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

 

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

 

 

Chapter two:Literature review… 10

 

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 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

 

4.48    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to methodology in the case of Total English coursebook……….108

 

4.49    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to study skills in the case of Interchange coursebook…………..110

 

4.50    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to study skills in the case of English Result coursebook……….112

 

4.51    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to study skills in the case of Top Notch coursebook……………113

 

4.52    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to study skills in the case of Total English coursebook………..115

 

4.53    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to study skills in the case of Interchange coursebook …………116

 

4.54    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to study skills in the case of English Result coursebook……….118

 

4.55    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to study skills in the case of Top Notch coursebook……..…….120

 

4.56    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to study skills in the case of Total English coursebook………..122

 

4.57    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to visuals in the case of Interchange coursebook….……………124

 

4.58    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to visuals in the case of English Result coursebook..………….125

 

4.59    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to visuals in the case of Top Notch coursebook……………….126

 

4.60    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to visuals in the case of Total English coursebook…………….128

 

4.61    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to visuals in the case of Interchange coursebook…………..….129

 

4.62    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to visuals in the case of English Result coursebook………..…130

 

4.63    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to visuals in the case of Top Notch coursebook………………131

 

4.64    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to visuals in the case of Total English coursebook…………….…133

 

4.65    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to practice and testing in the case of Interchange coursebook……134

 

4.66    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to practice and testing in the case of English Result coursebook…136

 

4.67    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to practice and testing in the case of Top Notch coursebook…….137

 

4.68    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to practice and testing in the case of Total English coursebook….139

 

4.69    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to practice and testing in the case of Interchange coursebook……140

 

4.70    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to practice and testing in the case of English Result coursebook..142

 

4.71    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to practice and testing in the case of Top Notch coursebook..…..143

 

4.72    Result of the descriptive statistics, percentage and Chi-square of the students’ responses related to practice and testing in the case of Total English coursebook…144

 

4.73    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to supplementary material in the case of Interchange coursebook.146

 

4.74    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to supplementary material in the case of English Result coursebook…………………………………………………………………………..147

 

4.75    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to supplementary material in the case of Top Notch coursebook..148

 

4.76    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to supplementary material in the case of  Total English coursebook…………………………………………………………………………..149

 

4.77    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to objectives in the case of Interchange coursebook……………..150

 

4.78    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to objectives in the case of English Result coursebook…….……151

 

4.79    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to objectives in the case of Top Notch coursebook……………..153

 

4.80    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to objectives in the case of Total English coursebook……….…154

 

4.81    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content selection in the case of Interchange coursebook….…156

 

4.82    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content selection in the case of English Result coursebook….157

 

4.83    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content selection in the case of  Top Notch coursebook….…158

 

4.84    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to content selection in the case of Total English coursebook.…159

 

4.85    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to gradation in the case of Interchange coursebook……………160

 

4.86    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to gradation in the case of English Result coursebook…..…….161

 

4.87    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to gradation in the case of Top Notch coursebook…………….161

 

4.88    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to gradation in the case of Total English coursebook……..…..162

 

4.89    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to culture in the case of Interchange coursebook………..…….163

 

4.90    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to culture in the case of English Result coursebook…..……. 167

 

4.91    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to culture in the case of Top Notch coursebook………………171

 

4.92    Result of the descriptive statistics, percentage and Chi-square of the teachers’ responses related to culture in the case of  Total English coursebook…………..175

 

Abstract

 

The present study sought to evaluate and compare four popular English coursebooks (English Result, Total English, Top Notch and Interchange series) used in Iran’s language institutes from teachers’ and students’ point of view. Three-hundred and sixty-six students and 76 teachers, who were selected randomly from the language institutes of Guilan and Mazandaran provinces, participated in this study. Two-hundred and twelve of the students and 35 of the teachers were male and 154 of the students and 41 of the teachers were female. The range of teachers’ experience of teaching the coursebook was between 2-6 years and the range of students’ experience of studying the coursebook was between 1-3 years. Data were gathered through modified version of Cunningsworth’s (1995) checklist as well as interviews with 25 percent of the teachers and 10 percent of the students. Data analysis indicated that the strengths of Interchange from the teachers’ perspective are content and culture categories and from the students’ point of view are visuals. In addition, the coursebook’s weaknesses from the teachers’ perspective are reported to be insufficient study skills and supplementary materials and from the students’ point of view are lack of due attention to vocabulary, language skills, methodology, study skills, and practice and testing. In the case of English Result, the strengths from teachers’ perspective are methodology, visuals and culture and from students’ view are grammar and visuals. Moreover, the coursebook’s weaknesses from both teachers’ and students’ perspectives are reported to be lack of due attention to vocabulary and phonology. Regarding Top Notch, teachers believed that the strengths of the coursebook are grammar, visuals, supplementary materials and culture categories and from students’ point of view are content, grammar, phonology and visuals categories. In terms of Total English, culture is considered the strength of the coursebook from teachers’ perspective and visuals as well as practice and testing from students’ point of view. Moreover, from students’ perspective, the primary shortcoming of the coursebook is considered to be phonology. The findings have several implications for language teachers, students, and syllabus designers.

 

Key words:   Coursebook, checklist, evaluation, EFL

 

 

 

Chapter One:

 

 

 

 

1-1- مقدمه

 

 

1

 

 

 

1-2- بیان مسأله

 

 

2

 

 

 

1-3- اهداف پژوهش

 

 

3

 

 

 

1-3-1- هدف کلی

 

 

3

 

 

 

1-3-2- اهداف اختصاصی پژوهش

 

 

3

 

 

 

1-4- ضرورت و اهمیت پژوهش

 

 

4

 

 

 

1-5- تعاریف عملیاتی و مفهومی

 

 

5

 

 

 

1-6- پرسش های اساسی

 

 

7

 

 

 

1-7- متغیرهای پژوهش

 

 

7

 

 

 

1-8- فرضیه پژوهش

 

 

8

 

 

 

1-9- محدودیت های پژوهش

 

 

8

 

 

 

 

فصل دوم: مبانی نظری پژوهش

 

 

 

2-1- مقدمه

 

 

9

 

 

 

2-2- مبانی نظری پژوهش

 

 

9

 

 

 

2-2-1- سازماندهی اطلاعات

 

 

9

 

 

 

2-2-2- نمایه

 

 

10

 

 

 

2-2-3- هدف نمایه

 

 

11

 

 

 

2-2-4- انواع نمایه

 

 

12

 

 

 

2-2-5- اندازه و جزئیات نمایه

 

 

13

 

 

 

2-2-6- کیفیت نمایه

 

 

13

 

 

 

2-2-7- نمایه سازی

 

 

14

 

 

 

2-2-8- یکدستی در نمایه سازی

 

 

14

 

 

 

2-2-9- زبان نمایه سازی

 

 

15

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-2-10- انواع زبان های نمایه سازی	15
2-2-10-1- زبان طبیعی	16
2-2-10-2- زبان نمایه سازی آزاد	17
2-2-10-3- زبان کنترل شده	17
2-2-11- زبان جامعه پزشکی و آشفتگی ها و نابسامانی های آن	17
2-2-12- مستندسازی	18
2-2-13- مهم ترین ابزارهای مستندسازی	19
2-2-14- اصطلاحنامه	20
2-2-15- تاریخچه اصطلاحنامه	21
2-2-16- هدف اصطلاحنامه	22
2-2-17- ویژگی های مهم ا صطلاحنامه	22
2-2-18- انواع اصطلاحنامه	24
2-2-19- اصطلاحنامه پزشکی فارسی	25
2-2-19-1- نمایه های موجود در اصطلاحنامه پزشکی فارسی	25
2-2-19-2- شکل ارائه اصطلاحات در اصطلاحنامه پزشکی فارسی	27
2-3- پیشینه پژوهش	28
2-3-1- پیشینه پژوهش در ایران	28
2-3-2- پیشینه پژوهش در خارج از ایران	33
2-4- استنتاج کلی از پیشینه ها	36
فصل سوم: روش شناسی پژوهش
3-1- مقدمه	37
	37
	40
گردآوری اطلاعات	40
3-5- تجزیه و تجلیل یافته ها	40
فصل چهارم: یافته­های پژوهش
4-1- مقدمه	41
4-2- یافته های پژوهش	41

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4-3- پاسخ به پرسش های اساسی پژوهش	48
4-4- تأیید یا رد فرضیه پژوهش	53
فصل پنجم: تجزیه و تحلیل یافته ها و نتیجه­گیری
5-1- مقدمه	54
5-2- تجزیه و تحلیل یافته‌ها	54
5-3- نتیجه گیری نهایی	60
5-4- استنتاج کلی از پیشینه ها و مقایسه آن با پژوهش حاضر	61
5-5- پیشنهادات پژوهش	65
5-6- پیشنهاد برای پژوهش های آتی	66
منابع و مآخذ	67
پیوست
چکیده انگلیسی

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

عنوان	صفحه
جدول (4-1) توزیع فراوانی پژوهش ها به تفکیک نوع پژوهش (طرح و پایان نامه)	41
جدول (4-2) توزیع فراوانی انواع کلیدواژه ها بر حسب کیفیت آن (میزان انطباق با اصطلاحنامه پزشکی فارسی)	42
جدول (4-3) توزیع فراوانی پژوهش ها بر حسب تعداد کلیدواژه های پیشنهادشده	43
جدول (4-4) توزیع فراوانی انواع پژوهش ها به تفکیک شوراهای پژوهشی محل تصویب	44
جدول (4-5) توزیع فراوانی انواع پژوهش ها به تفکیک سال	45
جدول (4-6) توزیع فراوانی پایان نامه ها به تفکیک رشته و مقطع تحصیلی دانشجویان	46
جدول (4-7) توزیع فراوانی طرح ها به تفکیک وضعیت علمی مجری اول طرح تحقیقاتی	47
جدول (4-8) میانگین میزان انطباق واژه های نمایه ای با اصطلاحنامه پزشکی فارسی بر حسب نوع پژوهش	48
جدول (4-9) میانگین میزان انطباق واژه های نمایه ای پایان نامه ها با اصطلاحنامه پزشکی فارسی برحسب رشته و مقطع تحصیلی دانشجو	49
جدول (4-10) میانگین میزان انطباق واژه های نمایه ای طرح ها با اصطلاحنامه پزشکی فارسی برحسب وضعیت علمی مجری اول	50
جدول (4-11) میانگین میزان انطباق واژه های نمایه ای با اصطلاحنامه پزشکی فارسی بر حسب شوراهای پژوهشی تصویب کننده	51
جدول (4-12) میانگین میزان انطباق واژه های نمایه ای با اصطلاحنامه پزشکی فارسی بر حسب سال	52

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

عنوان	صفحه
نمودار (4-1) درصد فراوانی انواع کلیدواژه ها بر حسب کیفیت آن ( میزان انطباق با اصطلاحنامه پزشکی فارسی)	42
نمودار (4-2) توزیع فراوانی انواع پژوهش ها به تفکیک شوراهای محل تصویب	44
نمودار (4-3) توزیع فراوانی انواع پژوهش ها به تفکیک سال	45
نمودار (4-4) درصد فراوانی پایان نامه ها به تفکیک رشته و مقطع تحصیلی دانشجویان	46
نمودار (4-5) درصد فراوانی طرح ها به تفکیک وضعیت علمی مجری اول طرح پژوهشی	47

 

 

 

 

 

 

چکیده

 

روش شناسی: جامعه آماری پژوهش شامل 2670 کلیدواژه برگرفته از 213 طرح تحقیقاتی و 551  پایان نامه است. روش پژوهش حاضر پیمایشی تحلیلی و ابزار گردآوری داده ها چک لیستی تهیه شده توسط محقق است.

 

یافته ها: نتایج نشان دهنده 89/20 درصد کلیدواژه مطابق با استاندارد، 45/77 درصد کلیدواژه نامطابق با استاندارد و 64/1 درصد کلیدواژه اعلام است. 8 درصد از کلیدواژه های نامطابق با استاندارد کلیدواژه های با املای نادرست بودند. یافته ها نشان دهنده تفاوت معنی دار بین میزان انطباق واژه های نمایه ای پژوهش ها با اصطلاحنامه پزشکی فارسی و متغیرهایی چون سال و شورای پژوهشی تصویب کننده پژوهش بودند. همچنین بین میزان انطباق واژه های نمایه ای پایان نامه ها با اصطلاحنامه پزشکی فارسی و رشته و مقطع تحصیلی دانشجو و بین میزان انطباق واژه های نمایه ای طرح ها با اصطلاحنامه پزشکی فارسی و وضعیت علمی مجری اول آنها رابطه وجود دارد ولی از نظر میزان انطباق بین پایان نامه ها و طرح ها تفاوتی مشاهده نشد.

 

 

• Significance of the Study………………………………………….5

 

• Limitations of the study……………………………………………7

 

• Definition of Key Terms…………………………………………..8

 

Review of the Related Literature

 

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

 

2.2. The History of Critical Discourse Analysis…………………………12

 

2.3. Ideology………….………………………………………………….13

 

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

 

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

 

Table 4.49………………………………………………………………103

 

Table 4.50………………………………………………………………103

 

Table 4.51………………………………………………………………104

 

Table 4.52………………………………………………………………104

 

Table 4.53………………………………………………………………105

 

Table 4.54………………………………………………………………105

 

Table 4.55………………………………………………………………106

 

Table 4.56………………………………………………………………106

 

Table 4.57………………………………………………………………107

 

Table 4.58………………………………………………………………108

 

Table 4.59………………………………………………………………108

 

Table 4.60………………………………………………………………109

 

Table 4.61………………………………………………………………109

 

Table 4.62………………………………………………………………110

 

Table 4.63………………………………………………………………110

 

Table 4.64………………………………………………………………111

 

Table 4.65………………………………………………………………111

 

Table 4.66………………………………………………………………113

 

Table 4.67………………………………………………………………113

 

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”………………………………….62

 

Image 4.3- Cover Page of “All the Shah’s Men”………………………..64

 

Image 4.4- cover page of ” همه­ی مردان شاه”………………………………66

 

 

 

 

 

 

 

 

 

List of Abbreviations:

 

 

1.3. Purpose of the Study                                                                                                  8

 

1.4. Research Questions                                                                                                    9

 

1.5. Research Hypotheses                                                                                                 9

 

1.6. Definition of Keywords                                                                                              10

 

1.7. Limitation and Delimitation of the Study                                                                  10

 

 

 

CHAPTER II: Review of the Related Literature                                                              12

 

2.0. Overview                                                                                                                     13

 

2.1. Critical Pedagogy                                                                                                        13

 

2.1.1. Pedagogical Approach in Critical Pedagogy                                                    16

 

2.1.2. Critical Pedagogy and Educational Process                                                     21

 

2.1.3. Critical Pedagogy and the Teachers’ Role                                                        24

 

2.1.4. Critical Pedagogy and Teacher Success                                                           27

 

2.1.5. Curriculum in CP                                                                                              30

 

2.2. Pre-service teacher                                                                                                      31

 

2.2.1. The difficult and stimulating tasks of pre-service teacher training                   33

 

2.2.2. Advancing ELT teachers for future and Critical Pedagogy                             35

 

 

 

CHAPTER III: Methodology                                                                                         41

 

3.0. Overview                                                                                                                     42

 

3.1. Setting and Participants                                                                                              42

 

3.2. Instruments                                                                                                                 43

 

3.2.1. Critical Pedagogy Attitude Questionnaire                                                       43

 

3.2.2IELTS (International English Language Testing System)                                  45

 

3.3. Procedure                                                                                                                    45

 

3.3.1. Data Collection                                                                                                 45

 

3.3.2. Data Analysis                                                                                                    46

 

3.4. Ethical Considerations                                                                                                46

 

 

 

CHAPTER IV: Results and Discussion                                                                              48

 

4.0. Overview                                                                                                                     49

 

4.1. Main Results                                                                                                               49

 

4.2. Discussion                                                                                                                   54

 

 

 

 

 

CHAPTER V: Conclusion and Recommendations                                                           57

 

5.0. Overview                                                                                                                     58

 

5.1. Summary                                                                                                                     58

 

5.2. Brief Overview of the Findings                                                                                  59

 

5.3. Theoretical and Pedagogical Implications                                                                  60

 

 

5.4. Suggestions for Further Research                                                                               61

 

REFERENCES                                                                                                                    62

 

 

 

APPENDIXES                                                                                                                      74

 

Appendix A: Critical Pedagogy Attitude Questionnaire                                                      75

 

Appendix B: The Female Group with IELTS Band Score 6                                                77

 

Appendix C: The Female Group with IELTS Band Score 5                                                79

 

Appendix D: The Female Group with IELTS Band Score 6                                                            81

 

Appendix E: The Female Group with IELTS Band Score 5                                                 82

 

 

 

 

 

 

 

 

 

 

 

List of Tables

 

Table 3.1: Participants’ Characteristics                                                                                   44

 

Table 3.2: Reliability Coefficient                                                                                            44

 

Table 4.1: Stastistical Description Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test                                                                               49

 

Table 4.2: One Sample Kolmogorov- Smirnov Test                                                               50

 

Table 4.3: Group Statistics between IELTS Band Scores                                                      51

 

Table 4.4: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and total Band Scores, 6 and 5, of IELTS proficiency test                                                    51

 

Table 4.5: Group Statistics between Male Group and Female Group                                    52

 

Table 4.6: Independent Samples T-Test between Critical Pedagogy Attitude Questionnaire and Gender Difference                                                                                                                               52

 

Table 4.7: Effect Size                                                                                                             53

 

Table 5.1: The Brief Overview of All Independent Samples Test                                        60

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

INTRODUCTION

 

 

 

 

 

 

 

 

 

CHAPTER I

 

Introduction

 

1.1. 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).