رئوویروسها از اعضای جنس اورتو رئو ویروس و از خانواده ی رئو ویریده هستند (, 1996).  با توجه به جنس پرنده ی درگیر    می توانند علائم متفاوتی از خود نشان دهند. از لحاظ مشخصات آنتی ژنیک, پاتوتیپ , پاتوژنسیتی , رشد در محیط کشتهای متفاوت , حساسیت به تریپسین و گونه ی میزبان از همدیگر متمایز می‌شوند (, 2008).

 

رئوویروس ها از بافتهای متفاوت جوجه های مبتلا جدا شده اند که با توجه به عضو درگیر در آنها آرتریت/ تنوسینوویت ویروسی/ سندرم عدم جذب/ مشکلات تنفسی وگوارشی/ کاهش قدرت سیستم ایمنی وسندرم عدم رشد دیده میشود (, 1984).

 

اغلب موارد رئوویروسها علائم کلینیکی خاصی از خود بروز نمی دهند. بیماری در سنین متفاوت میزبان علائم متفاوتی بروز می دهد و سطح ایمنی جوجه ها , پاتوتیپ ویروس و عضو درگیر از دیگر عوامل تعیین کننده ی شدت بروز علائم هستند.

 

در طیور گوشتی رئوویروسها قادر به ایجاد خسارات اقتصادی فراوان ناشی از بالا رفتن تلفات , آرتریت/ تنوسینوویت ویروسی می باشند(Saif, 2003). و کاهش راندمان رشد و وزن گیری، عدم تغذیه ی مناسب و بالا رفتن ضریب تبدیل که همگی به نحوی در تعیین

 ارزش اقتصادی نهایی جوجهها نقش تعیین کننده دارند از دیگر خسارات ناشی از  درگیری گله به این ویروس است (, 1989).

گله های مادری که قبل از شروع تولید به این ویروس مبتلا میشوند دچار کاهش تولید ,کاهش جوجه در آوری و مهم تر از همه انتقال این ویروس از مادر به جوجه را می بینیم که همگی دارای بار اقتصادی بر دوش این صنعت می باشد.

 

اصلی ترین و آسان ترین روش تشخیص رئوویروس کشف آن در جوجه های مبتلا به آرتریت ویروسی است. این بیماری در نزدیک صد در صد گله های جای جای نقاط جهان رویت گردیده است و چه در نژادهای سنگین وزن و چه در نژادهای سبک وزن قادر به بروز علائم می باشد. سایر بیماری های ناشی از رئوویروس ها را میتوان در محیط آزمایشگاه به پرنده منتقل کرد , هرچند که ممکن است علائم ایجاد شده در طیور در این محیط دقیقا مشابه عوارض این ویروس بر روی طیور صنعتی در محیط فارم نباشد (, 2008). به دلیل اهمیت وافر آرتریت ویروسی، آن را جدا از سایر بیماری های ناشی از رئوویروس ها بررسی میکنیم.

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

 

(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

 

 

Dedication. I

 

 

Acknowledgments. V

 

 

Abstract V

 

 

Introduction

 

 

1. 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