بی تردید اقدام پیشگیرانه از وقوع جرم، بزهکاری و انحراف و گمراهی، از سیاست‌ها و اصول قضائی اسلام محسوب می‌شود، این فرآیند پیشگیرانه از جرم مجموعه‌ای از اقدامات کیفری و غیر کیفری در حوزه‌های تقنینی، اجتماعی، فرهنگی اقتصادی و سیاسی را در بر می‌گیرد.
فعل یا ترک فعل مجرمانه‌ای است که در جریان عملیات ثبتی و یا پس از آن، با نقض قوانین و مقررات راجع به ثبت اسناد و املاک ارتکاب می‌یابد، تحت عنوان جرایم ثبتی قرار می‌گیرند. این جرایم، چه از نظر تعداد و چه از نظر آثاری که به بار می‌آورند، جرایم پر اهمیتی بحساب می‌آیند. جرایم ثبتی به عنوان گونه‌ای از جرم‌های اقتصادی، پدیده‌ای نو ظهور در سطح ملی و جهانی به شمار می‌آیند که در واقع مانع رشد و توسعه جوامع انسانی و سلامت روابط اجتماعی و قضایی می‌باشند. در جرایم ثبتی نیز، همانند هر جرم دیگری، اقدامات پیشگیرانه، موثرتر و کم هزینه‌تر از اقدامات سرکوبگرایانه و کیفری است. لذا در راستای کاهش یا ریشه کن نمودن این عوامل باید تدابیری اندیشیده شود که طرح جامع کاداستر از جمله این تدابیر است، در حقیقت کاداستر به نظامی اطلاق می‌شود که هدف از آن تعیین محدوده‌های مالکیتی به همراه اطلاعات حقوقی مرتبط با هر ملک میباشد. حال این سؤال مطرح است که اجرای طرح جامع کاداستر چه تأثیری بر پیشگیری از جرایم ثبتی خواهد داشت؟ مشخصا در ارتکاب کدایم یک از جرایم ثبتی نقش پیشگیرانه مثبت دارد؟ در کدام اثر منفی گذارد؟ و نسبت به کدام بی تأثیر است؟ آیا جهت پیشگیری کامل از جرایم ثبتی اتخاذ تدابیر پیشگیرانه دیگری نیز علاوه بر اجرای طرح جامع کاداستر لازم است؟ و نهایتا ملزومات تقنینی و اجرایی تأثیرگذاری هرچه بیشتر اجرای این طرح در پیشگیری از جرایم ثبتی چیست؟
رسیدن به پاسخ پرسشهای فوق ابتدائا مستلزم تعریف دقیق و کاملی از مفهوم کاداستر، چیستی و چگونگی آن و همچنین بیان تعریف جرم ثبتی و شناخت انواع آن است و سپس نیازمند بررسی و تبیین دقیق تأثیر اجرای طرح مذکور در پیشگیری از انواع جرایم ثبتی و تطبیق نتایج حاصله از اجرای طرح با فرآیند ارتکاب مورد به مورد جرم‌های ثبتی خواهد بود بصورتی که بتوان مشخص نمود بر کدام نوع از این جرایم چه تأثیری دارد، سپس برآیند مجموع تأثیرات بایستی سنجیده شده و منفی یا مثبت بودن آن محرز گردد که در این رساله به آن خواهیم پرداخت.
ب) ضرورت تحقیق
از آنجا که جرایم ثبتی ذیل جرایم اقتصادی دسته بندی می‌شوند و این جرایم چه از نظر تعداد و چه از نظر آثاری که به بار می‌آورند، جرایم پر اهمیتی بحساب می‌آیند لذا شناخت تأثیر قوانین و عملکردها در پیشگیری از آنها از اهمیت و ضرورت بسزایی برخوردار است ما نیز با شناخت این ضرورت و برای برداشتن گامی در راستای این مهم میخواهیم در این رساله به اهداف ذیل جامه عمل بپوشانیم:
(1) شناخت دقیق و کامل تأثیرات اجری طرح جامع کاداستر در حوزه جرایم ثبتی.
(2) تشخیص و تمیز جرایم ثبتی‌ای که زمینه ارتکاب آنها مشخصا، فقط با اجرای طرح جامع کاداستر از بین خواهد رفت و جرایمی که علاوه بر اجرای طرح کاداستر نیاز به اتخاذ تدابیر پیشگیرانه دیگر دارند و نیز جرایم ثبتی‌ای که اجرای طرح مذکور تأثیری در زمینه ارتکاب آنها ندارد.
(3) شناخت ضعف‌ها و نواقص طرح مذکور در حوزه تقنین و اجرا به منظور کارآمدی هرچه بیشتر آن در پیشگیری از جرایم ثبتی و ارائه پیشنهادات لازم جهت اصلاح قانون و نحوه اجرا.
ج) سؤالات تحقیق
سؤال اصلی:
طرح جامع کاداستر چگونه و چه تأثیری در پیشگیری از جرایم ثبتی دارد؟
سؤالات فرعی:
- اجرای طرح جامع کاداستر درپیشگیری کدام یک از جرایم ثبتی اثر مثبت و در کدام اثر منفی دارد و در کدام بلا اثر است؟
-
-
- ملزومات تقنینی و اجرایی جهت تأثیر گذاری هرچه بهتر طرح مذکور در پیشگیری از جرایم ثبتی کدامند؟
3- آیا جهت پیشگیری کامل از جرایم ثبتی اتخاذ تدابیر پیشگیرانه دیگری نیز علاوه بر اجرای طرح جامع کاداستر لازم است؟
د) فرضیه تحقیق
اجرای طرح جامع کاداستر با کاهش جرایم ثبتی ارتباط مستقیم داردو میتواند در موضوع استعلامات ثبتی، با شفاف سازی نقل و انتقالات معاملات رسمی و تثبیت حدود و اطلاعات مالکیت ها و صدور سند مالکیت کاداستری در قالب طرح کاداستر و غیر قابل جعل بودن آن ٍاختلافات و ارتکاب جرایم ثبتی را تا میزان زیادی کاهش دهد.
اجرای طرح جامع کاداستر مستقلا زمینه ارتکاب برخی از جرایم ثبتی را به طور کامل از بین می‌برد و در عین حال نسبت به برخی از جرایم ثبتی بی اثر است.
جهت تاثیر گذاری هرچه بهتر طرح مذکور مبتنی است که قانون ثبت نیز باید منطبق با طرح جامع کاداستر تغییر و اصلاح گردد.
جهت پیشگیری کامل از جرایم ثبتی اتخاذ تدابیر پیشگیرانه دیگری نیز علاوه بر اجرای طرح جامع کاداستر لازم است و یکی از این تدابیر اثر انگشت الکترونیکی در دفاتر اسناد رسمی است که به تازگی در این دفاتر راه اندازی شده است .
ه ) پیشینه تحقیق
طبق تحقیقات حقیر در کشور ما تا کنون هم در زمینه جرایم ثبتی و هم در زمینه چیستی و چگونگی انواع کاداستر و نیز در خصوص مفاهیم و روشهای پیشگیری از جرم تحقیقاتی انجام شده است که چند نمونه از آنها عبارتند از:
1 ـ رضا پناه، محسن، 1392، نقد و بررسی جرایم ثبتی
2 ـ شهری، غلامرضا، 1379، حقوق ثبت اسناد و املاک
3ـ براتی حسین آبادی، زهرا، 1389، پایان نامه‌ای تحت عنوان ارتباط تکنولوزی با ارتکاب جرایم ثبتی، چالش
4ـ علومی، محمد صادق، 1390، پایان نامه‌ای تحت عنوان نقش کاداستر در اثبات و احراز مالکیت
5ـ جلیلی، معصومه، 1382، مقاله‌ای با عنوان مفهوم کاداستر در حقوق ثبت و مطالعه و بررسی تطبیقی آثار آن
لکن با تحقیقاتی که انجام داده ام مشخص گردید در این زمینه تا کنون تحقیق مستقل و جامعی چه در سطح دانشگاهی و چه در سطح اداری و فنی صورت نگرفته است.
و) اهداف تحقیق
مهم‌ترین اهداف اجرای این تحقیق بدین شرح است:
1 ـ شناخت دقیق و کامل تأثیرات اجری طرح جامع کاداستر در حوزه جرایم ثبتی
2 ـ تشخیص و تمیز جرایم ثبتی‌ای که زمینه ارتکاب آنها مشخصا، فقط با اجرای طرح جامع کاداستر از بین خواهد رفت و جرایمی که علاوه بر اجرای طرح کاداستر نیاز به اتخاذ تدابیر پیشگیرانه دیگر دارند و نیز جرایم ثبتی‌ای که اجرای طرح مذکور تأثیری در زمینه ارتکاب آنها ندارد.
3 ـ شناخت ضعف‌ها و نواقص طرح مذکور در حوزه تقنین و اجرا به منظور کارآمدی هرچه بیشتر آن در پیشگیری از جرایم ثبتی و ارائه پیشنهادات لازم جهت اصلاح قانون و نحوه اجرا
:
تحقیق حاضر، چهار کتاب متداول آموزش زبان انگلیسی در موسسات زبان انگلیسی ایران ( انگلیش ریزالت، توتال این تحقیق به مطالعه تاثیر استفاده ازترانه برروی صحت و درستی گرامر برای زبان آموزان انگلیسی به عنوان زبان خارجه پرداخته است. این تحقیق سعی دارد، میزان بالا بردن سطح آگاهی زبان آموزان ازطریق گوش دادن به مقدارموثری از ترانه که بر روی صحت و درستی گرامری آنها تاثیر دارد، بسنجد. به منظور پاسخ به این سؤال که آیا تاثیری دارد یا خیر، از 60 زبان آموز در سطح متوسط دبیرستان سما لاهیجان که از میان 130 زبان آموز، ازطریق امتحان تعیین سطح آکسفورد انتخاب شده اند، امتحان گرفته شد. سپس به دو گروه متشکل از 30 شرکت کننده که هر کدام 15دختر و 15 پسرمیباشند، تقسیم گردیدند. شرکت کننده ها در گروه تجربی، آموزش های خاصی بروی آنها صورت گرفت. تا یادگیری نکته های گرامری از طریق گوش دادن به برخی از ترانه ها انجام پذیرد.دراین تحقیق، تمرکزبروی استفاده از ترانه در محیط آموزشی کلاس به این معنی میباشد که فراگیری به صورت ناخوداگاه انجام گردید. از طرف دیگر در گروه شاهد هیچ گونه آموزش خاصی نداشتند و زبان آموزان روش معمول ترم کلاسیشان را که همیشه انجام میدادند، دنبال کردند. دو آزمون استانداردمعتبر گرامر(آزمون قبل از شروع کلاس و آزمون پایانی کلاس) از هر دو گروه گرفته شد و برگه ها با دقت ارزیابی شدند. اطلاعات دریافتی از گروهها از طریق آزمون زوجی (تی تست) محاسبه گردید.این نتایج نشان میدهد که میانگین دو گروه به طرز قابل توجهی متفاوت می باشد.از طرف دیگر، نتیجه آزمون پایانی کلاس در میان زبان آموزان پسر و دختر در گروه تجربی از طریق یک آزمون زوجی (تی تست) دیگر مورد بررسی قرار گرفت. هرچند که هیچ گونه تفاوت قابل توجهی بین گروه های دختر و پسر مشاهده نشد.
واژگان کلیدی: درستی گرامر، ترانه، جملات پرسشی
Table of Content
Title page
Abstract ………………………………………………………………………….…….….1
Chapter 1: introduction
- . Introduction ……………………………………………………….………………….2
1.1. Theoretical Framework…………………………………………………….……………4
- Significance of the study………………………………………….….………….……8
1.3. Purpose of the study………………………………………………………………..….8
1.4. Statement of the Problem………………………………………………….………..…10
1.5. Research Questions of the Study ………….……………………………………….…12
1.6. Hypotheses of the study………………………………………..……………………..13
1.7. Definition of Key Terms …………………………………………………..……..….13
1.8. Summary……………………………………………………………………………….13
Chapter 2: Review of the Literature
2.0 Introduction………………………………………………………………….…….…..15
2.1 Grammar ………………………………………….…………………………………………16
2.1.1. Historical overview of grammar……………………………………………… 16
2.1.2. Different attitudes towards Grammar……………………………………..….18
2.1.3. Grammar in different points of view………………………………………….19
2.2. Nature of the grammar in Relation to Second Language Acquisition Processes…19
2.2.1. Input…………………………..…………………………………..……………20
2.2.2. Intake…………………………………………….…….………….………..…20
2.2.3. Acquisition……………….…………..………………………………………….21
2.2.4. Access…………………………………………………………………..….…..22
2.2.5.output…………………………………………………………………..….……23
2.3 Grammar Teaching………………………………………..……………………………23
2.3.1. Stages of Grammar Teaching………………………………………………………………25
2.4. Principles of Grammar Teaching in relation to different rules and approaches…..…27
2.4.1. Some beliefs about explicit grammar…………………………………….……29
2.4.2. A move towards the implicit………………………………………………..…30
2.4.3. Implicit instruction……………………………………..………………….…..30
2.4.3.1. What kind ofknowledge can be learnt implicitly?………………………………30
2.4.3.2. Age and Implicit learning………………………………………….……31
2.4.3.3. Theories of SLA and Implicit learning…………………………………..……32
2.4.3.4. Implicit learning and instructed………………………………………….32
- 4.3.5. Implicit vs. explicit inter-face……………………………………….….34
2.4.3.6. The relationship between explicit and implicit………………………..…….34
2.4.4. Consciousness-Raising in Second Language Learning………..………………35
- The interface position……………………………………………………………….36
- The non-interface position……………………………….……………..………. 38
- The variability position…………………………………………………………….40
2.4.4.1. Consciousness-raising in grammar teaching………………….…….….41
2.4.5. Approaches to teaching Grammar……………………………………….……..44
2.4.6. Form-based and meaning-based instruction……………………………….………45
2.4.6.1. Focus-on-form (FonF) ………………………………………………….…..46
2.4.6.1.1. Focus on Form Tasks and Techniques……………………………………..48
2.4.6.2. Focus-on-forms (FonFS)………………………………………………..…..48
2.4.6.3. Focus on Meaning……………………………………………….……………….49
2.4.7. The role of grammar instruction……………….………………….……………….50
2.4.8. Some gaps in teaching Grammar…………………………………………………..52
2.5. The use of grammatical terminology…………………………………………..…….52
2.5.1. Communicative competence……………………………..…………………….….53
2.5.2. Grammatical competence………………………………………….…..….….…..54
2.5.3. Sociolinguistic competence…………………………………………….……..…..55
2.5.4. Strategic competence………………………………………………….…….……..55
2.6. The role of task-based approach on grammatical accuracy and fluency…………..56
2.7. Nature of songs………………………………………………………………….….57
2.8. Conceptual framework and characteristics of Song………………………………..57
2.9. The Effects of song on Language Acquisition……………………………….…….59
2.10. Studies on using song in language classes……………………………….……….59
2.11. The influence of songs in Foreign Language classes…………………………….60
2.12. Advantages of using songs……………………………………………………….61
2.13. The positive contributions of songs to language learning………………………..61
2.13.1. Socio-emotional growth………………………………………………………..61
2.13.2. Physical development…………………………………………………………..62
2.13.3Cognitive training………………………………………………………………..62
2.13.4. Language learning………………………………………………………………62
2.14. Classification of the song…………………………………………………………..62
2.15. The criteria for selecting songs in language teaching…………………..…………..63
2.16. Stages of listening to the Song………………………………………………….…..65
2.16.1. Pre-listening activities………………………………………..………………..…65
2.16.2. Listening Activities…………………………………………………………………66
2.16.3. Post-listening activities……………………………………………………….…..66
2.17. Practical tips and tasks for using songs……………………………………….……67
2.18. Summary ……………………………………………………………………..……69
Chapter 3: Methodology
3.0. Introduction…………………………………….……………………………………70
3.1. Pilot Study……………………………………………………………………………70
3.2. The Design of the Study………………………………………………….……..……71
3.3. Participants………………………………………………………………………..…72
3.4. Instruments and Materials………………………………………………………….…72
3.4.1. Oxford Placement Test………………………………………………….………72
3.4.2. Grammar tests…………………………………………………………….….….73
3.4.3. Song ……………………………………………………………………….……73
3.4.4. Issues of Reliability and Validity…………………………………….…………73
3.5. Data collection procedure………………………………………………………..…..74
3.6. Methods of Analyzing Data ………………………………………………….………74
3.7. Summary…………………………………………………………………………..….75
Chapter four: Results and discussion
4.0. Introduction……………………………………………………………………..…..76
4.1. pilot study………………………………………………………………………..…..77
4.2. Main study………………………………………………………………………..….77
4.2.1. Evaluation of overall foreign language proficiency (OPT test for the sampling purpose)…………………………………………………………………………….…77
4.2.2. Examining the normality assumption of the parametric tests applied for the research questions……………………………………………………..……..………..79
4.2.3. The first research question: Does using song have any significant effect on lower intermediate EFL learners’ grammar accuracy?…………………………………………………..81
4.2.4. The second research question: Does using song affect female and male EFL learners’ grammar accuracy differently?……………………………………………………………..86
Chapter Five: Discussion
5.0. Introduction ……………………………………………………………………………….88
5.1. Summary and Conclusions……………………………………………………….….88
5.2. Pedagogical Implications……………………………………………..……………..90
5.3. Limitations of the Study……………………………………………………………..91
5.4. Suggestions for Further Research…………………………………………………….92
5.5. Summary……………………………………………………………………….…….…92
Reference …………………………………………………………………………..……93
Appendix ………………………………………………………………………………115
List of Tables
Table 4.1 Reliability Statistics…………………………………………………………….77
Table 4.2 Statistics for the results of OPT test………………………………..………….78
Table 4.3Statistics for the pre-test and post –test scores of the control and experimental groups……………………………………………………………………………………79
Table 4.4One-Sample Kolmogorov-Smirnov Test for the pre-test and post-test scores of the control and experimental groups……………………………………………………..80
Table 4.5Group statistics for the control and experimental groups on grammar pre-test……………………………………………………………………………………….81
Table 4.6Independent Samples Test for the control and experimental groups’ pre-test grammar scores……………………………………………………………………….….82
Table 4.7Group statistics for the control and experimental groups on grammar post-test………………………………………………………………………………………..84
Table 4.8Independent Samples Test for the control and experimental groups’ pre-test grammar scores…………………………………………………………………………..84
Table 4.9Group statistics for the male and female groups on grammar post-test…………………………………………………………………………………….….86
Table 4.10Independent Samples Test for the control and experimental groups’ pre-test grammar scores………………………….……………………………………………….86
List of Figures
Figure 2.1 A Model of Second Language Learning and Use….…………….……………19
Figure 4.1 Experimental and control groups’ scores in grammar accuracy test (pre-test)………………………………………………………………………………..………83
Figure 4.2 Experimental and control groups’ scores in grammar accuracy test (post-test)………………………………………………………………………………..………85
Figure 4.3 The comparison between male and female participants’ grammar scores in post-test………………………………………………………….……….……….………….87
Abstract
The present study investigated the effect of using song on Iranian EFL learners’ grammar accuracy (WH-question). This study tried to determine the extent to which awareness raising along with efficient amount of listening to song affects the grammar accuracy of Iranian Intermediate learners. To answer this question, 60 Intermediate language learners in Sama high school in Lahidjan who were selected via administration of an OPT exam to 130 language learners. Then, they were divided into two groups of 30 participants each, in which 15 male and 15 female have been put. Participants in the experimental group were instructed on a certain plan to gasp the grammatical point by listening to some songs. In this study the focus was on using song in class environment which means grammatical points can better be extracted unconsciously. In the control group no treatment has been done and learners received a normal routine of the semester as they always did. Two validated standardized tests of grammar (pre-test and post-test)were administered to both groups, the papers were assessed carefully .The data retrieved from both groups was analyzed through calculating a t-test. The results indicated that the means of the two groups were significantly different. In another attempt the post-test result of male and female participants in experimental group have been analyzed via running of another round of a t-test, however, no significant difference has been notified between male and female participants.
Key terms: Grammar accuracy; Song; WH-question
Chapter One
Introduction
1.0. Introduction
Teaching a foreign language is so complex that grammar is the most difficult problems of anyone who wishes to teach it systematically. Teaching grammar has always seen one of the controversial issues in both second and foreign language teaching. As Batstone (1994) states, grammar is a greatly broad and diverse phenomenon which characterizes three interdependent dimensions: form, meaning and use. This perspective on grammar, where forms are shown in direct association with meaning, views grammar as an integral part of the language. Grammar is a device for making and expressing meaning without which, effective communication would not be possible. On Richards and Schmidt (2002) have known grammar as a description of the structure of a language and the way in which linguistic units such as words and phrases are joined together to produce sentences in a language.
There is a variety of grammar teaching techniques that make learning grammar easy to students. Some of the most useful tasks that have been proposed for practicing both grammar and communication are songs. Many language researchers and teachers such as (Read, Griffee, Rosová …) have recognized the pedagogic value of language
songs, arguing that their value also consists of their ability to enhance students’ motivation and participation in general. The purpose of this study is how listening to songs can be helpful to students in order to speak English more accurately.
Researchers have confirmed that highly motivated language learning starts with the students and what they are interested in. All children love songs and like to sing songs. Based on this nature of the young learners, song has been applied in the EFL/ESL classrooms. There exists much of literature evidence introduced that song can have a beneficial role in teaching to learners. As Read (2007) states, the use of songs enhances children’s language learning and language acquisition. In order to teach the second language, songs can make use of them in different ways. “No one knows why songs are powerful, but everyone knows from a personal point of view they are” (Griffee, 1995, p. 4, cited in Rosová, 2007). Songs become the most helpful educational tool that helps the language acquisition as well as the whole learner’s physical and mental development. Like rhythm, songs can be seen an integrated part of a sequence of work in the classroom so that they can boost their effects for the learners, especially for the young children. The dominance of our sense of hearing and with it our sensitivity to music, propose that music and song have a closer appeal to our ‘language acquisition device’ than spoken language’ (Murphey, 1992). This theory has been granted greater possibility by the evidence that musical and language processing take place in the same area of the brain (Maess and Koelsch, 2001). This proves that our brains identify the constituents of musical and linguistic sequences in the same way.
Ordinary attributes of songs, the rapidity with which they can be unconsciously and accidentally memorized (the ‘I can’t get that song out of my head’ –syndrome), and the insistence of the melody-lyrics link that allows songs to be recalled in their entirety even after years of absence from the ‘conscious’ memory. (Mishan, 2005, p.198).The importance of songs in motivating students to learn English and increase learner involvement is widely searched by ESL practitioners (Reeve & Williamson, 1987; Guidice, 1986). Listening to music is often considered as one of the most students’ hobbies, thus providing relevance to their lives. Murphey (1992) claims that ‘songs occur whenever and wherever one hears them and they are, consciously or subconsciously, about the people in one’s own life’. (p. 8). This relevance to one’s life is essential in motivating students as it offers a connection from English in song to their daily lives as music listeners (Chambers, 1999). Chambers gives emphasis to the notion that if learners cannot feel the relationship between the activity and the world in which they live, so then the point of the activity is likely lost on them.
According to Krashen (1982), songs make language input available which can be a crucial element in language acquisition. Songs also show culture, which plays a considerable role in language learning. They usually include themes surrounding a topic or issue that equip context for learning vocabulary. Being a form of discourse, songs, naturally extend speaking into a new context through the sung word (Murphey, 1992). In brief the main intent of this research was born of this to validate through research the pedagogical perceptions about the usefulness of songs in the L2 classroom, given the fact that there exists a major gap in the L2 literature regarding this issue.
نیاز به تصحیح ایرادهای ساختاری فراگیران زبان درحرفه آموزش امری بدیهی است، اما معلمان اغلب از مقدار ویاحتی چگونگی تصحیح کردن مطمئن نیستند.به رغم اینکه تحقیقات گوناگونی مبنی بر تأثیرگذاری انواع شیوه های گوناگون تصحیح خطاهای دستوری صورت گرفته، عملا پژوهشهای کمی دراین زمینه وجوددارندکه نقش تصحیح خطاهای دستوری را ازطریق عملکرد متوالی فراگیران موردبررسی قرارداده باشند. هدف اصلی این تحقیق این بودکه آیا دو شیوه تصحیح، ضمنی یا رفع اشکال مستقیم، میتواند یادگیری دستور زبان انگلیسی برای فراگیران فارسی زبان در سطح متوسط را افزایش دهد. هدف دیگر تحقیق حاضر این بود که کدامیک از شیوه های تصحیح، ضمنی یا رفع اشکال مستقیم، به پیشرفت دانش دستوری زبان آموزان ایرانی مقطع متوسط کمک می کند. علاوه براین، دوروش رفع اشکال ضمنی، اعلانی وپرسشی، تحت بررسی قرارگرفتند بدین منظور که زبان آموزان ایرانی مقطع متوسط کدامیک از شیوه های رفع اشکال ضمنی را ترجیح می دهند توسط معلم استفاده شود .پنجاه نفر از دانش آموزان پسر زبان انگلسی مقطع متوسط کانون زبان ایران در شعبه یزد در این تحقیق شرکت کردند. آنها به دوگروه رفع اشکال مستقیم و غیرمستقیم تقسیم شدند. قبل ازاینکه فرایند متوالی ارائه بازخورد تصحیحی آغاز شود در ابتدا یک پیش آزمون اجرا شد وسپس در پایان دوره آموزش، یک پس آزمون اجراگردید. روش اجرای آزمون ومحتوای آن برای هردو گروه رفع اشکال مستقیم و غیر مستقیم یکسان بود. تنها تفاوت درانجام تصحیح اشکالات گرامری دانش آموزان درحین آموزش بود. بدین صورت که اشتباهات گروه رفع اشکال مستقیم بصورت آشکارا، اما اشتباهات گروه رفع اشکال ضمنی بطور ضمنی اصلاح شد. نتایج حاصل از این تحقیق نشان داد که اولا هر دو شیوه تصحیح، ضمنی و رفع اشکال مستقیم، به پیشبرد دانش دستوری فراگیران به یک نسبت کمک نموده اند و مقایسه بین عملکرد دستوری دو گروه نشان داد که تفاوت معنی داری بین استفاده از رفع اشکال مستقیم وغیرمستقیم وجودندارد. بررسی درصدهای دوروش رفع اشکال ضمنی، اعلانی وپرسشی، نشان داد که فراگیران رفع اشکال پرسشی را بر اعلانی ترجیح داده اند. یافته های این تحقیق نشان می دهد که استفاده از بازخورد تصحیحی آشکار وضمنی مفیدبوده و فرایند یادگیری قواعد دستوری یک زبان جدیدراآسان تر می کند.
کلمات کلیدی: بازخوردتصحیحی, دانش دستوری, رفع اشکال ضمنی اعلانی, رفع اشکال ضمنی پرسشی, رفع اشکال غیرمستقیم, رفع اشکال مستقیم
Table of Contents
Title Page
Acknowledgements………………………………………………………….…….VI
List of Tables………………………………………………………………………X
List of Figures………………………………………………………………….……X
Abstract……………………………………………………………………………XI
Chapter One: Introduction
Preliminaries……………………………………………………………………….2
Statement of Problem ……………………………………………………………..3
The Significance of the study………………………………………………..…….4
Objectives of the Study……………………………………………..……………..5
Research Questions and Hypotheses…………………..…………………………..5
Definition of the Key Terms…………………….…………………………………6
Chapter Two: Review of the Literature
Introduction………………………………………………………………………10
Errors and Mistakes….……………………………………………………………11
Types of Errors to Be Corrected………………………………………………12
The Best Time for Error Correction……………………………………….…19
Teacher-, Peer-, or Self-Correction…………………………………….…….23
Corrective Feedback from Different Viewpoints…………………………..…….26
Positive Perspectives on Corrective Feedback………………………….……28
Negative perspectives on Corrective Feedback……………………………….33
Types of Corrective Feedback………………………………………..………….36
Overt Correction……………………………………………………….……..42
Recasts…………………………………………………………………….….49
Declarative and Interrogative Recasts………………………………….58
Advantages and Disadvantages of Recasts……………………………..59
Uptake…………………………..………………………………………………..63
Final Remarks……………………………..……………………………………..65
Chapter Three: Method
Introduction……………………………………………………………..………..69
Setting and Participants………………………………..…………………………69
Instruments………………………………..………………………………………70
Procedures……………………………………..…………………………………71
Data Analysis………………………………………………………………….…73
Design……………………………………………………………………..……..73
Chapter Four: Data Analysis and Results
Introduction…………………………………………..…………………………..75
Results…………………………………………..………………………………..75
Chapter Five: Summary, Discussion, and Conclusion
Introduction……………………………..………………………………………..84
Summary…………………………………………………………………………84
Discussion……………………………………………………………………..…86
Conclusion………………………………………………………………………..89
Pedagogical Implications………………………..……………………………….90
Limitations of the Study……………………………..……………………………92
Suggestions for Further Research……………………..…………………………93
References…………………………………………………………………………95
Appendices……………………………………………………………………….118
Appendix A: Test of Grammar…………………………………………………119
Appendix B: Reliability Calculation……………………………………………122
Appendix C: Consent form……………………………………………..………125
List of Tables
Title Page
Table 2.1 Twelve Descriptive Studies of Classroom CF in Ascending Order of CF Moves per Hour…………………………………………………………………….57
Table 4.1 Descriptive Statistics for the Participants’ Homogeneity in the Pre-test..75
Table 4.2 Independent Samples t-test for the Homogeneity of the Recast and Overt Correction Groups………………………………………………………………….76
Table 4.3 Descriptive Statistics for the Overt Correction Group….……………….76
Table 4.4 Paired Samples t-test for the Overt Correction Group……..……………77
Table 4.5 Descriptive Statistics for the Recast Group…………….………………..78
Table 4.6 Paired Samples t-test for the Recast Group……………..………………78
Table 4.7 Group Statistics for the Recast and Overt Correction Groups……..……79
Table 4.8 Independent Samples t-test for the Overt Correction and Recast Groups79
Table 4.9 Percentages of the Responses……………………………………………81
Table 4.10 Chi-square Test Results……………..…………………………………81
List of Figures
Figure 2.1………………………………………………………………………..…52
Abstract
The need to make corrections is inherent in the teaching profession, but teachers are often unsure as to how much to correct, or even how to go about it. Although a large body of research examined the effectiveness of certain types of error treatment methods, there has been little research done to investigate the efficacy of different types of corrective feedback on EFL learners’ grammar accuracy through eliciting repeated performances. The main objective of the study was to see if two types of corrective feedback, overt correction and recast, could help Iranian EFL learners’ grammar achievement at the intermediate level. The study was also an attempt to see which of these two types of corrective feedback could lead to a better grammar achievement. In addition, two methods of recast, declarative and interrogative, were under investigation to figure out which method of recast Iranian EFL learners at the intermediate level preferred to be used by instructors. Fifty male EFL students studying at the intermediate level at the Iran Language Institute, Yazd branch, Iran, took part in this study. They were divided into two groups who received corrective feedback through overt correction and recast. A pre-test was administered at the beginning before the consecutive process of corrective feedback provision started, and a post-test was given at the end when the process finished. The procedure of test administration and the content was the same for both overt correction and recast groups. The only difference was in the treatment, in which the errors of the overt correction group were corrected overtly, but the errors of the recast group were corrected implicitly. The results of the study indicated that both overt correction and recast as two types of corrective feedback could help Iranian language learners at the intermediate level develop their grammar knowledge over the instruction. Between-groups comparison revealed that there was no significant difference between the overt correction and recast groups with regard to their grammar performance. Additionally, a survey was conducted to explore the participants’ preferable type of recast, declarative or interrogative. A careful consideration of the percentages of declarative and interrogative recast choices showed a significant preference for interrogative recasts by the group receiving recasts in their class. The findings of this study suggested that both overt correction and recast are equally beneficial and might facilitate the process of grammar acquisition by Iranian EFL learners at the intermediate level.
Keywords: Corrective Feedback, Declarative Recasts, Grammar Knowledge, Interrogative Recasts, Overt Correction, Recasts.
Chapter One
Introduction
Preliminaries
Error correction of both oral and written mistakes occupies a prominent place in English Language Teaching (ELT) literature and continues to be a divisive issue. In the past, the consensus was that errors of any kind were bad. While reading aloud in class, students would have every pronunciation mistake corrected on the spot. In written work, all mistakes would be shown, very seriously put in red ink. Offering an answer in class often risked losing face and sometimes being reprimanded for being lazy if the answer was incorrect. More recently, however, in English language classrooms, there has been a shift in attitude to errors. Errors are regarded as indicators that learners are experimenting with a language, or testing out a new language hypothesis, or progressing in general.
Correction is called for in any ELT class since learners consider correction as a source of improvement (Chaudron, 1988, as cited in Celce-Murcia, 2001), but it is the teacher who determines the most proper time for correction, the
best type of it and whether to correct or not. Teachers can exploit the errors that a learner makes to show him the current state of his English and to determine the content of future practice. There are different types of correction (Celce-Murcia, 2001; Brown, 2007): overt/ explicit/ direct (Brown, 2007), implicit/ indirect (Richards & Schmidt, 2002), peer-correction (Paulston & Bruder, 1976), self-correction (Swain, 1985), clarification request, repetition, recast, metalinguistic feedback, elicitation (Brown, 2007). According to Brown (2007, p. 379), “corrective feedback includes responses to learners’ produced utterances which repair or call attention to their errors”.
Although there are different points of view towards error correction and the type of feedback we can give to treat errors, teachers are responsible to provide learners with feedback on even the most persistent of errors, but if they do not, fossilization becomes inevitable.
It is also known that the acquisition of grammar is a gradual process. What teachers teach and what students learn are not always directly linked. So, we cannot put our expectations too high about the complete disappearance of learners’ errors soon after receiving our feedback.
The current study focuses on two correction methods: overt correction (explicit correction) and recasts (reformulation). In addition, two types of recasts (i.e. declarative and interrogative) will be examined. Declarative recasts are the ones based on which the recast is provided with falling intonation as a declarative statement, and interrogative recasts is a recast provided with rising intonation as a question.
Statement of Problem
There is disagreement among second and foreign language researchers over the extent and the type of feedback that maybe useful in second language acquisition. It has long been assumed by foreign language teachers and by researchers working in the area of corrective feedback that corrective feedback provision by teachers helps students to acquire correct linguistic forms and structures. As a result, they are concerned with discovering the most effective ways of providing corrective feedback so that students improve their grammar knowledge. Therefore, a lack of total agreement on the type of feedback given to students by teachers can be observed in English language classes. Additionally, language learners usually have different viewpoints on the type of feedback they receive from their teachers. While some students prefer to be corrected directly by their teachers, others are more comfortable with indirect corrections done by teachers. That is why language instructors sometimes face the dilemma of how to correct their students’ language problems.
Although a great body of research has been done on corrective feedback (Russell, 2009; Sauro, 2009; Büyükbay & Dabaghi, 2010; Lyster & Saito, 2010; Abadikhah & Ashoori, 2012; Lyster & Ranta, 2013; Lyster, Saito, & Sato, 2013 ) and its role on learning a new language, only a few studies have attempted to directly investigate whether learners who receive overt correction on their errors are able to improve their grammar performance compared with those who receive recasts (Dabaghi, 2006; Shirazi & Sadighi, 2012).
متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی
عنوان : پایان نامه رشته زبان انگلیسی:The present study was conducted to compare the effect of synchronous and asynchronous Computer Mediated Communication (CMC) on EFL learners’ Speaking and Autonomy.
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Abstract
The present study was conducted to compare the effect of synchronous and asynchronous Computer Mediated Communication (CMC) on EFL learners’ Speaking and Autonomy. For fulfilling the aim of this study, 60 students whose score fell within the range of one standard deviation above and below the mean of a PET test were selected out of 100. The participants were randomly assigned to two experimental groups and sat a speaking pretest and an autonomy test to ensure their homogeneity. The participants all had a basic knowledge of using computers’ software required for this study. One experimental group consisted of 30 students who underwent synchronous CMC (chat rooms, video Conferences and…) and the other group underwent asynchronous CMC (emails, forum and…). The experimental groups were post tested thorough an interview to yield their level of speaking ability and an autonomy questionnaire to evaluate their autonomy after the treatment. The scores were compared through a MANOVA in order to investigate the null hypotheses of the study. The results indicated that synchronous CMC significantly influenced the speaking ability of the participants while autonomy did not significantly changed in the two experimental groups. The study has implications for learners, teachers, and material developers.
CHAPTER I
Background and Purpose
1.1 Introduction
The emergence of internet offers an effective means of opening new horizons for Foreign Language (FL) learning and teaching. Two different dimensions of computer-mediated communication (CMC) which has an important role in educational settings are asynchronous exchange (e.g., emails and discussion boards) and synchronous interaction in real time (e.g., chat rooms and video conferences) give unique learning conditions for FL learners to expand the use of the target language and thus develop their communicative language skills (Abrams, 2003; Blake, 2000). A number of studies have documented the advantages of online technologies (Smith, 2003; Warschauer, 2000), online learning creates a friendly and low-anxiety learning environment that allows “all” rather than “some” students to participate (Kern, 1995; Lee, 2002, Magnan, Farrell, Jan, Lee, Tsai, & Worth, 2003) and make students improve their communicative skills faster than ever before.
Although web-based language learners might choose to limit their online connection times, or they may not have access at all due to the connection problems, computers have a variety of offline software such as e-books and audio books which mostly lack the interactional factors but conquer this problem. They can be used by learners on their computers without any necessity for connection to the internet. In so many developing countries where the internet connections have a very low speed, these offline materials look so invaluable since they can prevent students from wasting their time.
The impact of Computer Mediated Communication (CMC) on FL learning has been approved by so many researches (Kelm, 1992; Ker1995; Ortega, 1997).
Given the characteristics of computer assisted language learning (CALL) as a medium of education, there seems to be a need to consider learners’ characteristics as an indivisible part of learning. In Ozlem Bayat (2011, p.107) words “EFL learners are responsible for finding settings outside school where the target language is used, for example: the internet, participation in certain activities and using self-access canters”.
Autonomous learners are those who seek the opportunities to learn outside classroom setting and create their own instructional settings freed from the teacher (Breen & Mann, 1997). It is critical for learners to take advantage of as many opportunities as they can to learn and use the target language. Computers as a prominent part of these opportunities can help learners to foster their autonomy but the way in which they can be used is controvertible.
In area of language learning, speaking skills have a privileged status in the language-learning world (Egan, 1999). Both educators and language learners consider speaking a fundamental communicative skill in which development is often expected. However, evidence reveals that foreign language educators regularly experience difficulties in fostering speaking activities due to multiple reasons – some of which are beyond their control. Understanding these difficulties and finding solution for improving students’ speaking thorough using different type of CMC is one of the aims of this study.
Another influential factor in language learning situation is learner autonomy. Autonomy is generally defined as the capacity to take charge of, or responsibility for one’s own learning (Holec, 1981, p. 3). It is both a social and an individual construct, which involves the personal development of each student and, at the same time, interaction with others (La Ganza, 2001). Research findings have provided evidence that autonomy is of general concern in second or foreign language learning (Dafei, 2007; Wenden, 1998; Zhang & Li, 2004). As a result, the trends in language teaching has recently moved toward making learners more autonomous and shifting the responsibility toward the learner (Wenden, 1998).
Considering the above facts, it seems that in spite of the numerous studies which have tried to understand different aspects of CALL, still there are so many aspects which are intact. It seems it is becoming crystal clear for learners and teachers that using computer in educational settings is so advantageous but the novelty of this phenomenon and its complexity has a huge potential for further studies.
1.2 Statement of the Problem and Purpose of the Study
Previous studies have documented a number of benefits that learners have gained by using online technologies (e.g., Chun & Wade, 2003; Darhower, 2002; Lee, 2002, 2004; Sengupta, 2001; Smith, 2003; Warschauer, 2000). Online leaning creates a friendly and low-anxiety learning environment that allows “all” rather than “some” students to participate (e.g., Kern, 1995; Lee, 2002; Magnan, Farrell, Jan, Lee, Tsai, & Worth, 2003) and encourages affective support among peers to increase students’ motivation toward L2 leanrning (Lee, 2003; Weasenforth, Biesenbach-Lucas& Meloni, 2002).
Given the above mentioned factors it should be considered that most studies compared the advantageous or disadvantageous of using or not using CALL. Few studies, if not any, compared different aspects of CALL. As the technology advanced, people began to see more interactive uses of CALL as well as an increase in the integration of various media into the computer system (Otto, 1990) but Synchronous Computer Mediated Communication (SCMC) and Asynchronous Computer Mediated Communication (ACMC) which are two types of CALL can be studied for enriching the nature of this phenomena and deciding which of them should be chosen in different educational settings.
The aim of this study, therefore, was to investigate the comparative view of the effect of asynchronous and synchronous CMC on the development of speaking skill and on learners’ autonomy. Currently, there is a wide range of services and tools that can accommodate CMC speaking practices which have the potential to significantly contribute to learners’ levels of oral sophistication. It seems reasonable to suggest that whereas previous studies mostly considered language learning with the presence of a CALL medium with a situation in which the traditional language learning happens, it seems so important to scrutinize learning situations which contextualize different aspects of CALL with each other to find out functionality of these aspects. As Schütte (2000) emphasizes, within CMC communicative norms have not yet been established and are still in the process of being negotiated, more studies are trying to find the capacity of two types of CMC.
In view of the preceding, use of CMC in classrooms as other studies mentioned can be so effective (James 2013). Technological advances in recent years demonstrate that the digital medium has become more and more popular in developing oral skills (e.g., Abuseileek, 2007; Vinther, 2011; Jauregi et al., 2012). Many of these studies show that CMC in its synchronous manifestation facilitates the acquisition of oral competence (James, 2013). The most important factor that these studies emphasize on is the interaction which exists in Synchronous CMC. On the other hand some recent studies show that the practicality of synchronous CMC does not exceed those of asynchronous CMC. Actually, emergent research in the field of CMC shows that a significant number of technology-based speaking activities take place asynchronically (e.g., Huang & Hung, 2009; Sun, 2009;Hung, 2011).
In view of what was mentioned, the present study seeks to shed light on, firstly, the type of CMC which is more suitable for improving learners speaking skill and secondly the type of CMC better affecting learners’ autonomy.
متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی
عنوان : پایان نامه رشته زبان انگلیسی:Reading William Gibson’s Trilogy; Neuromancer, Count Zero, and Mona Lisa Overdrive, In the Light of Jean Baudrillard’s Theo
Islamic Azad University-Central Tehran Branch
Faculty of Foreign Languages
Department of Postgraduate Studies
A Thesis Submitted to the Department of Postgraduate Studies in Partial Requirements for the Degree of Master of Arts in English Language and Literature
Subject:
Reading William Gibson’s Trilogy;
Neuromancer, Count Zero, and Mona Lisa Overdrive,
In the Light of Jean Baudrillard’s Theories
Thesis Advisor:
Dr. Farid Parvaneh
Thesis Reader:
Dr. Razieh Eslamieh
Summer 2014
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(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)
Abstract
This thesis is an attempt to investigate William Gibson’s Trilogy; Neuromancer (1984), Count Zero (1986), and Mona Lisa Overdrive (1988), in the light of Jean Baudrillard’s critical theories which are categorized under two main headings; “simulation” and “disappearance.” Indeed, this study aims to divulge the specific kinds of ‘simulation’ and ‘disappearance,’ such as ‘the simulation of power’ and ‘the disappearance of the human (body) and the other(‘s body) in Gibson’s Trilogy. Therefore, the researcher elucidates the argument in three main chapters besides the chapters of introduction and conclusion. The second chapter provides a theoretical framework for this study through delineating Baudrillard’s key concepts, such as “hyperreality,” “simulacrum,” “simulation,” “disappearance,” etc. Baudrillard believes that power no longer exists except as “the simulation of power.” He demonstrates “the simulation of power” through expanding on “the hallucination of power,” “the circularization of power/the end of panopticon,” and “the simulation of terror.” With having recourse to these theories, the third chapter seeks to reveal the instances of “the simulation of power” in Gibson’s technological world. The fourth chapter, with an emphasis on the central notion of “disappearance,” attempts to indicate the metamorphosis of the human (body) to the post-human (body) and the recognition of the other(‘s body) which are caused by cyber- technologies, “cyborg” and “cyberspace.” Thus, the main focus of this chapter is to scrutinize the different types of hybrid characters that are continuously merging with ‘cyber- technologies’ and the different kinds of ‘cybertechnologies’ in order to delineate “the disappearance of the human (body) and the other(‘s body)” in light of Baudrillard’s theories in Gibson’s novels. Chapter five presents the findings. As this study concludes, Gibson’ novels depict the technological world in which everything might be simulated/disappeared, or rather redefined through merging with ‘cybertechnologies.’
Keywords: Hyperreality, Simulacrum, Simulation of power, Disappearance of the human (body), Disappearance of the other(‘s body), Jean Baudrillard, William Gibson
List of Abbreviations
C Z Gibson, William. Count Zero. N.p.: Arbor House Pub Co, 1986.
F F Baudrillard, Jean. Forget Foucault. Trans. Nicole Dufresne. Los Angeles: Semiotext(e), 2007.
M L O Gibson, William. Mona Lisa Overdrive. N.p:N.p, [1988].
N Gibson, William. Neuromancer. N.p:N.p, [1984].
S & S Baudrillard, Jean. Simulacra and Simulation. Trans. Sheila Faria Glaser. Michigan: University of Michigan Press, [1994?].
T T O E Baudrillard, Jean. The Transparency of Evil: Essays on Extreme Phenomena. Trans. James Benedict. London and New York: Verso, 1993.
Table of Contents
Dedication……………………………………………………………………….. I
Acknowledgements……………………………………………………………. II
Abstract .. III
List of Abbreviations……………………………………………………………V
1.1 General Background……………………………………………………………………………………….. 1
1.2 Statement of the Problem………………………………………………………………………………… 9
1.3 Objectives and Significance of the Study………………………………………………………. 10
1.3.1 Hypothesis. 10
1.3.2 Significance of the Study. 11
1.3.3 Purpose of the Study. 13
1.3.4 Research Questions. 14
1.4 Review of Literature………………………………………………………………………………………. 15
- 5 Materials and Methodology…………………………………………………………………………… 19
1.5.1 Definition of Key Terms. 19
1.5.2 Motivation and Delimitation. 20
- 6 Organization of the Study……………………………………………………………………………….. 21
Introduction. 23
2.1 Baudrillard’s Trajectory of Thought……………………….………………….24
2.2 Simulation……………………………….…………………………………… 26
2.2.1 Simulation of Power 31
2.3 Disappearance………………………………………………………………… 36
2.3.1 Disappearance of the Human (Body) 37
2.3.2 Disappearance of the other 42
Conclusion. 46
Introduction. 47
3.1 The Hallucinatory Signs of Power………………………………………………49
3.2 From Panopticism to the End of Panopticism……………………………….. 51
. 52
. 60
3.3 Simulation of Terror….…………………………………………………………63.
Conclusion………….………………………………………………………………65
Introduction. 67
4.1 The Metamorphosis of the Human (Body) to the Post-human (Body). 69
4.1.1 Cyborg (Technologies) 70
4.1.2 Cyberspace (Technologies) 76
4.2 The Recognition of the Other(‘s Body). 86
4.2.1 The Transparency of the Other(’s Body) 86
4.2.2 Simulation of the Other(’s Body) 90
Conclusion. 92
5.1 Summing up. 96
5.2 Findings. 100
5.3 Suggestions for Further Research. 105
Chapter One: Introduction
- General Background
William Ford Gibson, an American author, was born in 1948 in South Carolina. He was interested in science fictions and used to read the biographies of most American science fiction writers, and also the writings of Allen Ginsberg, Jack Kerouac, and William S. Burroughs, thus, he was influenced by William S. Burroughs. Gibson “was among the first to explore the implication of virtual communities, reality television, nanotechnology, the digital divide, locative art, and ubiquitous computing” (Henthorne 4). His fictions represent a technological society in which the traits of street culture, such as crime, drug addiction, horror, and chaos are highlighted (Cavallaro 5). Indeed, Gibson was among the first authors who wrote cyberpunk fictions. Cyberpunk fictions “can be seen as an expansion of the tradition of science fiction” (Verhulsdonck 14), a genre which narrates new technological modes of being in “an era of blurred ontologies” (Russell 79). Gibson started his literary career by his short stories which were collected in Burning Chrome (1986). His short stories were followed by his Sprawl Trilogy; Neuromancer (1984), Count Zero (1986), and Mona Lisa Overdrive (1988). The following novels are the Bridge Trilogy; Virtual Light (1993), Idoru (1996), All Tomorrow’s Parties (1999), and the Bigend Trilogy; Pattern Recognition (2003), Spook Country (2007), Zero History (2010).
This study is focused on the Sprawl Trilogy; Neuromancer (1984), Count Zero (1986), and Mona Lisa Overdrive (1988). Neuromancer (1984) is a story of a console cowboy/ hacker, Henry Case, whose nervous system was damaged by his employers through Russian “mycotoxin,” so he cannot jack in cyberspace anymore. Case lives in a coffin in Cheap Hotel near Ninsei Street. He usually spends nights in Ninsei Street bars. Wage, Linda Lee (Case’s ex-girlfriend), and Julius Deane are the important characters in this period of Case’s life. After a year, one night when Case goes back to his coffin, a lady, Molly Millions, is waiting there. She was hired to help Case in a dangerous run which Armitage wants Case to do it. Indeed, Armitage wants to control Case through the glasses which were implanted into Molly’s eyes. After Case accepts to do the run, Armitage sends Case to a clinic to undergo a nervous system surgery in order to be able to jack in cyberspace again. Indeed, he feels alive when he is connected to cyberspace (Lloyd 8). And also, some “toxin sacs” are bonded to his arteries to control him.
After the surgery, Case and Molly live and work with each other. Whenever Molly goes to a place for work, Case controls the situation by jacking in cyberspace and connecting to her sensorium. He can see through her eyes and feel her feelings and sensations. Up to the middle of the story, they do not really know whom they are working for. Indeed, they are working for Wintermute, an Artificial Intelligence (AI) that persuades Case to help Wintermute to unite with another AI, Neuromancer, in order to increase their power. Meanwhile, Case searches about AIs, Tessier-
Ashpool, and their daughter, Lady 3Jane through jacking in cyberspace and talking to Dixie-Flatline (a memory construct). Then, Molly is sent to Villa Straylight where she meets Lady 3Jane and her assistant, Peter Riveria. Molly gets hurt there. When Case sees Molly in danger, he jacks out cyberspace and goes to Villa Straylight in order to save her and complete the run. After their mission, Case goes to Chiba City and buys new parts of body, such as a pancreas and a liver. Then, he goes back to the Sprawl, and finds a job and a girlfriend. He continues his normal life in society and never sees Molly again.
Count Zero (1986), is divided into three stories which are connected to each other. One story focuses on Turner who had been survived from an accident by a Dutch surgeon. The Dutch surgeon with his team put Turner together by using prosthetics and cloning. “Turner represents the most physical breakdown of the opposition between man and machine” (Naidoo 97). He is hired by Conroy to find Christopher Mitchell and bring him to Hosaka. Conroy provides Turner with Christopher Mitchell’s dossier to know him. Turner and the members of a team called Site Team are supposed to control Mitchell’s jet through a biosoft, but there is an explosion before they can get Christopher Mitchell. Therefore, Turner finds Mitchell’s daughter, Angela, instead of Christopher. Angela, also known as Angie, explains everything about his father and herself to Turner. She tells him the members of Hosaka are after her because of her dreams. Then Turner decides to protect Angie, and he brings her to his brother’s, Rudy’s House. Rudy scans Angie and finds a biochip in her head. The biochip has been put in her head by her father in order to enable her to access cyberspace directly. Then, Turner and Angie go to the Sprawl. On their way, sometimes Angie jacks in cyberspace through the biochip and talks different languages. Then, they go to Jammer’s club.
The other story concerns Marly Krushkhova, a disgraced former operator of a gallery in Paris. She is hired by Joseph Virek to find the inventor of the mysterious boxes. Joseph Virek is a wealthy man who lives in a vat and wants to attain immortality. Paco, who works for Virek, helps Marly during her mission. After Marly finds her ex-boyfriend, Alain dead in an apartment, she decides to escape from Virek. In her flight to Japan, she jacks in Tally Isham’s Sensorium and sees Virek. He addresses Marly directly and tells her that he knows her destination. After that, Marly hires a woman to take Marly to the address which she had found in Alain’s room. The address is the address of Tessier-Ashpool’s old place. She goes to the place and meets Wigan Ludgate and Jones. She tells them that she should find the artist of the boxes and let him know that he is in danger. On their way to see the artist, Joseph Virek appears on a screen and tells Marly that she had fulfilled her contract and he had found what he wanted.
The third story centers on Bobby Newmark, also known as Count Zero, who lives near Barrytown. When he jacks in cyberspace to run the software which he bought from Two-a-Day, something happens. Then, he goes to find Two-a-Day to know what happened. On the way, some people attack him in the street and he becomes unconscious. After a while, he finds himself conscious in Two-a-Day’s apartment. He tells Bobby that the voodoo gods have saved his life. Then, he gets acquainted with Jackie; a priestess of Danbala (a voodoo god), Beauvoir, and Lucas. Lucas takes Bobby to a place to meet Finn whose job is selling computer software and programs. Finn explains that he had purchased all his decks, peripherals, and software from Wigan Ludgate. Then, Bobby and Jackie go to Jammer’s Club.
