1-5-6-3 ارزیابی اثرها و پیامدهای اجتماعی.. 10

 

1-5-6-4 ارزیابی اثرها و پیامدهای توزیعی (درآمد) 10

 

1-6 ضرورت انجام تحقیق.. 11

 

1-7 سوالات پژوهش… 11

 

فصل دوم: کلیات و سابقه تحقیق

 

2-1 مقدمه. 13

 

2-2 اقتصاد فرسایش خاک.. 13

 

2-2-1 دیدگاه تاریخی.. 14

 

2-2-2 اقتصاد حفاظت از خاک و آّب… 15

 

2-2-3 اثرات فرسایش بر حاصلخیزی و درآمد. 16

 

2-3 مقایسه منافع و هزینه‎های پروژههای حفاظت آب و خاک.. 18

 

2-3-1 مفهوم تحلیلهای مالی و اقتصادی.. 18

 

2-3-2 معیارهای مقایسه هزینه‎ها و منفعت‎ها در پروژه‎های حفاظت آب و خاک.. 19

 

2-4 ارزیابی اقتصادی.. 21

 

2-4-1 مفاهیم اساسی ارزیابی اقتصادی.. 22

 

2-4-2 شاخص‎ها و معیارهای ارزیابی اقتصادی.. 23

 

2-4-2-1 ارزش خالص فعلی(NPV) 23

 

2-4-2-2 نسبت منافع- هزینه. 24

 

2-4-2-2-1 فایده‎های طرح.. 24

 

2-4-2-2-1-1 فایده‎های مستقیم یا اولیه. 25

 

2-4-2-2-1-2 فایده‎های غیرمستقیم (معطوف به غیر) 25

 

2-4-2-2-2 هزینه‎های طرح.. 25

 

2-4-2-2-2-1 هزینه‎های مستقیم. 25

 

2-4-2-2-2-2 هزینه‎های وابسته. 26

 

2-4-2-3 نرخ بازده (IRR) 26

 

2-4-2-4 رابطه بین معیارهای تنزیلی.. 27

 

2-4-2-5 دوره بازگشت سرمایه (PBP) 27

 

2-4-2-6 روش تحلیل نقطه سربسر. 28

 

2-5 پیشینه تحقیق.. 29

 

فصل سوم: روش تحقیق

 

3-1 مقدمه. 36

 

3-2 منطقه مورد مطالعه. 36

 

3-2-1 موقعیت جغرافیایی منطقه و ویژگی‎های کلی آن. 36

 

3-2-2 روستاهای واقع در منطقه لسبو. 36

 

3-2-3 پارامترهای عمومی منطقه. 37

 

3-2-4 شکل حوزه 37

 

3-2-5 ارتفاع متوسط حوزه 38

 

3-2-6 شیب حوزه 39

 

3-3 روش انجام تحقیق.. 39

 

3-3-1 تصویری کلی از پروژه‎های اجرائی آبخیزداری در حوزه لبسو. 40

 

 

3-3-1-1 پروژه‎های حفاظت و قرق.. 41

 

3-3-1-1-1 هزینه‎های پروژه حفاظت و قرق.. 41

 

3-3-1-2 پروژه نهال+کاری.. 42

 

3-3-1-2-1 هزینه‎های پروژه نهالکاری.. 42

 

3-3-1-3 پروژه‎های کپه‎کاری.. 42

 

3-3-1-3-1 هزینه‎های پروژه کپه‎کاری.. 43

 

3-3-1-4 پروژه‎های بذرپاشی.. 43

 

3-3-1-4-1 هزینه‎های پروژه بذرپاشی.. 43

 

3-3-1-5 پروژه کودپاشی.. 44

 

3-3-1-5-1 هزینه‎های پروژه کودپاشی.. 44

 

3-3-1-6 پروژه تامین غذای دام. 45

 

3-3-1-6-1 هزینه‎های تامین غذای دام. 45

 

3-3-1-7 پروژه تعدیل دام. 47

 

3-3-1-8 احداث آبشخوار. 47

 

3-3-1-9  پروژه‎های آموزشی.. 47

 

3-3-1-10 پروژه‎های مکانیکی.. 48

 

3-3-1-10-1 هزینه‎های اجرایی پروژه‎های مکانیکی.. 49

 

3-3-2 جامعه‎آماری.. 51

 

3-3-3 نمونه‎گیری.. 51

 

3-4 وضعیت اقتصادی و اجتماعی منطقه لسبو. 52

 

3-4-1 کشاورزی.. 52

 

3-4-2 دامداری.. 53

 

3-4-2-1 تعداد دام. 54

 

3-4-3 اشتغال. 55

 

3-4-4 مهاجرت… 55

 

3-5 روش تجزیه و تحلیل دادهها 55

 

3-6 جمع‎بندی فصل.. 57

 

فصل چهارم: نتایج و تجزیه و تحلیل داده ها

 

4-1 مقدمه. 59

 

4-2 تجزیه و تحلیل نتایج.. 59

 

4-2-1 اثرات طرحهای آبخیزداری بر فعالیتهای کشاورزی در حوضه. 59

 

4-2-1-1 میزان تولیدات بخش کشاورزی.. 59

 

4-2-1-2 میزان درآمد بخش کشاورزی.. 60

 

4-2-2 اثرات طرحهای آبخیزداری بر فعالیتهای دامداری در حوضه. 62

 

4-2-2-1 تعداد واحد دامی موجود در حوضه. 62

 

4-2-2-2 میزان تولیدات بخش دامداری.. 62

 

4-2-2-3 میزان درآمد بخش دامداری.. 64

 

4-2-3 اثرات طرحهای آبخیزداری در زمینه اشتغال. 65

 

4-2-4 اثرات طرحهای آبخیزداری در زمینه مهاجرت… 66

 

4-2-5 اثرات اقتصادی طرحهای آبخیزداری در حوضه. 66

 

4-3 جمع‎بندی فصل.. 67

 

فصل پنجم: بحث و نتیجه گیری

 

5-1 مقدمه. 69

 

5-2 مروری بر خطوط کلی پژوهش… 69

 

5-3 نتیجه‎گیری کلی تحقیق.. 69

 

5-4 پیشنهادات… 72

 

منابع و مآخذ.

 

 فهرست جداول

 

جدول 2-1 رابطه بین شاخص‎های تنزیلی(معیارهای اقتصاد مهندسی مقایسه هزینه و منفعت‎های پروژه)… 27

 

جدول 3-1 پارامترهای فیزیکی منطقه……………………………………………………………………………. 37

 

جدول 3-2 ضرایب شکل حوزه…………………………………………………………………………………… 37

 

جدول 3-3 ارتفاع متوسط وزنی و درصد مساحت طبقات ارتفاعی………………………………………. 38

 

جدول 3-4 برآورد هزینه کل پروژه اجرائی قرق و حفاظت با برنامه‎ریزی 10 ساله (سال 1382)….. 41

 

جدول 3-5 برآورد هزینه کل پروژه نهالکاری (سال 1382)………………………………………………… 42

 

جدول 3-6 برآورد هزینه کل پروژه کپه‎کاری (سال 1382)…………………………………………………. 43

 

جدول 3-7 برآورد هزینه کل پروژه بذرپاشی (سال 1382)…………………………………………………. 44

 

جدول 3-8 برآورد هزینه کل پروژه کودپاشی (سال 1382)………………………………………………… 45

 

جدول 3-9 برآورد هزینه کل پروژه تامین غذای دام (سال 1382)………………………………………… 46

 

جدول 3-10 برآورد هزینه کل پروژه‎های مکانیکی (سال 1382)………………………………………….. 49

 

جدول 3-11 حجم عملیات پروژهها با هزینه‎های پیشبینی شده در طرح………………………………… 50

 

جدول 3-12 جمعیت و خانوار منطقه لسبو…………………………………………………………………….. 51

 

جدول 3-13 سطح اراضی زراعی موجود در منطقه…………………………………………………………… 53

 

جدول 3-14 تعداد واحد دامی موجود در منطقه………………………………………………………………. 54

 

جدول 3-15 تعداد جمعیت شاغل در بخشهای مختلف اقتصادی سال 1385…………………………… 55

 

جدول 4-1 عملکرد محصولات کشاورزی بر مبنای نوع محصول در سالهای 1382 و 1392(تن در هکتار) 60

 

جدول 4-2 اثرات اجرای طرح‎های آبخیزداری درافزایش میزان عملکرد سطح زیر کشت از دید روستاییان حوضه  لسبو    60

 

جدول 4-3 درآمد بخشهای مختلف کشاورزی بر مبنای نوع محصول در سالهای 1382 و 1392(میلیون ریال)       61

 

جدول 4-4 تعداد واحد دامی موجود در منطقه………………………………………………………………… 62

 

جدول 4-5 میزان تولید گوشت بخشهای مختلف دامداری بر مبنای نوع دام در سالهای 1382 و 1392 63

 

جدول 4-6 میزان تولید شیر بخشهای مختلف دامداری بر مبنای نوع دام در سالهای 1382 و 1392. 63

 

جدول 4-7 اثرات اجرای طرحهای آبخیزداری در افزایش تولیدات دامداری روستاییان حوضه  لسبو 64

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table of Contents

 

 

 

Acknowledgements                                                                                              IV

 

Abstract                                                                                                                 V

 

 

 

Chapter One: Introduction                                                                                  1

 

 

1.1 General Background                                                                                     1

 

 

1.2 Statement of the Problem                                                                              7

 

1.3 Objectives and Significance of the Study                                                     13

 

1.3.1 Significance of the Study                                                                      13

 

1.3.2 Hypothesis                                                                                             15

 

1.3.3 Purpose of the Study                                                                             16

 

1.3.4 Research Questions                                                                                17

 

1.4 Literature Review                                                                                          19

 

 

1.5 Methodology and Approach                                                                         27

 

 

1.5.1 Definition of Key Terms                                                                          30

 

 

1.5.2 Limitation and Delimitation                                                                     35

 

 

1.6 Organization of the Study                                                                             36

 

 

 

Chapter Two: Political Criticism and Cultural Materialism                       40

 

2.1 Marxism and Political Criticism                                                                    42

 

2.2 Hegemony                                                                                                       51

 

2.3 Ideology                                                                                                           55

 

2.4 Cultural Materialism                                                                                      59

 

2.4.1 Raymond Williams and the Birth of Cultural Materialism                      62

 

2.4.2 Michel Foucault and the Influence on Cultural Materialism                    64

 

2.4.2.1 The Definition of Power: Traditional and Modern                               65

 

2.4.2.2 Panopticism                                                                                           70

 

 

2.4.2.3 Power and Resistance                                                                           75

 

2.4.3 The Dissident Reading of Literature                                                        78

 

 

 

Chapter Three: A Bohemian Poet and Novelist                                               89

 

3.1 Ideological Issues in Beat Poetry of Young Amiri Baraka                         91

 

3.2 The System of Dante’s Hell: An Outsider among Outsiders                        103

 

3.2.1 Challenging the Discourse of Fiction Writing:

 

Creating a Dissident Voice                                                                 118

 

3.2.2 Radical Unconventional Characterization:

 

Involvement in a Subculture                                                               123

 

3.2.3 A Confused Alien in Search of Meaning:

 

Political and Cultural Context                                                                        126

 

 

 

Chapter Four: Cursing the White Race                                                132

 

4.1 Baraka’s Harlem Poetry                                                                                133

 

4.2 Trying to Find a New Black Identity                                                            145

 

4.3 African-American Drama and Baraka’s Profound Role                           152

 

4.3.1 Dutchman: The Circular Story of the White and Blackness                    158

 

4.3.2 The Slave: The Play of Racial Vandalism                                    172

 

 

 

Chapter Five: Constructing a Dissident Subculture                                       187

 

5.1 African American Poetry and the Role of Amiri Baraka                          188

 

5.1.1 Black Nationalist Poetry: Redefinition and Enrichment

 

of Black Identity                                                                                        193

 

5.1.2 Shaping a Black Dissident Subculture                                                     221

 

5.1.3 Imamu Amiri Baraka: A Spiritual Leader among Black Americans        228

 

5.2 Revolutionary Playwright: Fighting with the White World                       230

 

5.2.1 Experimental Death Unit #1: Planning a Revolution                               232

 

5.2.2 A Black Mass: The Intense Hatred of White as the Secondary Race      240

 

5.2.3 Great Goodness of Life: The White Race as a Panoptic Force                 251

 

 

 

 

 

 

 

Chapter Six: Universal Dissidence                                                                     262

 

6.1 Baraka’s Late Political Poetry and the Global Resistance                         264

 

6.2 Tales of the Out and the Gone: Social and Cultural Short Stories              286

 

6.2.1 “War Stories”: Sociopolitical Matters in America

 

during the 1970s and 1980s                                                                289

 

6.2.1.1 “New & Old”, “Neo-American” and “Mondongo”: Marxist Stories    290

 

6.2.1.2 “From War Stories”: What is True Democracy?                                   303

 

6.2.2 “Tales of the Out and the Gone”: Revolutionary Disorder                      306

 

6.2.2.1 “The Rejected Buppie”: Racial Assimilation and Absurdity                309

 

6.2.2.2 Universal Rottenness and the Appreciation of

 

Black Music and Culture                                                                    311

 

6.2.2.3 “Conrad Loomis and the Clothes Ray”: Playing with Language         316

 

6.2.2.4 “Dream Comics”: Etymological Dissection                                          319

 

6.2.2.5 “Post- and Pre-Mortem Dialogue”: 9/11 Conspiracy Theories              321

 

 

 

Chapter Seven: Conclusion                                                                                  327

 

7.1 Summing up                                                                                                    327

 

7.2 Findings and Implications                                                                             339

 

7.3 Suggestions for Further Research                                                                348

 

 

 

Bibliography                                                                                                            352

 

 

 

Appendix                                                                                                                   363

 

Figure 1                                                                                                                  363

 

Figure 2                                                                                                                  364

 

Figure 3                                                                                                                  365

 

Figure 4                                                                                                                  366

 

 

 

 

 

 

 

Chapter One

 

 

Introduction

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.1 General Background

 

In order to get a clear picture of Baraka’s ideology in his literary texts, the researcher intends to begin by Baraka’s biography. Imamu Amiri Baraka (October 7, 1934 – January 9, 2014), also known as Amiri Baraka and Everett LeRoi Jones, the writer of over fourteen volumes of poetry, dramatist (over twenty plays, three jazz operas), essayist (producer of seven volumes of nonfiction), fiction writer (two novels and several volumes of collected short stories), actor, movie director, and political activist, is a unique force in American literature[1]. He is considered by many to be one of the most influential and preeminent African-American literary figures of our time; for instance, Paul Vangelisti asserts “along with Ezra Pound, may be one of the most significant and least understood American poets

 

 

 

of our century” (Vangelisti xi). In 2002, scholar Molefi Kete Asante registered Imamu Amiri Baraka on his list of 100 Greatest African Americans.

 

His practice as a cultural activist redefined the role of the modern American poet and playwright. He was best known for his powerful contribution, as writer and theorist, to the “Black Arts Movement” of the 1960s—Baraka is known as the founder of this movement. To mix the open forms of Black Mountain School poetry, the 1950s Beats and with the rhetorical and musical traditions of Black culture; he explosively expanded an urgent and aggressive African-American poetry and poetics. Literary historian and critic Arnold Rampersad recognizes Baraka as the main modernizing influence on Black poetry and names him, along with Langston Hughes (1902 – 1967) and others, as one of the eight writers “who have remarkably affected the course of African-American literary culture” (Harris xviii). Langston Hughes’s example and influence on Baraka was extensive and profound, and these two poets are plainly in sympathy in terms of formal experimentation, commitment to audience, and historical consciousness, even to the extent that Hughes’s “Broadcast to the West Indies” (1943) seems to make possible Baraka’s “SOS” (1967), and Baraka’s “When We’ll Worship Jesus” (1975) becomes a later 20th-century treatment of Hughes’s “Goodbye Christ” (1932). Other impacts on Imamu Amiri Baraka’s literary works include Black music especially blues and jazz music and Black American musicians, and the theory and practice of politicized Black American authors, as well as Frederick Douglass (1818 – 1895), W. E. B. DuBois (1868 – 1963), Aimé Césaire (1913 – 2008), and Malcolm X (1925 – 1965) (Kimmelman 30). As a creative and powerful poet since the announcement of his first poems collection, Preface to a Twenty Volume Suicide Note (1961), Amiri Baraka is also considered as a celebrated playwright, essayist, music critic, fiction writer, political activist, movie director, and editor.

 

 

 

 

 

 

 

 

 

 

Acknowledgements

 

 

 

This thesis would not have been completed were it not for the help rendered by the following organizations and individuals.

 

Firstly, the researcher is deeply grateful to her supervisor Dr. Gholam-Reza Abbasian for his great effort, without which this work would have never been completed. His overly enthusiasm and integral view on research and his mission for providing only high quality work and not less, has made a deep impression on the researcher. I owe him lot of gratitude for having shown me this way of research. He could not even realize how much I have learned from him. I am glad I have come to get to know him in my academic life. He always monitored my work and took effort in reading and providing me with valuable comments. He really has a sharp eye for minute details and possesses super-analytical skills. I have to acknowledge his important inputs in all chapters of the thesis.

 

The researcher would also like to thank her colleagues for the effort they exerted in helping the researcher scored the speaking test. Special thanks to my dear best friends Nasrin Nabavi Ekhlas , Zahra Naderi Farjad and Kosar Ghasemi who motivated me to work energetically and gave me some constructive comments on this thesis.

 

My thanks and appreciations also go to those informants from Islamic Azad University South Tehran Branch who provided me opportunity to have a wonderful learning experience during my study.

 

I would like to thank all the students who kindly participated in this study. And last but not the least, my heartfelt appreciations are due to my loving parents who understood and supported me while I was studying.

 

Dedications

 

 

 

This thesis is dedicated to all of them: My parents who were very enthusiastic, proud, and supporting me with their love, knowledge, wisdom, and guidance. To my siblings whose love was always the light of my life and from whom I have learned patience and endurance in all difficult and unbearable situations.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table of Contents

 

Abstract…………………………………………………………………………….. IV

 

Table of Contents……………………………………………………………….. VII

 

List of Tables……………………………………………………………………… XII

 

List of Figures……………………………………………………………………. XIV

 

List of Abbreviation……………………………………………………………. XV

 

Chapter, I Introduction

 

1. Introduction ……………………………………………………………………. 1

 

1.1 Theoretical Background ………………………………………………. 1

 

1.1.2 Task- based Language Teaching (TBLT)…………………. 2

 

 

1.1.3 Task………………………………………………………………….. 3

 

1.1.4 Creativity…………………………………………………………… 3

 

1.1.5 Autonomy …………………………………………………………. 5

 

1.1.6 Language Skills…………………………………………………… 5

 

1.1.6.1 Listening …………………………………………………. 6

 

1.1.6.2 Speaking …………………………………………………. 6

 

1.1.6.3 Reading …………………………………………………… 6

 

1.1.6.4 Writing…………………………………………………….. 6

 

1.2 Statement of Problem ………………………………………………….. 7

 

1.3 Purpose and Significant of the Study……………………………… 8

 

1.4 Research Questions …………………………………………………….. 9

 

1.5 Research Hypotheses………………………………………………….. 10

 

1.6 Definition of Key Terms……………………………………………… 10

 

1.6.1Autonomy………………………………………………………….. 10

 

1.6.2 Creativity …………………………………………………………. 11

 

1.6.3 Cue card……………………………………………………………. 11

 

1.6.4 Speaking ability…………………………………………………. 11

 

1.6.5 Task…………………………………………………………………. 11

 

1.6.6 TBLT……………………………………………………………….. 12

 

1.7 Limitations and Delimitations of the Study ………………….. 12

 

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

 

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

 

Chapter II- Review of Related Literature

 

2.1 Introduction………………………………………………………………….. 14

 

2.2 Language Teaching Methods …………………………………………… 14

 

2.2.1 A Historical Perspective …………………………………………. 14

 

2.3 Task-based Language Teaching (TBLT)…………………………….. 18

 

2.3.1 What is a task?…………………………………………………….. 22

 

2.3.2 Task Types………………………………………………………….. 28

 

2.4 Research in Task-Based Teaching…………………………………….. 30

 

2.5 Task- based Teaching and Language Skills………………………… 32

 

2.5.1 What are Language Skills ………………………………………. 32

 

2.5.1.1 The Nature of Listening Comprehension …………. 32

 

2.5.1.1.1 Tasks for Listening Comprehension …….. 33

 

2.5.1.2 The Nature of Reading Skill ……………………………. 34

 

2.5.1.2.1 Tasks for Reading Comprehension……….. 35

 

2.5.1.3 The Nature of Reading Skill……………………………… 36

 

2.5.1.3.1 Tasks for Writing Skill …………………………. 36

 

2.5.1.4 The Nature of Speaking Skill …………………………… 37

 

2.5.1.4.1 Aspects of Speaking ……………………………. 39

 

2.5.1.4.2 Speaking Genres………………………………….. 40

 

2.5.1.4.3 Speaking Instructions ………………………….. 41

 

2.5.1.4.4 Tasks for Speaking Skill ………………………. 41

 

2.6 Research in Speaking Skill ……………………………………………… 42

 

2.7 Learning Characteristics …………………………………………………. 43

 

2.7.1 Personality…………………………………………………………… 43

 

2.7.2 Aptitude………………………………………………………………. 44

 

2.7.3 Motivation ………………………………………………………….. 45

 

2.7.4 Language Styles and Learning Strategies………………….. 45

 

2.7.4.1 Learning Styles ……………………………………………….. 45

 

2.7.4.1.1 Kolb’s and Riding’s Model of Learning Styles 46

 

2.7.4.2 Cognitive Styles …………………………………………. 47

 

2.7.5 Learning Strategies…………………………………………………….. 48

 

2.7.5.1 Cognitive Strategies …………………………………………….. 48

 

2.7.5.2 Metacognitive Strategies……………………………………….. 48

 

2.7.5.3 Social Strategies…………………………………………………… 48

 

2.7.5.4 Affective Strategies………………………………………………. 48

 

2.8 Language Learning…………………………………………………………. 48

 

2.8.1 The Nature of Input ………………………………………………. 48

 

2.8.2 The Process of Intake……………………………………………… 49

 

2.8.3 The Role of Interaction in the Classroom……………………. 49

 

2.8.4 The Role of Error……………………………………………………. 49

 

2.9 Research in Language Learners Characteristics…………………… 50

 

2.10 Learner Autonomy……………………………………………………….. 50

 

2.10.1 What is Autonomy?……………………………………………. 50

 

2.10.2 An Autonomous Learner Model……………………………. 52

 

2.10.3 Characteristics of Autonomous Learners………………… 52

 

2.11 Research in Learner Autonomy………………………………………. 53

 

2.12 Learner Creativity………………………………………………………… 53

 

2.12.1 What is Creativity?…………………………………………….. 53

 

2.12.2 Categories of Creativity………………………………………. 54

 

2.12.3 Academic Achievement……………………………………….. 55

 

2.12.4 The Components of Creative Performance…………….. 56

 

2.13 Research in Learner Creativity……………………………………….. 57

 

2.14 Conclusion………………………………………………………………….. 57

 

Chapter III- Method

 

3.1 Introduction………………………………………………………………….. 59

 

3.2 Participants…………………………………………………………………… 59

 

3.3 Instrumentation and Validation……………………………………….. 59

 

3.3.1 Questionnaires………………………………………………………. 59

 

3.3.1.1 Reliability ………………………………………………….. 60

 

3.3.1.2 Construct Validity ………………………………………. 60

 

3.3.2 Materials ……………………………………………………………… 62

 

3.4 Procedure …………………………………………………………………….. 62

 

3.5 Design …………………………………………………………………………. 63

 

3.6 Data Analysis ………………………………………………………………. 63

 

Chapter IV- Results and Discussion

 

4.1 Introduction …………………………………………………………………. 64

 

4.2 Results ………………………………………………………………………… 65

 

4.2.1 Testing Assumptions …………………………………………….. 65

 

4.2.2 PET Score General Language Proficiency ……………. 66

 

4.2.3 Oral Proficiency Test(Pretest) ……………………………. 67

 

4.2.4 Pretest of Autonomy ………………………………………… 69

 

4.2.5 Pretest of Creativity …………………………………………. 70

 

4.2.6 Investigation of the Major Research Question ……… 72

 

4.2.7 Investigation of the Major Research Question one … 75

 

4.2.8 Investigation of the Major Research Question two .. 77

 

4.2.9 Investigation of the Major Research Question Three 78

 

4.2.10 Investigation of the Major Research Question Four 79

 

4.2.11 Investigation of the Major Research Question Five . 81

 

4.2.12 Investigation of the Major Research Question Six .. 82

 

4.2.13 Investigation of the Major Research Question Seven 83

 

4.3. Discussion …………………………………………………………………… 85

 

Chapter V Conclusions, Implications and suggestions

 

5.1 Introduction …………………………………………………………………. 90

 

5.2 Summary of the Findings ……………………………………………….. 90

 

5.3 Conclusions …………………………………………………………………. 92

 

5.4 Pedagogical Implications ………………………………………………… 93

 

5.5 Suggestions for Further studies ……………………………………….. 94

 

References …………………………………………………………………………. 95

 

Appendices ………………………………………………………………………. 103

 

Appendix A: Arjmand Creativity Questionnaire

 

Appendix B: Learner Autonomy Questionnaire ( Sara Cotterall, 2005)

 

Appendix C: Cue Cards

 

Appendix D: The Level Short Story

 

Appendix E: PET Sample

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Tables

 

Table 2.1        Definition of Task…………………………………………                 25

 

Table 2.2        Definition of Task as an Educational Activity……………                 26

 

Table 2.3        List of the major cognitive styles………………………….        47

 

Table 3.1        Inter-Rater Reliability……………………………………..        60

 

Table 3.2        Total Variance Explained………………………………….       61

 

Table 3.3        Rotated Component Matrix………………………………..       61

 

Table 4.1        Testing Normality Assumption…………………………….      65

 

Table 4.2        Descriptive Statistics, PET by Groups……………………..      66

 

Table 4.3        Independent Sample Test, PET by Groups ………………..      66

 

Table 4.4        Descriptive Statistics, Oral Proficiency Test( Pretest) by Groups ………………………………………………………………………………     67

 

Table 4.5        Independent Sample Test, Oral Proficiency Test (Pretest)….    68

 

Table 4.6        Descriptive Statistics, Pretest of Autonomy by Groups…..                 69

 

Table 4.7        Independent Sample Test, Pretest of Autonomy by Groups..              69

 

Table 4.8        Descriptive Statistics, Pretest of Creativity by Groups……                70

 

Table 4.9        Independent Sample Test, Pretest of Creativity by Groups…             71

 

Table 4.10      Leven’s Test of Equality of Error Variances………………                72

 

Table 4.11      Test of Between- Subjects Effects…………………………                72

 

Table 4.12      Description Statistics, Grand mean by Groups…………….               73

 

Table 4.13      Descriptive Statistics, Oral Proficiency Test, Creativity and Autonomy (Posttests)……………………………………………………….    73

 

Table 4.14      Multiple Comparison………………………………………      73

 

Table 4.15      Descriptive Statistics, Interaction Effect……………………               74

 

 

 

Table 4.16      Descriptive Statistics, Oral Proficiency Test( Posttest )by Groups…………………………………………………………………..      75

 

Table 4.17      Independent Sample Test, Oral Proficiency Test( Posttest) by Groups…………………………………………………………………….                76

 

Table 4.18      Paired Samples Statistics, Pretest and Posttest of Creativity..            77

 

Table 4.19      Paired Sample –Test, Pretest and Posttest of Creativity (CCT Group)……………………………..………………………………………               77

 

Table 4.20      Paired Samples Statistics, Pretest and Posttest of Autonomy..           78

 

Table 4.21      Paired Sample t-test, pretest and Posttest of Autonomy (CCT Group)……………………………..………………………………………      79

 

Table 4.22      Paired Samples Statistics, Pretest and Posttest of Autonomy..  80

 

Table 4.23      Paired Samples t-test, Pretest and Posttest of Autonomy (LS Group)………………………………..…………………………………….     80

 

Table 4.24      Paired Samples Statistics, Pretest and Posttest of Creativity ( LS Group)………………………………………………………………………    81

 

Table 4.25      Paired Samples t-test, Pretest and Posttest of Creativity ( LS Group)………………………………………………………………………    81

 

Table 4.26      Descriptive Statistics, Posttest of autonomy by Groups…….    82

 

Table 4.27      Independent Samples Test, Posttest of Autonomy by Groups………………………………………………………………………    83

 

Table 4.28      Descriptive Statistics, Posttest of Creativity by Groups…….    84

 

Table 4.29      Independent Samples Test, Posttest of Creativity by Groups………………………………………………………………………    84

 

 

 

 

 

 

 

List of Figures

 

 

 

Graph4.1        PET by Groups…………………………………………       67

 

Graph4.2        Oral Proficiency Test( Pretest) by Groups …………………                68

 

Graph4.3        Pretest of Autonomy by Groups ………………………….                70

 

Graph4.4        Pretest of Creativity by Groups …………………………..                71

 

Graph4.5       Interaction between Groups and Tests …………………..                75

 

Graph4.6       Oral Proficiency Test( Posttest) by Groups …………….                76

 

Graph4.7       Pretest and Posttest of Creativity( CCT Groups) ……….                78

 

Graph4.8       Pretest and Posttest of Autonomy( CCT Groups) ………                79

 

Graph4.9       Pretest and Posttest of Autonomy( LS Groups) …………                80

 

Graph4.10     Pretest and Posttest of Creativity( LS Groups) …………                82

 

Graph4.11     Posttest of Autonomy by Groups ……………………….                83

 

Graph4.12     Posttest of Creativity by Groups………………………. ..               85

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Abbreviations

 

 

 

TBLT ………………    Task-Based Language Teaching

 

CLT ……………….      Communicative Language Teaching

 

CCT……………….       Cue Card Timed

 

LS …………………      Linguistic Summarizing

 

ALM…………………   Audiolingual Method

 

GTM ………………..    Grammar Translation Method

 

EFL …………………    English as a Foreign Language

 

 

 

 

 

 

 

 

2-2-3- مکانیسم کلی عمل آنتی اکسیدان ها ……………………………………………………………………………15

 

2-2-4- طبقه بندی آنتی اکسیدان ها بر اساس عملكردشان: ……………………………………………………….15

 

2-2-4-1- آنتی اکسیدان اولیه: ………………………………………………………………………………………………15

 

2-2-4-2- آنتی  اکسیدان های ثانویه: …………………………………………………………………………………….15

 

2-2-4-3- سینرژیست ها: ……………………………………………………………………………………………………16

 

2-2-5- ویژگیهای لازم آنتی اکسیدانهای غذایی: ……………………………………………………………………..18

 

2-2-6- طبقه بندی آنتی اکسیدانها:……………………………………………………………………………………………….18

 

2-2-7-آنتی اکسیدانهای سنتزی:…………………………………………………………………………………………………..18

 

2-2-7-1-  بوتیلات هیدروکسی آنیزولو بوتیلات هیدروکسی تولوئن:………………………………………………18

 

2-2-7-2- گریندوکس ها (Grindoxs) :…………………………………………………………………………………….19

 

2-2-7-3- آسکوربیل پالمیتات و اسید آسکوربیک:………………………………………………………………………..19

 

2-2-7-4- گریندوکس 117: ……………………………………………………………………………………………………..20

 

2-2-8- کاربردهای متداول آنتی اکسیدانهای سنتزی:………………………………………………………………………21

 

2-2-9- مقادیر مجاز:…………………………………………………………………………………………………………………21

 

2-2-10- اثرات سوء آنتی اکسیدانهای سنتزی:………………………………………………………………………………22

 

2-2-11-آنتی اكسیدان های طبیعی:……………………………………………………………………………………………..24

 

2-2-11-1- ترکیب فنولیک:……………………………………………………………………………………………………….24

 

2-2-11-2- رزماریRos) :……………………………………………………………………………………………………….25

 

2-2-11-3 توکوفرول هاToc):…………………………………………………………………………………………………..26

 

2-2-11-4 لسیتین (Lec):………………………………………………………………………………………………………….27

 

2-2-11-5- آسکوربیل پالمیتات (AP:…………………………………………………………………………………………28

 

2-2-12- کاربرد آنتی اکسیدانهای طبیعی………………………………………………………………………………………29

 

2-2-13- آنتی اكسیدان های بیولوژیكی:………………………………………………………………………………………29

 

2-3-دارچین:……………………………………………………………………………………………………………………………30

 

2-3-1- کلیات گیاه شناسی:……………………………………………………………………………………………………….30

 

2-3-2- نامگذاری:……………………………………………………………………………………………………………………30

 

2-3-3-تاریخچه گیاه دارچین:……………………………………………………………………………………………………31

 

2-3-4-گونه های دارچین:…………………………………………………………………………………………………………32

 

2-3-5-ترکیبات شیمیائی:………………………………………………………………………………………………………….32

 

2-3-6- خواص داروئی و درمانی:……………………………………………………………………………………………..32 2-3-6-1- بیماری قلبی:……………………………………………………………………………………………………………34

 

2-3-6-2- التیام :……………………………………………………………………………………………………………………..34

 

2-3-6-3- عفونت‌ها:………………………………………………………………………………………………………………..34

 

2-3-6-4- تصفیه خون:…………………………………………………………………………………………………………….34

 

2-3-6-5- گردش خون:……………………………………………………………………………………………………………34

 

2-3-6-6- دیابت: ……………………………………………………………………………………………………………………35

 

2-4- اسانس های گیاهی: ………………………………………………………………………………………………………….35

 

2-4-1- ترکیبات و منشا اسانس ها: ……………………………………………………………………………………………35

 

2-4-2- خصوصیات اسانس ها: ……………………………………………………………………………………………….. 36

 

2-4-3- تفاوت اسانس ها  با روغن های معمولی: ……………………………………………………………………….36

 

2-4-4- طبقه بندی اسانس ها: …………………………………………………………………………………………………..36

 

 

2-4-4-1- اسانس های طبیعی : ………………………………………………………………………………………………..36

 

2-4-4-2- اسانس های شبه طبیعی : ………………………………………………………………………………………….37

 

2-4-4-3- اسانس های مصنوعی: ……………………………………………………………………………………………..37

 

2-4-5- روش های استخراج اسانس ها: ……………………………………………………………………………………..37

 

2-4-5-1- روش های تقطیر: …………………………………………………………………………………………………….37

 

2-4-5-2- روش های فشردن: ………………………………………………………………………………………………….38

 

2-4-5-3- روش استخراج با حلال: …………………………………………………………………………………………..38

 

2-4-5-4- روش استخراج با دی اکسید کربن: ……………………………………………………………………………38

 

2-4-6- كاربرد اسانس ها : ………………………………………………………………………………………………………39

 

2-4-6- كاربرد اسانس ها : ………………………………………………………………………………………………………39

 

2-4-6-2- كاربرد در صنعت:…………………………………………………………………………………………………….39

 

2-4-7- اهمیت‌ و تاریخچه استفادهاز ‌اسانس‌های‌ طبیعی‌: …………………………………………………………….39

 

2-4-8- خواص اسانس ها: ………………………………………………………………………………………………………40

 

2-4-9- نقش اسانس ها در مواد غذایی و تاثیر آنها بر سلامت انسان: ……………………………………………41

 

2-4-10- اسانس دارچین: ………………………………………………………………………………………………………..41

 

2-4-11- مروری بر مطالعات انجام شده: …………………………………………………………………………………..42

 

فصل سوم مواد و روش ها:

 

3-1- مواد: …………………………………………………………………………………………………………………………….44

 

3-1-1- تهیه اسانس ها: ………………………………………………………………………………………………………….44

 

3-1-2- کلیه مواد شیمیایی به کار برده شده: ……………………………………………………………………………..44

 

3-2- روش کار: …………………………………………………………………………………………………………………….45

 

3-2-1- تست قدرت شلاته کنندگی: ……………………………………………………………………………………… 46

 

3 -2-2- تست  قدرت احیا کنندگی: ………………………………………………………………………………………. 47

 

3-2-3- تست اثر ضد رادیکالی  DPPH: ………………………………………………………………………………..47

 

فصل چهارم نتایج و بحث: ……………………………………………………………………………………………………….49

 

4-1- آنالیز دستگاهی اسانس دارچین: ……………………………………………………………………………………….49

 

4-2- مقایسه قدرت آنتی اکسیدانی اسانس های دارچین: …………………………………………………………….50

 

3-2-1- تست قدرت شلاته کنندگی:  ………………………………………………………………………………………50

 

3 -2-2- تست  قدرت احیا کنندگی: ………………………………………………………………………………………..52

 

3-2-3- تست اثر ضد رادیکالی  : DPPH………………………………………………………………………………..53

 

فصل پنجم نتایج کلی:……………………………………………………………………………………………………………….56

 

 Abstract  : ………………………………………………………………………………………………………………………….57

 

فهرست منابع:  ……………………………………………………………………………………………………………………….58

 

فهرست جداول ها

 

جدول(2-1): ترکیبات گریندوکس 117: ……………………………………………………………………………………………. 20

 

جدول(2-2): فرمولاسیون تجاری آ»تی اكسیدان های طبیعی ………………………………………………………………… 25

 

جدول شماره (2-3): مشخصات اسانس پوست: …………………………………………………………………………………. 41                           

 

جدول (3-1): آنالیز دستگاهی اسانس آزمایشگاهی:…………………………………………………………………………….  48

 

جدول(3-2): آنالیز دستگاهی اسانس دارچین تجاری (1):…………………………………………………………………….. 49

 

جدول (3-3)- آنالیز دستگاهی اسانس دارچین (2):……………………………………………………………………………… 49

 

جدول (3-4):مقایسه ترکیبات شیمیایی مختلف اسانس دارچین آزمایشگاهی و دو اسانس تجاری:……………… 50

 

جدول (3-5):غلظت مهاری 50 درصد (IC₅₀) اسانس های تجاری و آزمایشگاهی دارچین در تست DPPH:..5

 

فهرست نمودارها

 

نمودار (3-1): مقایسه قدرت آنتی اکسیدانی اسانس تجاری و خالص دارچین بر اساس قدرت شلاته کنندگی………. 52

 

نمودار(3-2): مقایسه خاصیت آنتی اکسیدانی دو اسانس تجاری و خالص دارچین بر اساس قدرت احیاکنندکی……. 53

 

فهرست شکل ها

 

شکل (2-1): مكانیسم عمل، رادیكالهای آزاد در اكسیداسیون چربی ها………………………………… 5

 

شکل(2-2): تشکیل هیدروپراکسید……………………………………………………………………………………………………….. 7

 

شکل( 2-3) :ساختمان شیمیایی برخی آنتی اکسیدانهای طبیعی و سنتزی ………………………….. 14

 

شکل( 2-4 ): طبقه بندی آنتی اکسیدان ها بر اساس مکانیسم عمل………………………………………………….17

 

 

 

 

 

سال تحصیلی:1393-1392

 

برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود

 

(در فایل دانلودی نام نویسنده موجود است)

 

تکه هایی از متن پایان نامه به عنوان نمونه :

 

(ممکن است هنگام انتقال از فایل اصلی به داخل سایت بعضی متون به هم بریزد یا بعضی نمادها و اشکال درج نشود ولی در فایل دانلودی همه چیز مرتب و کامل است)

 

Table of Contents                                                                                     Page

 

Abstract …………………………………………………………………..   1    

 

Chapter One: Introduction

 

 

• Overview …………………………………………………………………………………. 3

 

1.2. Statement of the Problem…………………………………………………………..4-6

 

1.3. Significance of the Study…………………………………………………………..6-7

 

 

1. 4.Purpose of the Study………………………………………………………………….7

 

1.5. Research Questions…………………………………………………………………..7-8

 

 

1. 6.Definitions of key terms……………………………………………………………….8

 

Chapter two: Literature review

 

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

 

 

2. 2. Motivation………………………………………………………………………………10-12

 

2.2.1. The history of L2 motivation research…………………………………………………….13

 

2.2.1.1. The social psychological conceptualization…………………………………………13-8

 

2.2.1.2. The cognitive/situated conceptualization……………………………………………18-19

 

2.2.1.2.1. The self-determination theory………………………………………………………19-22

 

2.2.1.2.2. Attribution theory………………………………………………………………………22-23

 

2.2.1.3. The process-oriented period…………………………………………………………….23-25

 

2.3. Recent conceptions of L2 motivation………………………………………………25-26 2.3.1.Dörnyei’s L2 motivational self-system……………………………………………………26-27

 

2.3.1.1. Ideal L2 self……………………………………………………………………………….27

 

2.3.1.2. Ought-to L2 self……………………………………………………………………………27

 

2.3.1.3. L2 learn……………………………………………………………………………………..28

 

2.3.2. Motivational self- regulation………………………………………………………………..28

 

2.3.3. Teacher-controlled motivational strategies…………………………………………………29

 

2.3.4. Task motivation…………………………………………………………………………31-32

 

2.3.5. Ushiodo model……………………………………………………………………………….32

 

2.3.6. The role of motivational thinking…………………………………………………………33-35

 

2.4. The importance of motivation in second or foreign language learning…………………..35-36

 

2.5. Demotivation and amotivation…………………………………………………………………36

 

2.5.1. Demotivation…………………………………………………………………………………..36

 

2.5.2. Amotivaion…………………………………………………………………………………36-37

 

 

2.6. The effect of demotivating factors on language learning……………………………………37-40

 

2.7. Speaking…………………………………………………………………………………………40

 

2.7.1. Theory of speaking………………………………………………………………………….41

 

2.7.1.1. Bygate’s theory……………………………………………………………………………..41

 

2.7.1.2. Harmer’s theory………………………………………………………………………..41-42

 

2.7.2. Production skills………………………………………………………………………..42-43

 

2.7.3. Interaction skills…………………………………………………………………………43-44

 

2.8. Communicative Language Teaching and Speaking Activities………………………….44-45

 

2.8.1. Organizational forms……………………………………………………………………45-46

 

 

2. 8.1.1. Whole-class teaching (Lockstep method)………………………………………………..46

 

2.8.1.2. Group work…………………………………………………………………………………47

 

2.8.1.3. Pair work…………………………………………………………………………………….47

 

2.9. Demotivating factors influencing speaking skill……………………………………………….48

 

Chapter 3: Method

 

3.1. Research design…………………………………………………………………50.

 

3.2. Qualitative phase………………………………………………………………….50

 

3.2.1. Participants…………………………………………………………………………………..50

 

3.2.2. Data collection instruments………………………………………………………………….51

 

3.2.3. Data analysis procedure………………………………………………………………………51

 

 

3. 3. Quantitative phase………………………………………………………………………………51

 

3.3.1. Introduction………………………………………………………………………………51

 

 

3. 3. 2. Participants…………………………………………………………………………51-52

 

3. 3.3. Data collection instruments……………………………………………………………..52

 

3. 3.4. Data analysis procedure…………………………………………………………………52

 

3. 4. Procedures……………………………………………………………………52

 

3.4.1 Qualitative phase…………………………………………………………52-54

 

3.4.2. Quantitative phase………………………………………………………………………54-56

 

Chapter 4: Results and discussion

 

4.1. Qualitative phase……………………………………………………………………………….58

 

4.1.1. Factors leading to Iranian high school students’ demotivation for L2 speaking practice and progress as perceived by students…………………………………………………………………..58

 

4.1.1 .1 Teachers’ inadequate language knowledge and teaching style………………………….59-61

 

4.1.1.2. Unsuitable learning materials………………………………………………………….61-62.

 

4.1.1.3. Lack of technological equipment…………………………………………………………….63

 

4.1.1.4. Non-communicative method…………………………………………………………63-64

 

4.1.2. Factors leading to Iranian high school students’ demotivation for L2 speaking practice and progress as perceived by teachers…………………………………………………………………64-65

 

4.1.2.1. Teachers’ inadequate language knowledge and teaching style…………………………..65-66

 

4.1.2.2. Learner characteristics……………………………………………………………………67-68

 

4.1.2.3. Unsuitable learning materials……………………………………………………………….68

 

4.1.2.4. Lack of technological equipment………………………………………………………….69

 

4.1.2.5. Non-communicative method…………………………………………………………69-70

 

4.1.3. Similarities and differences in students’ and teachers’ perceptions of the demotivating factors regarding students’ practice of L2 speaking……………………………………………………70-71

 

4.2. The Quantitative Phase……………………………………………………………………….71

 

4.2.1. Factor analysis……………………………………………………………………………72-76

 

4.3. Reliability of the instrument……………………………………………………………….76

 

4.5. Discussion…………………………………………………………………………………….82-85

 

Chapter 5: Conclusion and implication of the study

 

5.1. Summary of findings………………………………………………………………………….87

 

5.2. Pedagogical implications and applications………………………………………………88-90

 

5.3. Suggestions for further studies……………………………………………………………….90

 

5.4. Limitations of the Study………………………………………………………………………91

 

5.5. Delimitation of the Study……………………………………………………………………….91

 

References………………………………………………………………………92-100

 

Appendices

 

Appendix I……………………………………………………………………………………102-103

 

Appendix II…………………………………………………………………………………..103-105

 

Appendix III………………………………………………………………………………….105-106

 

Appendix IV…………………………………………………………………………………..106-107

 

Appendix V……………………………………………………………………………………107-108

 

Appendix VI…………………………………………………………………………………….108-109

 

Abstract in Persian……………………………………………………..110

 

 

 

List of tables

 

Table2. 1. From extrinsic to intrinsic motivation in educational institutions (Brown, 2000, p.79)……………………………………………………………………………………………21

 

Table4.1. Rotated component matrix…………………………………………………………..72

 

Table4.2. The factors structure of ”Foreign Language Speaking Demotivation”( FLSD)…………………………………………………………………………………………….75

 

Table4.4. Mann-Whitney U Test; Negative Attitude as a Demotivating Factor……………….78

 

Table4.6. Mann-Whitney U Test; Lack of Technology in Classroom……………………………79

 

Table4.7.Mann-Whitney U Test; Lack of adequate teaching materials………………………..80

 

Table4.8. Mann-Whitney U Test; Unfavorable Classroom Environment…………………………81

 

Table4.9. Mann-Whitney U Test; Insufficient Opportunities for Speaking………………………..81

 

 

 

 

 

 

 

 

 

List of Graphs

 

Figure  2. 1. Gardner’s integrative model (1997, cited in Dornyei, 2001, p. 50)………………….13

 

Figure  2.2. Tremblay and Gardner’s model (1995, p. 510)…………………………………18

 

Figure2. 3. Teacher L2 motivational teaching practice (Dörnyei, 2005, p. 112)……………30

 

Figure2. 4. Ushioda’s model of Future time perspective (FTP) (2001, p. 118)……………….33

 

Graph4.1. Median Scores on Demotivating Factors…………………………………………..82

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

List of Acronyms

 

AMTB: Attitude Motivation Test battery

 

EFL: English as a Foreign Language

 

ELT: English Language Teaching

 

ESL: English as a Second Language

 

L1: First Language

 

L2: Second Language

 

TESOL: Teaching English to Speakers of other Language.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Abstract

 

Motivation is an issue which has been the focus of attention in the field of second language (L2) learning and teaching for a rather long time (e.g., Gardner, 1985; Muhonen, 2004; Scarcella & Oxford, 1992). However, its opposite side, i.e. demotivation, has drawn researchers’ serious attention only recently (e.g., Dornyei & Ushioda, 2011,  Falout,  Elwood, & Hood, 2009, Falout & Maruyama, 2004, Kikuchi, 2009, Sakai & Kikuchi, 2009). What is more unfortunate is that in the context of Iran, this concept has not been explored in more than a few studies (e.g., HeidariSoureshjani & Riahipour (2012). In order to address this gap, the present study was carried out to investigate and compare Iranian EFL teachers’ and learners’ perceptions about demotivating factors with regard to practicing speaking skill in high school. To achieve this goal, 12 Iranian male and female EFL learners and Iranian male and female 12 EFL teachers (male and female) were interviewed.  As a result of thematic analysis of the interviews, four themes emerged from students’ and five themes emerged from teachers’ data. The themes common between the two groups were teachers’ inadequate language knowledge and teaching style, unsuitable learning materials, lack of technological equipment, and non-communicative methods. The additional theme which emerged from teachers’ interviews was learner characteristics. These findings along with the researcher’s review of the related literature were used to develop a questionnaire to explore Iranian L2 students’ and teachers’ perceptions of demotivating factors with regard to speaking practice in high school in a wider scope. The questionnaire was administered to 150 Iranian male and 150 female EFL learners and 40 male and 40 female teachers. To validate the questionnaire, the researcher conducted principal components analysis with varimax rotation. The personal and external factors which emerged were negative attitude toward learning L2, teacher’s inadequate competence and performance, lack of technological facilities in classroom, lack of adequate teaching materials, unfavorable classroom climate, and insufficient opportunities for speaking practice. The Mann-Whitney test was run to probe any similarities and differences between students’ and teachers’ perceptions of the six factors which lead to Iranian high school students’ demotivation for L2 speaking practice and progress.  Both groups have similar perceptions about how much impact of teachers’ inadequate competence and performance and competence on learners’ motivation to practice speaking. Compared to teachers, students put significantly higher emphasis on the effects of their negative attitude to language learning and speaking on their demotivation regarding speaking practice and the other factors emphasized by teachers significantly more than by students regarding its contribution to students’ demotivation regarding speaking practice. The pedagogical implications and applications of these findings as well as some suggestions for further research are discussed.

 

 

 

Key words: Demotivation, motivation, speaking skill, EFL high school learners’ perceptions, EFL high school teachers’ perceptions.

 

 

 

 

 

 

 

 

 

 

 

                                                                                     

 

 

 

CHAPTER 1:

 

INTRODUCTION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

• Overview

 

There are diverse factors that play an important role in the process of language learning and language teaching. Motivation is a major one and is usually defined as

 

an internal state that arouses, directs, and maintains behavior. We all know how it feels to be motivated, and to move energetically toward a goal. We also know that it is something like to working hard, even if we are not fascinated by the task (Woolfolk, Winne, & Perry, 2003, p. 354).