………………    92

5.2. Implications of the Study………………………………………………………   93

5.3. Limitations of the Study………………………………………………………..  94

5.4. Suggestions for further Research………………………………………………   95

5.5. Summary……………………………………………………………………….   95

 

Reference…………………………………………………………………………….96

Appendixes ……………………………………………………………………….. 106

 

 

 

 

List of Tables

 

Table1. Mean scores gained by treatment groups in the pre-test

Table2. Mean scores gained by treatment groups in the pre-test

Table3. Mean scores gained by control groups in the post-test

یک مطلب دیگر :

Table4. Mean scores gained by treatment groups in the post-test

Table5. Descriptive analysis of the pretest (PR) and the posttest (PO) of the control group of the study

Table3.1. Descriptive Statistics for the Pilot Study, lexical Knowledge Scores

 

 

 

 

 

 

List of Figures

 

Figure1.1 the Percentage of the Scores over and Under the Mean of the Pre-test

Figure2.2 the Percentage of the Scores over and Under the Mean of the Pre-test

Figure3.3 the Percentage of the Scores over and Under the Mean of the Pro-test

Figure4.4 the Percentage of the Scores over and Under the Mean of the Pro-test

Figure3.1. the Percentage of the Scores over and Under the Mean of the Pilot Study

Figure3.2. the Diagram of the Design of the Study

 

 

 

 

  

 

Abstract

The aim of the present study was to investigate the effect of pronunciation forms on improving Iranian EFL learners’ knowledge of vocabulary. To achieve this purpose, fifty participants pre-intermediate language learners were selected based on their scores on a knowledge of vocabulary test and were randomly assigned to two groups. Each group was exposed to as pre-test and post-test. At the end of the experiment, to see whether or not any changes happened regarding their lexical knowledge, a post-test was administrated to two groups. The results suggested that the participants performed differently on the post-test indicating that teaching lexical through rehearsal and pronunciation forms promotes the Iranian EFL learners’ knowledge of vocabulary.

Key Words

Knowledge of pronunciation forms, Pronunciation Awareness (PA), Morphological awareness, Phonemic awareness, LK or knowing a word.

 

 

 

 

 

 

 

Chapter one

Introduction

2.0 Preliminaries. 10

2.1 The role of textbooks in English language teaching. 10

2.2 Evaluating ELT Coursebooks. 13

2.3 Criteria for coursebook evaluation. 17

2.3.1 Checklists. 22

2.4 Studies on coursebook evaluation. 24

Chapter three:Methodology.. 36

3.0 Preliminaries. 36

3.1 Participants. 36

3.2Instruments and Materials. 36

3.2.1 Checklist 37

3.2.1.1 Pilot study. 38

3.2.2 Interchange. 38

3.2.3 Top Notch. 39

3.2.4 English Result 40

3.2.5 Total English. 40

3.3 Data collection procedure. 40

3.4 Data Analysis. 41

Chapter four:Results. 42

4.0 Preliminaries. 42

4.1 Data Analysis and Findings. 42

4.1.1 Analysis of the Questionnaires. 43

4.1.1.1 Content from Teachers’ Perspective. 43

4.1.1.2 Content from Students’ Perspective. 51

4.1.1.3 Grammar from Teachers’ Perspective. 60

4.1.1.4 Grammar from Students’ Perspective. 66

4.1.1.5 Vocabulary from Teachers’ Perspective. 72

4.1.1.6 Vocabulary from Students’ Perspective. 76

4.1.1.7 Phonology from Teachers’ Perspective. 80

4.1.1.8 Phonology from Students’ Perspective. 84

4.1.1.9 Language Skills from Teachers’ Perspective. 88

4.1.1.10 Language Skills from Students’ Perspective. 93

4.1.1.11 Methodology from Teachers’ Perspective. 99

4.1.1.12 Methodology from Students’ Perspective. 104

4.1.1.13 Study Skills from Teachers’ Perspective. 110

4.1.1.14 Study Skills from Students’ Perspective. 116

4.1.1.15 Visuals from Teachers’ Perspective. 124

4.1.1.16 Visuals from Students’ Perspective. 129

4.1.1.17 Practice and Testing from Teachers’ Perspective. 134

4.1.1.18 Practice and Testing from Students’ Perspective. 140

4.1.1.19 Supplementary Material from Teachers’ Perspective. 146

4.1.1.20 Objectives from Teachers’ Perspective. 150

4.1.1.21 Content Selection from Teachers’ Perspective. 156

4.1.1.22 Gradation from Teachers’ Perspective. 160

4.1.1.23 Culture from Teachers’ Perspective. 163

4.1.2 Analysis of the Interviews. 178

Chapter five:Discussion.. 181

5.0 Preliminaries. 181

5.1 General Discussion. 181

5.1.1 Research Question 1. 181

5.1.2 Research Question 2. 186

5.1.2.1 Strengths of Interchange from Students’ Perspective. 187

5.1.2.2 Weaknesses of Interchange from Students’ Perspective. 187

5.1.2.3 Strengths of Interchange from Teachers’ Perspective. 188

5.1.2.4 Weaknesses of Interchange from Teachers’ Perspective. 189

5.1.2.5 Strengths of English Result from Students’ Perspective. 189

5.1.2.6 Weaknesses of English Result from Students’ Perspective. 190

5.1.2.7 Strengths of English Result from Teachers’ Perspective. 190

5.1.2.8 Weaknesses of English Result from Teachers’ Perspective. 190

5.1.2.9 Strengths of Top Notch from Students’ Perspective. 191

5.1.2.10 Strengths of Top Notch from Teachers’ Perspective. 192

5.1.2.11 Strengths of Total English from Students’ Perspective. 192

5.1.2.12 Weaknesses of Total English from Students’ Perspective. 193

5.1.2.13 Strengths of Total English from Teachers’ Perspective. 193

5.2 Implications of the Study. 193

5.3 Limitations of the Study. 194

5.4 Suggestions for Further Research. 194

5.5 Summery. 195

Reference. 196

Appendices 203

Appendix A.. 203

Appendix B.. 209

 

 

List of Tables

Table                                                                                                                                 Page

4.1       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content in the case of Interchange coursebook………….……..43

4.2       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content in the case of English Result coursebook………………45

4.3       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content in the case of Top Notch coursebook…………………47

4.4       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content in the case of Total English coursebook………………49

4.5       Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to content in the case of   Interchange coursebook………………51

4.6       Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to content in the case of   English Result coursebook……………53

4.7       Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to content in the case of Top Notch coursebook…………………56

4.8       Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to content in the case of Total English coursebook………….…..58

4.9       Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to grammar in the case of Interchange coursebook………………60

4.10    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to grammar in the case of English Result coursebook..……….…62

4-11    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to grammar in the case of Top Notch coursebook………………..60

4.12    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to grammar in the case of Total English coursebook……………65

4.13    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to grammar in the case of Interchange coursebook……….…….66

4.14    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to grammar in the case of English Result coursebook………….68

4.15    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to grammar in the case of Top Notch coursebook………………69

4.16    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to grammar in the case of Total English coursebook…………….71

4.17    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to vocabulary in the case of Interchange coursebook………..…..72

4.18    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to vocabulary in the case of English Result

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 coursebook……..….73

4.19    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to vocabulary in the case of Top Notch coursebook………….…74

4.20    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to vocabulary in the case of Total English coursebook……..…..75

4.21    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to vocabulary in the case of Interchange coursebook……….…..76

4.22    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to vocabulary in the case of English Result coursebook………..77

4.23    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to vocabulary in the case of Top Notch coursebook……….…..78

4.24    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to vocabulary in the case of Total English coursebook…………79

4.25    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to phonology in the case of Interchange coursebook………..…80

4.26    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to phonology in the case of English Result coursebook……….81

4.27    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to phonology in the case of Top Notch coursebook……………82

4.28    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to phonology in the case of Total English coursebook…………83

4.29    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to phonology in the case of Interchange coursebook……………84

4.30    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to phonology in the case of   English Result coursebook……….85

4.31    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to phonology in the case of   Top Notch coursebook…………..86

4.32    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to phonology in the case of Total English coursebook…………87

4.33    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to language skills in the case of Interchange coursebook……….88

4.34    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to language skills in the case of English Result coursebook…….89

4.35    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to language skills in the case of Top Notch coursebook…….….90

4.36    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to language skills in the case of Total English coursebook.……92

4.37    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to language skills in the case of Interchange coursebook………93

4.38    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to language skills in the case of English Result coursebook..….95

4.39    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to language skills in the case of Top Notch coursebook …..….96

4.40    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to language skills in the case of Total English coursebook..…..98

4.41    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to methodology in the case of Interchange coursebook………..99

4.42    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to methodology in the case of English Result coursebook..……100

4.43    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to methodology in the case of Top Notch coursebook………….101

4.44    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to methodology in the case of Total English coursebook…..…..103

4.45    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to methodology in the case of Interchange coursebook………..104

4.46    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to methodology in the case of English Result coursebook…….105

4.47    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to methodology in the case of Top Notch coursebook…………107

INTRODUCTION.. 1

1.1. General Overview.. 1

1.2. Statement of the Problem.. 6

1.3. Objectives and Significance of the Study. 9

1.3.1. Significance of the Study. 9

1.3.2. Purpose of the Study. 9

1.3.3. Research Questions. 10

1.4. Review of literature. 10

1.5. Materials and Methodology. 18

1.5.1. Definition of Key Terms. 18

1.6. Organization of the Study. 21

 

CHAPTER TWO

BAKHTIN; WORKS and IDEAS. 23

2.1. Toward a Philosophy of the Act 24

2.1.1. Self and other 25

2.2. Problems of Dostoevsky’s Poetics. 27

2.2.1. Polyphony. 28

2.3. Carnival in Dostoevsky and Rabelais. 33

 

2.4. The Dialogic Imagination. 40

2.4.1. Dialogism.. 41

2.4.2. Heteroglossia. 44

2.4.3. Hybridization. 48

2.4.4. Chronotope. 50

 

CHAPTER THREE

SNOWWHITE; THE POSTMODERN FAIRY TALE.. Error! Bookmark not defined.

3.1. Barthelme’s Art of Story-Telling. 53

3.1.2. Barthelme and Postmodernism.. 57

3.1.3. Disregard of Conventionality. 59

3.2. Why Bakhtin?. 72

 

CHAPTER FOUR

SNOW WHITE; A DIALOGIC CONSTRUCT. 78

4.1. Barthelme’s Dialogic Enterprise. 80

4.1.1. Artistic Representation of Language. 80

4.1.2. Multiplicity of Voices. 84

4.1.3. Multiplicity of Discourses. 86

4.1.4. Multiplicity of Documents. 92

4.1.5. Other Dialogic Techniques. 100

4.1.6. The Carnivalesque. 104

 

CHAPTER FIVE

CONCLUSION.. 109

5.1. Summing Up. 109

5.2. Findings. 118

5.3. Suggestions for Further Research. 120

 

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Bibliography. 124

 

CHAPTER ONE

 

INTRODUCTION

 

 

 

 

 

 

 

 

 

1.1. 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.