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

 

یک مطلب دیگر :

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.

2.4. Ideology and Power ……………..………………………………….15

2.5. Translation and Power………………………………………………18

2.6. Impact of Translation on Representation……………………………21

2.7. Robert Hodge and Gunther Kress on CDA….…………………..…23

2.8. Norman Fairclough on CDA………………………………………..28

2.9 Tenn Adrianus Van Dijk on CDA…………………………………..32

2.10. Farzaneh Farahzad on CDA………………………………………36

2.10.1 Microlevel ……………………………………………………37

2.10.1.1 Vocabulary………………………………………………37

2.10.1.2 Grammar…………………………………………………38

2.10.1.3 Multimodal Elements……………………………………40

2.10.1.3.1Multimodal Discourse Analysis……………………40

2.10.2. Macrolevel……….………………………………………………………41

Methodology

3.1. Introduction………………………………………………………………44

3.2. Restatement of Research Questions………………………………..44

3.3. Type of Research …………………….…………………………….45

3.4. Corpus ………………………………………………………………45

3.5. Procedure …………………………………………………………..45

3.5.1. Data Collection ………………..………………………………46

3.5.2. Instrument and Data Analysis……….……………………….47

3.5.2.1Microlevel………………………………………………………..47

3.5.2.1.1. Vocabulary…………………………………………47

3.5.2.1.2. Grammar……………………………………………47

 

3.5.2.1.3. Analyzing the Cover pages…………………………48

3.6.1.3.1. Method of Analyzing Cover pages………………48

3.5.2.2. Macrolevel………………………………………………48

3.5.2.2.1. Analyzing Translators’ Judgments…………………48

3.5.2.2.2. Translation Strategies………………………………49

3.5.3. Data Sheet……………………………………………………..49

Results and Discussions

4.1 Overview ………………………………………………….52

4.2 Microlevel Analysis…………………………………………………52

4.2.1 Vocabulary……………………………………………………..53

4.2.2. Grammar………………………………………………………54

4.2.2.1 Passive Transformation……………………………………57

4.2.3. Cover page Analysis ………………………………………….58

4.2.3.1 Analyzing the Cover Page of “Killing Hope, US Military and CIA Interventions since World War II”…………………………….59

4.2.3.2. Analyzing the Cover Page of  ”سرکوب امید، دخالت­های نظامی آمریکا و سازمان سیا از جنگ جهانی دوم به بعد” …………………………………62

4.2.3.3 Analyzing the cover page of “All the Shah’s Men, An American Coup and the Roots of Middle East Terror”…………………64

4.2.3.3 Analyzing the cover page of ” همه­ی مردان شاه، کودتای آمریکایی 28 مرداد و ریشه­های ترور در خاور میانه”……………………………………..66

4.3. Macrolevel……………………………..……………………………68

4.3.1. Translator’s Judgments…………………………….………….68

4.3.2. Translation strategies………………………………..…………72

4.3.2.1 ”Killing Hope, US military and CIA interventions since World War II”…………………………………………………………………………72

4.3.2.1.1 Omission Strategy……………………………………74

4.3.2.1.2 Substitution/ Alteration strategies…………………..77

4.3.2.1.3 Explicitation…………………………………………84

4.3.2.1.4 Mistranslation Strategy………………………………86

4.3.2.1.5 Addition Strategy……………………………………87

4.3.2.1.6 Undertranslation Strategy……………………………89

4.3.2.2 “All the Shah’s Men, An American Coup and the Roots of Middle East Terror”…………………………………………………..…90

4.3.2.2.1 Omission Strategy……………………………………91

4.3.2.2.2 Substitution/ Alteration Strategies……………….…97

4.3.2.2.3 Explicitation Strategy………………………………107

4.3.2.2.4 Addition Strategy………………………………..…109

4.3.2.2.5 Undertranslation Strategy………………………….113

Conclusion

5.1 Introduction…………………………………………………….….116

5.2 Conclusion…………………………………………………..……..117

5.3 Pedagogical Implications………………………………………..…118

5.4 Suggestion for Further Research…………………………………..119

یک مطلب دیگر :

Bibliograghy………………………………………………….………120

 

 

 

List of Tables and Images

Tables:

Table 3.1 sample of verb tables………………………………………….49

Table 3.2 sample of strategy tables……………………………………..50

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 بعد………………………………………………………………………..56

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 28 مرداد و ریشه­های ترور در خاور میانه…………………………………………………61

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” ……………73

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

Table 4.14……………………………………………………………….79

Table 4.15……………………………………………………………….80

Table 4.16……………………………………………………………….80

Table 4.17……………………………………………………………….81

Table 4.18……………………………………………………………….81

Table 4.19……………………………………………………………….82

Table 4.20……………………………………………………………….82

Table 4.21……………………………………………………………….83

Table 4.22……………………………………………………………….84

Table 4.23……………………………………………………………….84

Table 4.24……………………………………………………………….85

Table 4.25……………………………………………………………….86

Table 4.26……………………………………………………………….86

Table 4.27……………………………………………………………….87

Table 4.28……………………………………………………………….88

Table 4.29……………………………………………………………….88

Table 4.30……………………………………………………………….89

Table 4.31……………………………………………………………….90

Table 4.32……………………………………………………………….91

Table 4.33……………………………………………………………….92

Table 4.34……………………………………………………………….92

Table 4.35……………………………………………………………….93

Table 4.36……………………………………………………………….96

Table 4.37……………………………………………………………….96

Table 4.38……………………………………………………………….97

Table 4.39……………………………………………………………….98

Table 4.40……………………………………………………………….99

Table 4.41……………………………………………………………….99

Table 4.42………………………………………………………………100

Table 4.43………………………………………………………………100

Table 4.44………………………………………………………………101

Table 4.45………………………………………………………………101

Table 4.46………………………………………………………………101

Table 4.47………………………………………………………………102

Table 4.48………………………………………………………………102

یک مطلب دیگر : مقاله با موضوع نظام های حقوقی – مجله علمی خبری رهاجو

Dedication

Acknowledgement

Chapter 1: Introduction

1.1. General Background

1.2. The Argument

1.2.1. Research Questions

1.3. Literature Review

1.4. Thesis Outline

1.5. Methodology and Approach

1.6. Motivation and Delimitation

1.7. Definition of Key Terms

Chapter 2: The Postmodern Theory of Jean-François Lyotard

2.1. Jean-François Lyotard

2.2. The Postmodernist Movement

2.3. Early Marxist Activities

2.4. The Pragmatics of Knowledge

2.5. Modern Criteria of Legitimation

 

              2.6. Postmodern Criteria of Legitimation

2.7. The development of Capitalist System

2.8. The Semiotics and the Linguistic Based Culture

2.9. The Postmodern Self (Social Subject)

2.10. The Complementary Approaches of Baudrillard and Foucault

Chapter 3: Language Games

3.1. Studying Capitalism, Power, Language Game and Reality in “Thanasphere”

3.1.1 Synopsis

3.1.2 Commentary

3.2. Studying Capitalism, Reality, Language Game and Power in “Souvenir”

3.2.1 Synopsis

3.2.2 Commentary

3.3. Studying Language Game, Power, Capitalism and Alienation in “The Cruise

of the Jolly Roger”

3.3.1 Synopsis

3.3.2 Commentary

3.4. Studying Capitalism, Disciplinary Power, Language Game and Reality in

“2BR02B”

3.4.1 Synopsis

3.4.2 Commentary

یک مطلب دیگر :

Chapter 4: Grand Narratives

4.1. Studying Grand Narrative, Capitalism and Social Class in “The Package”

4.1.1 Synopsis

4.1.2 Commentary

4.2. Studying Grand Narrative, Capitalism and Performativity in “Poor Little Rich

Town”

4.2.1. Synopsis

4.2.2. Commentary

4.3. Studying Grand Narrative, Capitalism and Commodity in “Custom-Made

Bride”

4.3.1. Synopsis

4.3.2. Commentary

Chapter 5: Conclusion

5.1. Summary

5.2. Findings

5.3. Suggestions for Further Research

Works Cited

 

 

 

 

 

 

Chapter One

                                           Introduction

 

 

1.1. 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.

  

 

IV

   

 

 

TABLE OF CONTENTS

ABSTRACT………………………………………………………………………IIIACKNOWLEDGEMENTS……………………….…………………………….IV

TABLE OF CONTENTS…………………………………………………………V

LIST OF TABLES……………………………………………….……………VIII

LIST OF FIGURES………………………………………….………………….IX

CHAPTER I: BACKGROUND AND PURPOSE………………………………1

1.1 Introduction……………………………………………………………………………………2

1.2 Statement of the Problem………………………………………………………………………7

1.3 Statement of the Research Question…………………………………….…………………….9

1.4 Statement of the Research Hypothesis…………….………………………………………….10

1.5 Definition of Key Terms………………………………………….………………………….10

1.5.1 Collaborative Strategic Reading (CSR) ……….………………..…..……….………….10

1.5.2 Reading Comprehension…….…………………………………………………………..10

1.6 Significance of the Study……………………………………………..………………………11

1.7 Limitations and Delimitations …………..……………………………………………….…..12

1.7.1 Limitations……………………………………………………….………………………12

1.7.2 Delimitations……………………………………………………………………………..13

CHAPTER II: REVIEW OF THE RELATED LITERATURE………………15

2.1Introduction…………………………………….………..….…..……………………………16

2.2 Reading…………………………………………………………….…………………………16

2.2.1 Models of Reading………………………………………………………………………..17

2.2.2 Components of Reading…………………………………………………………………..19

 

2.2.3 Foreign Language Reading……………………………………………………………….20

2.3 Reading Comprehension……………………………………………………………………..22

2.3.1 Definitions of Reading Comprehension…………………………………………………..24

2.3.2 Categories of Reading Comprehension………………………………..…………………25

2.3.3 Influential Factors in Reading Comprehension………………………….………………27

2.4 Reading Strategies……………………………………………………………………………28

V

2.4.1 Definitions of Reading Strategies………………………………………………………..30

2.4.2 Categories of Reading Strategies…………………………………………….…………..31

2.4.3 Reading Strategies and Reading Comprehension…………………………..……………32

2.4.4 Reading Strategies Studies in Iran………………………………………….……………35

2.5 Skilled Versus Unskilled Readers……………………………………………………………36

2.6 Collaborative Strategic Reading……………………………………………………………..42

2.6.1 Strategies Used in Collaborative Strategic Reading………………………..……………42

2.6.2 Collaborative Strategic Reading Training………………………………………………..47

2.6.3 Theoretical Background for CSR…………………………………………….…………..54

2.6.4 Studies Related to Collaborative Strategic Reading…………………………..…………62

CHAPTER III: METHOD…………………………….………………………..68

3.1 Introduction…………………………………………………………………..………………69

3.2 Participants……………………………………………………………………………………69

3.3 Instrumentation………………………………………………………………………………70

3.3.1 Language Proficiency Test Used for Homogenization……………………………….….70

3.3.2 Rating Scales…………………………………………………………..………………….72

3.3.2.1 Writing Rating Scale of PET……………………………………………..………….72

3.3.2.2 Speaking Rating Scale of PET……………………………………………………….72

3.3.3 Pretest……………………………………………………………………………………..72

3.3.4 Post-test …………………………………………………………………………………..73

3.3.5 Material………………………………………………………………………………..….73

3.3.6 Cue Cards………………………………………………………………………………….74

3.3.7 CSR Learning Logs……………………………………………………………………….75

3.3.8 Clunk Cards ………………………………………………………………………………75

3.4 Procedure…………………………………………………………………………….………76

3. 5 Design of the Study………………………………………………………………………….89

3.6 Statistical Analysis……………………………………………………………………………89

CHAPTER IV: RESULTS AND DISCUSSION……………………………….91

4.1 Introduction…………………………………………………………………………………..92

4.2 Participant Selection…………………………………………………………………………92

یک مطلب دیگر :

VI

4.2.1 Descriptive Statistics of the PET Proficiency Test Piloting……………………………..93

4.2.2 Descriptive Statistics of the PET Proficiency Test Administration…………..…………97

4. 3 Dividing the Participants into the Two Groups…………………………………….……….98

4.3.1 Descriptive Statistics of Reading Comprehension Pretest Piloting…………..…………98

4.3.2 Descriptive Statistics of Reading Comprehension Post-test Piloting…………..……….99

4.4 Checking the Normality……………………………………………………………………100

4.5 Pretest of Reading Comprehension Administration……………………………………..…101

4.6 Research Question………………………………………………………………………….103

4.7 Criterion Referenced Validity………………………………………………………………106

4.7.1 K-R 21 Reliability Indices…………………………………………………….………..107

4.8 Discussion………………………………………………………………………………….107

CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS..109

5.1 Introduction…………………………………………………………………………………110

5.2 Conclusion………………………………………………………………….………………111

5.3 Pedagogical Implications…………………………………………………..……………….111

5.3.1 Implications for EFL Teachers……………………………………………….…………112

5.3.2 Implications for EFL Learners……….………………………………………..…….…113

5.3.3 Implications for EFL Syllabus Designers and Curriculum Developers………….…….113

5.4 Suggestions for Further Research…………………………………………………………..114

REFERENCES………………………………………………………………….116

APPENDICES………………………………………………………..…………130

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……………………………………………………………….

 

 

	VII

 

LIST OF TABLES

 

Table 3.1: Number of Participants in Experimental and Control Groups………..………………69

Table 3.2: Stage 1 of CSR’s Plan for Strategic Reading……………………………..…………..81

Table 3.3: Stage 2 of CSR’s Plan for Strategic Reading…………………………..……………..83

Table 3.4: Stage 3 of CSR’s Plan for Strategic Reading………………………………………….84

Table 3.5: Stage 4 of CSR’s Plan for Strategic Reading……………………………..…………..86

Table 4.1: Descriptive Statistics of the PET Piloting……………………………………………93

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 Speaking…………….….96

Table 4.7: Descriptive Statistics of the PET Administration……………………………………97

Table 4.8: Reliability of the PET Administration……………………………………….………97

Table 4.9: Descriptive Statistics of Reading comprehension Pretest Piloting……………..……98

Table 4.10: Reliability of the Reading Comprehension Pretest Piloting…………………..……99

4.11: Descriptive Statistics of the Reading Comprehension Post-test Piloting…………………99

4.12: Reliability of the Reading Comprehension Post-test Piloting……………………………100

Table 4.13: Normality Assumptions……………………………………………………………101

Table 4.14: Descriptive Statistics of Pretest of Reading comprehension by Groups………..…102

Table 4.15: Independent t-test of Pretest of Reading comprehension by Groups…………..….102