This thesis is dedicated to

My parents

Who are my very first teachers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACKNOWLEDGEMENT

I would like to express my gratitude to all those who supported me and helped me while I was writing this thesis. My first and foremost thanks go to my supervisors, Dr. Goudarz Alibakhshi and Dr. Rouhallah Zaarei for their immeasurable guidance and assistance in writing my thesis.

I would like to express my sincere appreciation to all English language teachers from both Lorestan and Kuhgiluieh & Boyerahmad provinces who participated in this study for the time and information they provided. A special thanks to my friends and classmates for their ongoing support, encouragement, and advice.

Finally, I am particularly grateful to my family who always encouraged me to the best I could and always remind me that success is found through the acquisition of knowledge. To all of you who assisted in helping me to complete this process: the result is as much yours as it is mine.

Thank You.

 

 

 

 

 

 

 

 

 

Table of Contents

ABSTRACT……………………………………………………………………..…ir

DEDICATION……………………………………………………………………iii

ACKNOWLEDGEMENT………………………………………………………….iv

TABLE OF CONTENTS……………………………………………………….…v

LIST OF TABLES…………………………………………………………….….viii

CHAPTER I: INTRODUCTION………………………………………………..…1

1.1 General Background………………………………………………..….1

1.2 Statement of Problem……………………………………………….…5

1.3 Objectives of the Study ………………………………………….……..6

1.4 Significance of the Study …………………………………………..….6

یک مطلب دیگر :

1.5 Definitions of Key Terms……………………………………………….6

1.6 Outline of the Study………………………………………………..…..8

CHAPTER II: LITERATURE REVIEW……………………………………….…10

2.1 Introduction………………………………………………………….…10

2.2 History of Critical Pedagogy……………………………………….…..10

2.3 Theoretical Bases of Critical Pedagogy………………………….….….10

2.4 Critical Applied Linguistics…………………………………………….19

2.4.1 Domains of Critical Applied Linguistics……………………………20

2.4.1.1 Critical Discourse Analysis and Critical Literacy……………..…20

2.4.1.2 Critical Approaches to Translation…………………………….…22

2.4.1.3 Critical Approaches to Language Education…………………..…22

2.4.1.4 Critical Language Testing……………………………………..…25

2.4.1.5 Critical Approaches to Language Planning and Language Rights.26

2.4.1.6 Critical Approaches to Language, Literacy, and Workplace Setting27

2.5 Critical Frameworks……………………………………………………………28

2.6 Critical Language Pedagogy………………………………………………………….. 30

2.6.1 Linguistic Imperialism………………………………………………………30

2.6.2 Methods as a Colonial Construct…………………………………………….31

2.6.3 Postmethod as a Postcolonial Construct…………………………………..…33

2.7 Empirical Research……………………………………………………………….……35

CHAPTER III: METHODOLOGY…………………………………………………….…39

3.1 Introduction……………………………………………………………..………39

3.2 Design of the Study………………………………………………..……………39

3.3 Participants………………………………………………………………………40

3.4 Instrumentation…………………………………………..………………………40

3.5 Data Analysis………………………………………………………….…………41

3.6 Procedure of the Study……………………………………………………………42

CHAPTER IV: RESULTS AND DISCUSSION……………………………………………………….. 43

4.1 Introduction……………………………………………………………………………………………….43

4.2 Quantitative Results………………………………………..………………………..43

4.3 Results for Question 1…………………………………………………………………………………51

4.4 Qualitative Results……………………………………………………………….64

4.5 Discussions……………………………………………………………………….72

CHAPTER V: SUMMARY, CONCLUSION, & IMPLICATION…………………….80

5.1 Introduction………………………………………………………………………………………………..80

5.2 Summary of the Study…………………………………………………………………………………80

5.3 Implications of the Study……………………………………………………………………………..82

5.4 Limitations of the Study ………………………………………………………….84

5.5 Suggestions for Further Research………………………………………………………………….84

REFERENCES…………………………………………………………………………………………………………..86

APPENDICES……………………………………………………………………………………………………………95

Appendix I: The Last Version of Inventory…………………………………………………………..95

Appendix II: Results of Confirmatory Factor Analysis…………………….……………..….98