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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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………………………………………………………………….

 

 

 

 

 

 

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.

 

 

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: