اعضای خانواده پارا میكسو ویریده ویروس های غشا دار و حاوی RNA هستند كه دارای ژنوم های تك رشته ای قطعه قطعه نشده با پولاریته منفی می باشند .كپسید این ویروس ها در سیتوپلاسم و غشای آنها در سطح سلول های آلوده تشكیل می شود . با استفاده از میكروسكوپ الكترونی با روش تباین منفی ذرات ویروسی ، چند شكلی به نظر می رسند كه اگر كروی باشند قطر معمول آنها 100 تا 500 نانومتر و اگر رشته ای باشند ، عرض آنها حدود 100 نانومتر خواهد بود(, 2008).
ویروس ها برجستگی مشخصی دارند كه سطح آنها را پوشانده و به داخل غشای ویروسی رفته است . این برجستگی های سطحی از نظر اندازه به دو دسته تقسیم می شوند.
الف- برجستگی های بلند 8 نانومتر كه حاوی گلیكوپروتئین منفرد HN هستند كه فعالیتهای هماگلوتیناسیون و نور آمینیداز مربوط به آن است.
ب- برجستگی های كوچكتر كه توسط گلیكوپروتئین F تشكیل شدند و توانایی غشای ویروس برای ممزوج شدن با غشاهای سلول ، مربوط به آن است. در نتیجه این خاصیت، مواد ژنتیكی ویروس به داخل سلول میزبان وارد شده ، موجب اتصال سلول های آلوده به یكدیگر می گردد. در نتیجه ما اثر سیتوپاتیك مشخص ویروس یعنی تشكیل سن سشیال را خواهیم دید.
بیماری نیوكاسل از نظر شیوع ، شدت و تیپ در دنیا بسیار متفاوت است ؛این شیوع اغلب سبب مشكلاتی در تشخیص بیماری نیوكاسل می شود بخصوص زمانی كه در یك كشور یا منطقه معرفی شود وایجاد مشكل در نامگذاری می كند .زمانی نیوكاسل پیچیده تر می شود ، كه سویه های مختلف این ویروس باعث شیوع این بیماری با شدت های بسیار متنوع می شود. تقسیم بندی پاتو تیپ های نیوكاسل عمدتا بر اساس علائم بالینی است(, 1985).
- فرم Doyle : یك فرم حاد و یك عفونت كشنده در تمام سنین است .زخم های هموراژیك دستگاه گوارش حضور مستمر دارند و این فرم بیماری با نام نیوكاسل ولووژنیك احشاء دوست نام گذاری شد(vicserotropic velogenic).
- فرم Beach : یك فرم حاد است كه اغلب در تمام سنین كشنده است كه علائم عصبی مشخصی ایجاد می كند و به نام نیوكاسل ولوژنیك نروتروپیك می باشد(NVND).
- فرم Beaudette : از نظر علائم كمتر ازNVND است و مرگ فقط در سنین جوانی اتفاق می افتد .ویروس مسبب این عفونت ، تیپ
- مزوژنیك است كه به عنوان واكسن زنده ثانویه استفاده می شود.
- فرم Hitchner : كه علائم ملایمی ایجاد می كند و دارای علائم تنفسی است كه مسبب آن یك پاتوتیپ لنتوژنیك است كه به صورت رایج به عنوان واكسن استفاده می شود.
- فرم روده ای بدون علائم : عمدتا یك عفونت روده ای است كه مسبب آن ویروس لنتوژنیك است كه بیماری مشخصی ایجاد نمی كند .تعدادی از واكسن های تجاری زنده از این پاتوتیپ هستند.
ویروس بیماری نیوكاسل برای اولین بار در سال 1926 جدا شد و به مدت 30 سال تنها پارامیكسو ویروس شناخته شده پرندگان محسوب می شد.اما از اوایل دهه 1970 تا كنون، تعداد زیادی از گونه های پارامیكسو ویروس های پرندگان كه از نظر سرم شناسی از NDV مجزا هستند، جدا شده اند.تا كنون از آزمایشهای HI،IDD،SN،NI و سایر آزمایشهای سرم شناسی و خصوصیات ساختمانی برای نشان دادن 9 گروه مجزای پارا میكسو ویروس های پرندگان استفاده شده است.
این سروتیپ ها تحت عنوان PMV-1 تا PMV-9 نامیده شده اند. از روش نامگذاری ویروس های آنفلوانزای A برای پارامیكسو ویروس های پرندگان استفاده شده است. به این گونه كه یك ویروس جدا شده را بر اساس :
- سروتیپ
- گونه یا نوع پرنده ای كه ویروس از آن جدا شده است
- موقعیت جغرافیایی محل جدا شدن ویروس
- شماره یا نام مراجعه
- سال جداسازی ویروس نامگذاری می نمایند(, 2008).
متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی
عنوان : Investigating apology strategies among Kurdish bilinguals, a case study in Ilam
Islamic Azad University
Ilam Science And Research Branch
Faculty of Humanities, Department of English Language Teaching
Thesis for Receiving “M.A” Degree on A Teaching
English as a Foreign Language (TEFL)
Subject:
Investigating apology strategies among Kurdish bilinguals, a case study in Ilam
Thesis Advisor:
Gowhari Ph.D
Consulting Advisor:
Azizifar Ph.D
September 2014
برای رعایت حریم خصوصی نام نگارنده پایان نامه درج نمی شود
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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)
Contents
Dedication. I
Acknowledgments. V
Abstract V
Introduction
- overvie. 3
1.1. Statement of the Problem.. 8
1.2. Research questions. 10
1.3. Research hypothesizes. 10
1.4. Significance of the study. 11
1.5. Definition of technical terms. 11
Chapter two: Literature review
2.1 Literature review.. 17
2.2. The related empirical studies. 24
3.1. Introduction. 32
3.2.Research questions. 32
3.3. participants. 32
3.4. collection procedure 33
3.5. Data analysis. 34
4.1. Overview.. 36
4.2 .Demographic statistics. 36
4.2.1. Demographic statistics regarding the age of the participants. 36
4.2.2. Demographic statistics regarding the age of the participants. 37
4.2.3. Demographic statistics regarding the language of participants. 38
4.2.4. Demographic statistics regarding the education of the participants. 38
Table4.4: Frequency distribution of respondents in terms of education group. 39
4.3. Descriptive statistics. 39
4.3. Investigating the research hypotheses. 42
4.3.1. First hypothesis. 42
4.3.2. Second hypothesis: 46
4.3.4. Fourth hypothesis. 53
4.4. As stated in chapter one, in this study four main hypothesis were formulated which are. 56
4.4.1. First hypothesis. 56
4.4.2. Second hypothesis. 58
4.4.3. Third hypothesis. 60
4.4.4. Fourth hypothesis. 61
4.4.Discussion. 62
5.1. Overview.. 66
5.2. Summary of the study. 66
5.3. Conclusion. 67
5.4. Implication for practice. 68
5.5. Limitations of study. 68
5.6. Suggestion for further research. 69
References. 71
Appendix. 78
List of Tables
Table4.1: Frequency distribution of respondents in terms of Gender 36
Table4.2. Frequency distribution of respondents in terms of Age group. 37
Table4.3. Frequency distribution of respondents in terms of language. 38
Table4.4: Frequency distribution of respondents in terms of education group. 39
Table4.5. the average and standard deviation of intensification scores used by all groups 39
Table 4.6.The average and standard deviation of explanation scores used by all groups: 40
Table 4.7.the average and standard deviation of all groups’ scores on taking responsibility 40
Table4.8: The average and standard deviation of all groups’ scores on concern for the hearer 41
Table 4.9: The average and standard deviation of all groups’ scores on denial of responsibility. 41
Table4.10: The average and standard deviation of all groups’ score on offer of repair 42
Table 4.11: T- test for investigating the relationship between gender and intensification strategy. 43
Table 4.12: T- test for investigating the relationship between gender and explanation strategy. 43
Table 4.13: T- test for investigating the relationship between genders and taking responsibility. 44
Table 4.14: T-test for investigating the relationship between gender and concern for the hearer 44
Table 4.15: T- test for investigating the relationship between gender and denial of responsibility. 45
Table .4.16: T- test for investigating the relationship between gender and offer responsibility. 45
Table 4.17: T- test for investigating the relationship between age and intensification strategy. 46
Table 4.18: T- test for investigating the relationship between age and explanation strategy 47
Tabl4.19: T- test for investigating the relationship between age and taking responsibility strategy. 47
Table 4.20: T-test for investigating relationship between age and concern for the hearer strategy. 48
Table 4.21: T- test for investigating the relationship between age and denial of responsibility. 48
Table 22.4: T-test for investigating relationship between age and offer of repair strategy 49
Table 23-4: T- test for investigating the relationship between language and intensification strategy. 50
Table 24.4: T- test for investigating relationship between language and explanation strategy. 50
Table 25-4: T- test for investigating relationship between language and taking responsibility. 51
Table 4.26: T- test for investigating relationship between language and concern for the hearer. 51
Table 4.27: T- test for investigating relationship between language and denial of responsibility. 52
Table 4.28: T- test for the investigating the relationship between language and offer of repair strategy. 52
Table 4.29: T- test for investigating the relationship between education and intensification strategy. 53
Table4.30: T- test for investigating the relationship between education and explanation strategy. 54
Table4.31: T- test for investigating relationship between education and taking responsibility. 54
Table 4.32: T- test for investigating the relationship between education and concern for the hearer strategy. 55
Table 4.33: T- test for investigating the relationship between education and denial of responsibility strategy. 55
Table 4.34: T-test for investigating the relationship between education and offer of repair strategy. 56
Table 4.35. T- Test for investigating the relationship between gender and apology strategy 56
Table 4.36. T-test for investigating the relationship between age and apology strategy 58
Table 4.37. T- Test for investigating the relationship between language and apology strategies. 60
Table 4.38.To- Test for investigating the relationship between education and apology strategies. 61
List of figure
Figure 4.1. Frequency of respondents based on gender 37
Figure 4.2. Frequency of participants based on age. 37
Figure4.3. Frequency of respondents based on language. 38
Figure4.4. Frequency of participants based on education. 39
Abstract
The present study was aimed at exploring and describing apology strategies among Kurdish bilinguals in Ilam, Iran. It attempts to systematize the various strategies used for the purpose of apologizing from the pragmatic point of view. The current study involves 80 subjects of Kurdish bilinguals in Ilam, consisting of 40 male and 40 female subjects. The subjects were chosen randomly to participate in this study. The data of this study was collected through a controlled elicitation method based on questionnaire which is a modified version of ‘Discourse Compilation Test’. Descriptive and inferential statistical techniques such as T-Test have been used to show the meaningfulness of the relationship between gender, age, language, and education of respondents and their apology strategies. The prime finding of this study revealed that there is no meaningful relationship between gender, age, language and apology strategies used by Ilami people. However, education of respondents was found to be an effective factor on the use of apology strategy. The results indicated that the respondents have frequent tendency toward using “explanation”, “taking responsibility” and offer of “repair strategies”. They do not, however, show much inclination toward “intensification” and “concern for the hearer”.
Keyword: apology strategy, gender, bilinguals, speech act, Kurdish
Chapter one
Introduction
1. Overview
“Apologies are defined as primarily social acts, carrying effective meaning “(Holmes, 1990, P.1550). According to Brown and Levinson, apologies are politeness strategies. An apology is primarily a social act. It is aimed at maintaining good relation between participants. To apologize is to act politely, both in vernacular sense and in more technical sense of paying attention to the addressee’s face needs (Brown and Levinson, 1987). An apology is a fundamental speech act which is a part of human communication occurs in every culture to maintain good relations between interlocutors.
Goffman (1967, p. 14) referred to an apology as a remedy, the one essential element in a remedial interchange. This term nicely highlights the central function of apologies to provide remedy for an offense and restore social equilibrium or harmony (Edmonson 1981, p. 280, leech, 1983, p. 25) (cited in Holmes, 1990, p. 159). Holmes(1990) defines an ‘apology’ is a speech act addressed to B’s face needs and intended to remedy an offense for which it takes responsibility , and thus to restore equilibrium between A and B (where A is the apologizer and B is the person offended). Apologies, like compliments, are primarily aimed at maintaining on supporting the addressee’s and in some cases the apologizer’s “face” (Goffman 1967). According to Brown and Levinson (1987), apologies are negative politeness strategies because they are face treating to the apologizer.”
Olshtain (1985, p.184) defines an apology as “a speech act which to intended to provide support for the hearer who was actually or potentially affected by violation”. when one offers an apology ,one shows willingness to humiliate oneself to an extent that make an apology a face-saving act for the hearer and face-threatening act for speaker. Apologies fall under expressive speech acts in which speakers attempt to indicate their attitude. In order for an apology to have an effect, it should reflect true feelings. One cannot effectively apologize to another and truly reach him/her unless one portrays honest feelings of sorrow and regret for whatever one has done (Gooder and Jacobs, 2000).
Apologies fall under expressive speech acts in which speaker attempt to indicate their state or attitude. In order for an apology to have an effect, it should reflect true feelings. One cannot effectively apologize to another and truly reach him/her unless one portrays honest feelings of sorrow and regret for whatever one has done” (fahmi, R. & fahmi, Rula, 2006, p.193).
An apology for Goffman (1971, p.140) is one type of ‘remedy’ among other. For Holmes (1995, p.155) it is a speech act that is intended to remedy the offense for which the apology take responsibility and as a result, to rebalance social relation between interlocutors”( Holmes 1995, cited in Nureeden 1993, p.281).
According to Olshtain and Cohen (1983, p.20) an apology is called for when social norms have been violated whether the offense is real or perceived. Every society has its own socio-cultural and communicative behaviors that relate to face (Goffman,1967) and politeness (Brown and Levinson, 1987) cognizant of the fact that interlocutors would under normal circumstances want to maintain the social face and be friendly and thus be liked (positive politeness). Interlocutors pay extra attention to their face need as well as the face-needs of all other international participants, interacts thus make every effort to save the face of all possible interactional participants. Leech (1983) labels this communicative strategy’ the tact maxim ̓ and notes that it is a strategy for avoiding conflict, specifically the goal of an apology as communicative strategy is the maintenance of harmony between interlocutors (Obeng 1999, p.712).
Olshtain and Cohen (1983, p.22) perceive apology as a social event when they point out that is performed when social norms are violated. Bergman and kasper (1993, p. 82) emphasize this view as they see that the purpose of apology is to reestablish social relation harmony after the offense is committed.
For her part, Lakoff (1997) notes that politeness and apologies are devices employed by interactants to help reduce friction in interpersonal communication. Thus, apologies provide a remedy for an offense and help restore harmony as well as social equilibrium (Holmes, 1995: Edmondson, 1981: Leech, 1993).
“Apologies are like other speech acts in that they are often performed through conventionalized or ritualized utterances. According to Hudson (1980:52) conventionalizing any linguistic pattern is a matter of historical accident. Once expressions are selected in preference to others to be used to perform certain acts, it becomes a necessity that they be used and interpreted as such. Certain forms are more conventional used more often others, such as (I am sorry) means “forgiveness” (Blum Kulka and Olshtain, 1984).
Blum-Kulka and Kasper (1993, p.59) state that speech acts differ in the extent to which conventionalized linguistic form are used; some speech acts, such as apologizing and thanking, exhibit more conventional usage than others do.
It is in the area of negative and positive politeness strategies that deviated from Brown and Levinson‘s framework begin to appear. Leech (1983), for example, would classify apologies as positive politeness strategies. Holmes (1990) argues that apologies can address both positive and negative face needs.
One of the most influential views on the classification of apologies is Goffman’s (1971), in which he distinguishes two type of compensations: ritual and substantive’ (Nureddeen, 2008, p.282). Following this distinction , Fraser (1981:265) provide two motivations associated with substantive and ritualistic apologies; in substantive apology the speaker want to remedy the damage or harm caused by the offense while the ritual may be produced as a kind of habit associated with certain routines or when the respondent is not responsible for the offense .
However, Obeng (1999) adds a compound apology (implicit apology+ explicit apology), which can be seen as a fourth type of apology within the same paradigm (cited in Nureddeen, 2008, p.282).
People usually apologize by means of semantically different types of expression; therefore, apology strategies are often described according to their semantic formulae. Different classifications provide by different scholars often overlap and while some lists are extended and detailed, other are rather broad. It is also worth mentioning here that newer classifications build on and consequently provide more comprehensive views than previous categorization models such as (Frasher, 1981; Olshtain and Cohen, 1983; Blum –Kulka and Olshtain, 1984; Holmes, 1989; Bergman and Kasper, 1993).
Bergman and Kasper (1993, p.94) used another model to analyze their data: IFID, downgrading (reducing the severity of offense, and reducing responsibility– including excuse and justification, claiming ignorance and denial); upgrading of use of adverbial (i. e. intensifying of IFID); taking on responsi
1-1 پیشینهی تحقیق
یکی از موضوعات مهم در مکانیک کوانتومی، درهمتنیدگی[1] یا همان آمیختگی حالتهای کوانتومی میباشد که یکی از مباحث مهم نظریهی اطلاعات کوانتومی[2] به شمار میرود. از کاربردهای پدیدهی درهمتنیدگی میتوان به محاسبه کوانتومی[3] ]3-1[، رمزنگاری کوانتومی[4] ]5,4[ و انتقال کوانتومی[5] ]7,6[ اشاره کرد.
امروزه شناخت ساختار و خواص سامانههای درهمتنیدهی کوانتومی توجه بسیاری از محققان را به خود جلب کرده است. به دلیل نوظهور بودن پدیدهی درهمتنیدگی کوانتومی، موضوعات فراوانی پیرامون این پدیده وجود دارند که از مهمترین آنها میتوان به دو موضوع زیر اشاره کرد،
1- تشخیص اینکه سامانههای مورد مطالعه، درهمتنیده میباشند یا خیر،
2- پیدا کردن بهترین معیار برای یافتن مقدار دقیق درهمتنیدگی سامانههای کوانتومی.
برای تعیین مقدار درهمتنیدگی سامانههای کوانتومی، معیارهای مختلفی ارائه شدهاند که از مهمترین این معیارها میتوان به تلاقی[6]] 11-8[، نیمهتلاقی[7] ]12[، منفیگرایی[8] ]15-13[، آنتروپی وان نیومن[9] ]8[، آنتروپی نسبی[10] و … اشاره کرد. ما در این پایاننامه فقط از معیار تلاقی برای تعیین مقدار درهمتنیدگی استفاده خواهیم کرد.
در مجموع، بررسی دو موضوع فوق فقط در مورد حالتهای محدود صورت گرفته است و تاکنون روش فراگیر و در عین حال ساده برای تعیین درهمتنیده بودن هر سامانهی کوانتومی و همچنین معیاری که مقدار دقیق درهمتنیدگی کوانتومی را نشان دهد یافت نشده است. به عنوان مثال، برای یک سامانهی دو قسمتی که شامل حالتهای خالص[11] میباشد، اکثر معیارهای درهمتنیدگی نتیجه قابل قبولی را از خود نشان میدهند، در صورتیکه برای حالتهای مخلوط[12]، تشخیص درهمتنیدگی و همچنین تعیین مقدار درهمتنیدگی کار بسیار پیچیده و مشکلی است. درهمتنیدگی حالتهای مخلوط از طریق درهمتنیدگی حالتهای خالص مشخص میشود]15[. مشکل اصلی محاسبه درهمتنیدگی حالتهای مخلوط یافتن کمترین مقدار درهمتنیدگی حالتهای خالص میباشد و تعیین مقدار درهمتنیدگی تاکنون فقط روی سامانههای محدودی مطالعه شده است.
رابطهای که توسط ویلیام ووترز[13] و اسکات هیل[14] برای تعیین مقدار درهمتنیدگی سامانههای دو کیوبیتی ارائه شده است، از روابط
بسیار مهم در زمینه درهمتنیدگی سامانههای کوانتومی به شمار میآید]16[.
[1] Entanglement
[2] Quantum information theory
[3] Quantum computation
[4] Quantum cryptography
[5] Quantum teleportation
[6] Concurrence
[7] D-concurrence
[8] Negativity
[9] Von-Neumann entropy
[10] Relative entropy
[11] Pure states
[12] Mixed states
[13] W. Wootters
[14] S. Hill
متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی
عنوان : Investigating Ilami EFL teachers’ performance in pronunciation of neutral and non-neutral suffixes
Islamic Azad University
Ilam Science And Research Branch
Faculty of Humanities, Department of English Language Teaching
Thesis for Receiving “M.A” Degree on A Teaching
English as a Foreign Language (TEFL)
Subject:
Investigating Ilami EFL teachers’ performance in pronunciation of neutral and non-neutral suffixes
Thesis Advisor:
Gowhari Ph.D
Consulting Advisor:
Azizifar Ph.D
September 2014
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
List of Tables. VIII
List of Figures. IX
Acknowledgment IV
Dedication. V
Abstract 1
1-1 Over view.. 3
1-2 Introduction. 3
1-3 Statement of problem.. 7
1-4 Research questions. 7
1-5 Research hypotheses. 7
1-6 Significance of the study. 8
1-7 Definitions of technical terms. 8
2-1 Overview.. 11
2-2 Iranian Studies. 11
2-3 Foreign Studies. 13
2-4 Theoretical base of the study. 18
2-5Categories of Suffixes. 20
2-5-1 Non-neutral (Strong) suffixes. 21
2-5-2 Neutral suffixes. 22
2-6 Derivation in lexical morphology. 23
3-1 overview.. 29
3-2 Research questions. 29
3-3 Research design. 29
3-4 Participants. 30
3-5 Instruments. 31
3-5-1 Questionnaire. 32
3-5-2 Reliability and Validity. 32
3-6 Data collection procedures. 32
3-7 Data analysis. 33
4-1 overview.. 35
4-2 Demographic information. 35
4-3 Descriptive statistics. 36
4-3-1 The frequency of the answers to the pronunciation questions. 37
4-3-2 The frequency of the answers to the pronunciation questions based on gender 38
4-3-3 The frequency of the answers to the pronunciation questions based on academic degree. 40
4-3-4 The frequency of the answers to the pronunciation questions based on the place of teaching English. 42
4-3-5 The frequency of the answers to the pronunciation questions based on teaching experience. 44
4-4 Investigating research hypotheses by using inferential statistics. 46
4-4-1 First Hypothesis: 47
4-4-2 Second Hypothesis: 47
4-4-3 Third Hypothesis: 48
4-4-4 Fourth Hypothesis: 49
4-5 Discussion. 50
5-1 overview.. 52
5-2 Summary. 53
5-3 conclusion. 54
5-4 Implications. 55
5-5 limitations of the study. 55
5-6 Suggestions for further studies. 56
Appendix. 57
Reference. 68
List of Tables
Table 3-1 Background information about participants of the study. 30
Table 4-1 Background information about participants of the study. 36
Table 4-2 The frequency of the answers to the pronunciation questions. 37
Table 4-3 The frequency of the answers to the pronunciation questions based on gender 39
Table 4-4 The frequency of the answers to the pronunciation questions based on academic degree. 41
Table 4-5 The frequency of the answers to the pronunciation questions based on the place of teaching English. 43
Table 4-6 The frequency of the answers to the pronunciation questions based on teaching experience. 45
Table 4-7 The results obtained by applying Man-whitney U Test 47
Table 4-8 The results obtained by applying Man-whitney U Test 48
Table 4-9 The results obtained by applying Man-whitney U Test 48
Table 4-10 The results obtained by applying Kruskal–Wallis Test 49
List of Figures
Figure 3-1 Background information about participants of the study. 31
Figure 4-1 The frequency of the answers to the pronunciation questions. 38
Figure 4-2 The frequency of the answers to the pronunciation questions based on gender 40
Figure 4-3 The frequency of the answers to the pronunciation questions based on academic degree. 42
Figure 4-4 The frequency of the answers to the pronunciation questions based on the place of teaching English. 44
Figure 4-5 The frequency of the answers to the pronunciation questions based on teaching experience. 46
Abstract
Mastering pronunciation in EFL context, where direct access to native speaker is scarce, is a highly challenging objective for many language students in Iran. Derivative words more specifically, pose their own problems. There are different types of suffixes, two of which are neutral and non-neutral. This study examines the effects of the gender, experience, academic degree and the teaching place of English teachers on the pronunciation of the neutral and non-neutral suffixes. The sample included 40 Ilamian EFL teachers teaching English at different high schools and institutes. None of teachers studied in English speaking countries. They were classified into two groups male and female with B.A. and M.A. degree who taught at different schools and institutes. To analyze data two kinds of test employed: The Man-Whitney U Test for gender, academic degree and place of teaching, and The Kruskal–Wallis for teaching experience. There is no treatment in this study. According to these two tests and the analyses of dependant and independent variables, it can be concluded that there is no meaningful differences between female and male answers in the pronunciation of neutral and non-neutral suffixes. Also the difference between teachers having M.A and B.A degree with the pronunciation of neutral and non-neutral suffixes is not meaningful. But there is a meaningful difference between teaching place and the pronunciation of the neutral and non-neutral suffixes. Furthermore, conserning the last element, it can be said that there is no meaningful difference between three existed ranges of experience with the pronunciation of neutral and non-neutral suffixes.
Key words: pronunciation, derivative words, neutral suffixes, non-neutral suffixes
Chapter One
Introduction
1-1 Over view
The first chapter of this study addresses the introduction. It is organized in six major sections: a) introduction, b) statement of problem, c) research questions, e) research hypotheses, f) significance of the study and g) definition of the technical terms.
1-2 Introduction
When we think of English skills, the ‘four skills’ of listening, speaking, reading, and writing readily come to mind. Of course other skills such as pronunciation, grammar, vocabulary, and spelling all play a role in effective English communication (Bauer, Laurie, 1988).
Listening skills are vital for learners. Of the ‘four skills,’ listening is by far the most frequently used. Listening and speaking are often taught together, but beginners, especially non-literate ones, should be given more listening than speaking practice. It’s important to speak as close to natural speed as possible, although with beginners some slowing is usually necessary. Without reducing your speaking speed, you can make your language easier to comprehend by simplifying your vocabulary, using shorter sentences, and increasing the number and length of pauses in your speech (Teschner & Whitley, 2004; Fudge, 1984).
Speaking English is the main goal of many adult learners. Their personalities play a large role in determining how quickly and how correctly they will accomplish this goal. Those who are risk-takers unafraid of making mistakes will generally be more talkative, but with many errors that could become hard-to-break habits. Conservative, shy students may take a long time to speak confidently, but when they do, their English often contains fewer errors and they will be proud of their English ability. It’s a matter of quantity vs. quality, and neither approach is wrong. However, if the aim of speaking is communication and that does not require perfect English, then it makes sense to encourage quantity in your classroom. Break the silence and get students communicating with whatever English they can use, correct or not and selectively address errors that block communication. Speaking lessons often tie in pronunciation and grammar which are necessary for effective oral communication (Teschner & Whitley, 2004; Fudge, 1984).
We encounter a great variety of written language day to day — articles, stories, poems, announcements, letters, labels, signs, bills, recipes, schedules, questionnaires, cartoons, the list is endless. Literate adults easily recognize the distinctions of various types of texts (Teschner & Whitley, 2004; Fudge, 1984).
Good writing conveys a meaningful message and uses English well, but the message is more important than correct presentation. If you can understand the message or even part of it, your student has succeeded in communicating on paper and should be praised for that. For many adult ESL learners, writing skills will not be used much outside your class. This doesn’t mean that they shouldn’t be challenged to write, but you should consider their needs and balance your class time appropriately. Many adults who do not need to write will enjoy it for the purpose of sharing their thoughts and personal stories, and they appreciate a format where they can revise their work into better English than if they shared the same information orally (Celce-Murcia et al, 1996; Laroy, 1995).
Grammar is often named as a subject difficult to teach. Its technical language and complex rules can be intimidating (Gainesville, William (1987). Teaching a good grammar lesson is one thing, but what if you’re in the middle of a reading or speaking activity and a student has a grammar question? Some students may have studied grammar in their home countries and be surprised that you don’t understand, “Does passive voice always need the past participle?” But even if your student’s question is simple and jargon-free, explaining grammar is a skill you will need to acquire through practice. If you don’t know how to explain it on the spot, write down the specific sentence or structure in question and tell the student you will find out. There are several resources below that can help you understand and explain various grammar issues (Anderson, R. C., & Freebody, P. 1983).
One of the most difficult troubles facing non-native speakers of English is pronunciation. It is usually the largest obstacle to overcome when trying to achieve fluency.
Pronunciation is an integral part of second or foreign language learning since it directly affects learners’ communicative competence as well as performance on the career. It is the primary medium for communication in which people share ideas and understandings with each other (Jenkins, 2000). Correct pronunciation is an important factor determining the meaningfulness and success of communication.
Pronunciation involves far more than individual sounds. As defined by Peter Roach (2004), pronunciation has been viewed as the sum of three components. The components are sounds, stress and intonation. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech (Roach, 2004). ‘What are you going to do?’ becomes ‘Whaddaya gonna do?’ English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self esteem, facilitate communication, and possibly lead to a better job or at least more respect in the workplace. Effective communication is of greatest importance, so choose first to work on problems that significantly hinder communication and let the rest go (Jenkins, 2000). Remember that your students also need to learn strategies for dealing with misunderstandings, since native pronunciation is for most an unrealistic goal. A student’s first language often interferes with English pronunciation. For example, /p/ is aspirated in English but not in Spanish, so when a Spanish speaker pronounces ‘pig’ without a puff of air on the /p/, an American may hear ‘big’ instead (Freyd, P., & Baron, J. 1982). Sometimes the students will be able to identify specific problem sounds and sometimes they won’t. You can ask them for suggestions, but you will also need to observe them over time and make note of problem sounds. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the native language does not contain. Often these are vowels, as in ‘ship’ and ‘sheep,’ which many learners cannot distinguish. The Japanese are known for confusing /r/ and /l/, as their language contains neither of these but instead has one sound somewhere between the two. For problems such as these, listening is crucial because students can’t produce a sound they can’t hear (Dalton, D. 2002). Descriptions of the sound and mouth position can help students increase their awareness of subtle sound differences
متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیسی
عنوان : Iranian Kurdish-Speaking High School Students’ Beliefs about English Language Teachers and Learners
ISLAMIC AZAD UNIVERSITY
ILAM SCIENCE AND RESEARCH BRANCH
Thesis for Receiving M.A. Degree on English Language Teaching
English as a Foreign Language (TEFL)
Subject
Iranian Kurdish-Speaking High School Students’ Beliefs about English Language Teachers and Learners
Supervisor
Azizifar. Ph.D
Advisor
Gowhary. Ph.D
Winter 2015
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)
Contents
Abstract 1
1.1 Introduction. 3
1.2. Statement of the Problem.. 5
1.3. Research Questions. 6
1.4. Objectives and Significance of the Study. 7
1.5. Definition of the Key Words. 8
1.6. Outline of the Study. 9
2.1. Review of the Related Literature. 13
2.1.1. The Conceptual Framework of Metaphor 14
2.1.2. Studies on Learners’ Beliefs about Language Learning and Teaching. 15
2.2. Teachers’ and Learners’ Roles in the Design of Dominant Language Learning and Teaching Methods. 29
3.1. Methodology. 34
3.1.1. Participants. 34
3.1.2. Instruments. 35
3.1.3. Design of the Study. 36
3.1.4. Procedure of Data Collection and Analysis. 36
4.1. Results. 39
4.1.1. Metaphors about EFL Teachers’ Roles. 40
4.1.2. Metaphors about EFL Learners’ Roles. 49
4.1.3. Results as a whole. 57
4.2. Discussion of the Results. 58
4.2.1. Discussion of Metaphors about Language Teacher’s Roles. 59
4.2.2. Metaphors about Language Learner’s Roles. 61
4.3. Relationship between Metaphors and the Roles Proposed in the Design of Language Learning and Teaching Methods. 63
5.1. Summary. 69
5.2. Conclusion. 70
5.3. Implications. 71
5.4. Limitations of the Study. 72
5.5. Suggestions for Further Research. 73
References. 75
Appendices. 79
List of Table
Metaphors developed by Iranian Kurdish-speaking EFL learners for the concept of an English language teacher 40
Metaphors developed by Iranian Kurdish-speaking EFL learners for the concept of an English language learner 49
List of Figure
. An illustration of metaphorical themes about EFL teachers’ roles generated by Iranian Kurdish-speaking high school students. 48
. An illustration of metaphorical themes about EFL learners’ roles generated by Iranian Kurdish-speaking high school students. 57
Abstract
Language learners come to educational contexts with preconceived beliefs about different aspects of language teaching and learning. These perceptions are not clear and concrete enough to language teachers and even the language learners themselves. In line with the change and increase in the direction of the qualitative studies conducted on beliefs elicited by use of metaphors all around the world, the present study aims at investigating the metaphorical reflections about language teachers’ and language learners’ roles by a group of Iranian Kurdish-Speaking high school students learning English-as-a-Foreign-Language (EFL) as their third language in a local context in Ilam, in western Iran. To this end, modified metaphor elicitation questionnaires as well as complementary short interviews were administered to a convenient sample of 86 participants. Using content analysis, the metaphorical expressions collected via completion of the metaphor prompts were structured into dominant thematic categories in terms of language teachers’ roles and language learners’ roles for further analysis. The metaphors were also examined to determine whether they fit into the roles assigned to language teachers and learners in the design of current language teaching and learning methods. Generally, the results revealed that the metaphorical images were in the same line with other previous studies. In addition, the elicited metaphors were comparatively for and against the proposed roles for EFL teachers and learners in educational settings. There were also several pedagogical implications for language teachers and language teacher educators and language education programs as well as suggestions for further investigations.
Keywords: Metaphor, EFL, Teacher’s Role, Learner’s Role, Method of Language Learning and Teaching, High School Student, Iran
Chapter 1:
Introduction
1.1. Introduction
Exploration of what language learners bring to educational contexts particularly the language classroom environment according to Wan, Low and Li (2011) is extremely important for monitoring and improving various
aspects of language learning and teaching. What language learners bring into the language classroom is composed of a set of experiences and expectations related to their beliefs about different aspects of language learning and teaching (Chastain, 1988, p.123; Riley, 2009; Wan et al, 2011). To name several aspects, there are experiences, perceptions and expectation associated with language learners’ roles and language teachers’ roles in their classrooms, the nature of language learning, the language itself, the learning process, the teaching and learning materials, the language teaching and learning environment and the like (Chastain, 1988, p.103; Wenden, 1999; Bernat & Gvozdenko, 2005; Oz, 2007).
According to Bernat and Gvozdenko (2005), beliefs are the result of a number of factors including past experience, cultural background, educational contexts, and many other affective, cognitive, and personal factors. Beliefs according to Richardson (1996) are defined as “psychologically held understandings, premises, or propositions about the world that are felt to be true” (p.102). In this way, those who are involved in the process of teaching and learning, particularly language teacher and language learners and their beliefs and views to learning a new language certainly affect the learning process, the success of the learners and their improvements, the performance of language teachers, the design of language education materials, and the other (Ahkemoglu, 2011; Wan et al, 2011).
Since learners’ beliefs have been emphasized as a helpful factor in the success or failure of language learning and teaching, investigating the beliefs of language learners can provide helpful information for language education (Bernat and Gvozdenko, 2005). There are studies that are about learners’ beliefs about language learning and teaching such as studies conducted by Altan (2006); Bernat and Gvozdenko (2005); Tanaka and Ellis (2003); and Zare-ee (2010). These studies have used different quantitative instruments to elicit learners’ beliefs about language education. For example, many studies (for example Bernat and Lloyd, 2007; Buyukyazi, 2010; Man-fat, 2008; Mohebi and Khodady, 2011) have used BALLI (Beliefs About Language Learning Inventory, Horwitz, 1988). These instruments and studies show the beliefs of learners in a quantitative form and do not provide the personal images of language learners.
Recently, research on beliefs has used qualitative instruments such as metaphors to get learners’ beliefs about different aspects of language education. The main reason for using metaphors is the metaphorical nature of beliefs and the way learners perceive the world and reality (Ahkemoglu, 2011). There are several studies investigating learners’ beliefs about different aspects of language education by using metaphors such as Nikitina and Furuoka (2008); Kesen (2010a, 2010b); Huang (2011); and Wan, Low and Li (2011), to name just a few; but these studies have been done in non-Iranian English-as-a-Foreign-Language (EFL) contexts and they also have focused on EFL learners in academic contexts.
Although there are several recent studies in an Iranian EFL context (such as Parvaresh, 2008; Pishghadam and Pourali, 2011; Farjami, 2012a, 2012b, 2012c; Askarzadeh Torghabeh, Elahi and Khanalipour, 2009) in the area of beliefs about the different aspects of language learning and teaching; they are mostly in academic contexts and EFL learning and teaching in high school contexts especially in local areas where there are bilingual st
