ORIGINAL_ARTICLE
A Survey of ELT Teachers and Learners’ Perception of Learner’s Autonomy in Iran and Turkey
By acquiring a new language, people can not only come to respect differences, but also realize that they live in a small world. Although there are many positive aspects regarding acquiring a new language, not every person who attempts to learn a new language succeeds in obtaining the ability to effectively communicate for several reasons such as losing motivation and confidence towards learning, lack- ing an effective learning environments, and so forth. There is no doubt that teachers play a significant role in producing successful language communicators. Teachers are able to maintain and control students’ motivation towards studying both inside and outside the classroom, which certainly produces students’ confidence in their communication skills. In addition to the significant role of the teacher in the language learning process, students must also make an extensive effort to acquire a target language on their own. After careful consideration of the role of the instructor and learner in language development, we can come to the conclusion that effective lan- guage learning requires fruitful teaching and learner autonomy.
https://clls.sbu.ac.ir/article_101017_e5cd4b09c5ade67246ecf8d73c4debea.pdf
2021-06-22
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10.52547/clls.18.26.15
Iranian EFL teachers and learners"
Turkish EFL teachers and learners"
perception
Autonomy"
"
Learning"
Sasan
Baleghizadeh
sasanbaleghizadeh@yahoo.com
1
Shahid Beheshti University
LEAD_AUTHOR
مریم
مقیمی
maryaam.moghimi@gmail.com
2
دانشگاه شهید بهشتی
AUTHOR
Akindele, D., & Trennepohl, B. (2008). Breaking the culture of silence: Teaching writing and
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oral presentation skills to Botswana university students. Language, Culture and
2
Curriculum, 21(2), 154-166.
3
Al-Shaqsi, T. S. (2009). Teachers’ beliefs about learner autonomy. In S. Borg (Ed.),
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Researching English language teaching and teacher development in Oman (pp. 157-
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165). Muscat: Ministry of Education, Oman.
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Benson, P., & Lor, W. (1998). Making sense of autonomous language learning. English
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center monograph, No. 2. Hong Kong: The University of Hong Kong.
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and Behavioral Sciences, 232, 35-40.
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Brady, A. (2002). Emancipatory student higher learning: The role of autonomy authenticity, and
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criticality. In A. S. Mackenzie & T. Newfields (Eds.) Curriculum innovation, testing and
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evaluation: Proceedings of the 1st Annual JALT Pan-SIG Conference (pp. 71-78). Kyoto:
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Kyoto Institute of Technology.
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Camilleri, G. (1997). Report on workshop no: 8/97 Learner autonomy: The teachers’ views.
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Graz: European Center for Modern Languages.
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Carr, P. B. (1999). The measurement of resourcefulness intentions in the adult autonomous
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learner (Doctoral dissertation, The George Washington University, 1999). Dissertation
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Abstracts International, 60(11), 3849A.
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Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in
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Higher Education, 6(4), 505–518.
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Chan, V. (2003). Autonomous Language Learning: the teachers’ perspectives. Teaching in
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Higher Education, 8(1), 33-54.
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Derakhshesh, A., & Fatemi Jahromi, S. A. (2018). Motivational beliefs: Impact on the
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capacity to employ self-regulatory strategies among university EFL learners. Critical
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Language & Literary Studies,14(19), 141-167.
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Derrick, M. G. (2001). The measurement of an adult's intention to exhibit persistence in
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autonomous learning (Doctoral dissertation, The George Washington University,
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2001). Dissertation Abstracts International, 62(05), 2533B.
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Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165-174.
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Ebata M. (2010). Awakening opportunity: 3 elements to foster learners’ autonomy. ERIC:
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Behavioral Sciences, 232,650-654.
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Fernandez, J, M., P. (2000). Learner autonomy and ICT: A web-based course of English for
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psychology. Educational Media International, 37(4), 257-261.
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Goh, C., & Foong, K. P. (1997). Chinese ESL students’ learning strategies: A look at
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frequency, proficiency, and gender. Hong Kong Journal of Applied Linguistics 2(1), 39-
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Healey, D. (1999). Theory and research: Autonomy in language learning. In J. Egbert & E.
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Hanson-Smith (Eds.), CALL environments: Research, practice and critical issues (391–
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Holmes, G., & Abington-Cooper, M. (2000). Pedagogy vs. andragogy: A false dichotomy?
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The Journal of Technology Studies, 26(2), 50-55.
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Kato, S (2005). How language learning strategies affect English proficiency in Japanese
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university students. Journal of the Faculty of Human Studies Bunkyo Gakuin University,
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7(1), 239–262.
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Kimball, A. C. (2007). You signed the line: Collegiate student-athletes’ perceptions of
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autonomy. Psychology of Sport and Exercise, 8, 818-835.
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autonomy. System, 23(2), 175-181.
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for Languages, Linguistics and Area Studies, Avenue Campus, Highfield, University of
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Southampton, Southampton, S017 1BF. Retrieved 24 April 2015 from:
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Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied
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Linguistics, 20(1), 71-94.
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Belmont, CA: Wadsworth.
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Nasiri N., Eslami Rasekh A, Vahid Dastjerdi H, & Amirian Z. (2015). A study of Iranian
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EFL teachers’ perceptions and practices regarding learner autonomy. International
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and persistence in adult autonomous learning. Adult Education Quarterly, 55(2), 116-128.
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proficiency: Looking at non English majors. Osaka Keidai Ronshu, 52(2), 215-223.
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Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing learner
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responsibility. Cambridge: Cambridge University Press.
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Schmenk, B. (2005). Globalizing learner autonomy. TESOL Quarterly, 39(1), 107-118.
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Smith R. (2008). Key concepts in ELT: Learner autonomy. ELT Journal, 62(4), 395-397.
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the informal learning of English in virtual online communities. ReCALL 24(2), 138-151.
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Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: which comes
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first? Language Teaching Research, 6(3), 245-266.
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Usuki, M. (2000). Promoting learner autonomy: learning from the Japanese language
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learners’ perspectives. ERIC: FL026604.
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Usuki, M. (2002). Learner autonomy: Learning from the student’s voice. ERIC: FL027532.
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Yagcioglu O. (2015). New approaches on learner autonomy in language learning. Procedia –
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ORIGINAL_ARTICLE
Recreation of Identity in History: Static and Dynamic History in Martin Amis’s Time’s Arrow and London Fields
IntroductionMartin Amis’s novels, Time’s Arrow (1991), and London Fields (1989) have many layers of interpretations including historical study by which scientific study may be distilled. Annealing, as a method in metallurgy science, can be taken into consideration for understanding one of the aspects of the novels’ interpretation. The trend of life after passing the social, cultural and historical circulations based on Jean Francois Lyotard and Michel Foucault and their notions of knowledge, power and time is taken back to its original condition and culminates in recreation.Background StudiesSacido about Martin Amis’s works writes that he condensed the spirit of the times while looking back to authors of the canonical tradition in the form of inter-textual games (235). Johnson mentions that we can describe the mysteries of love as the result of strong annealing process while under the influence of some patterns can trigger high energy states (3).MethodologyThis paper is an attempt to reveal Martin Amis’s selected novels as the process of a dynamic trend by which the original condition is recreated as a result of being stuck in the social circulation. The character circulates in the process of society and achieves new acquired being.ConclusionThe main characters of the both novels have a return from death to life or form the synthesized identity to the original identity through the process of annealing as a result of resonance.
https://clls.sbu.ac.ir/article_101159_cac908685e69de1f3435d33d17480434.pdf
2021-06-22
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10.52547/clls.18.26.35
Annealing
Martin Amis
Normalization
resonance
Synthesized Identity
Mahdi
Nezami
mahdi.nezami@yahoo.com
1
Islamic Azad University Tehran North Branch
LEAD_AUTHOR
Farid
Parvaneh
faridparvaneh@gmail.com
2
Islamic Azad University
AUTHOR
Amis, Martin. Time’s Arrow. New York: Random House Press, 1991.
1
------. London Fields. New York: Random House Press, 1991.
2
Boggs, Carl. Origins of the Warfare State: World War II and the Transformation of American
3
Politics. New York: Routledge Press, 2017.
4
Boston, Museum of Fine Arts. Mentality and Environment. Boston: University of Michigan
5
Press, 2009.
6
Bradley, Arthur and Tate, Andrew. The New Atheist Novel. Wiltshire: Antony Rowe Ltd, 2010.
7
Cubitt, Geoffrey. History and Memory. Manchester: Manchester University Press, 2007.
8
Earnshaw, Steven. The Pub in Literature: England’s Altered State. Manchester: Manchester
9
University Press, 2000.
10
Elias, Amy J. Sublime Desire: History and Post-1960s Fiction. Baltimore: Johns Hopkins
11
University Press, 2001.
12
Foucault, Michel. Power/Knowledge. New York: Phantom Books Press, 1980.
13
Hydén, Margareta et al. Response Based Approaches to the Study of Interpersonal Violence.
14
New York: Palgrave Macmillan Press, 2016.
15
Hyvärinen, Matti et al. The Travelling Concepts of Narrative. Tampere: University of Tampere
16
Press, 2013.
17
Johnson, Michael E. What Is Love? Annealing in the Presence of an Intentional Object. Chicago:
18
University of Illinois, 2018.
19
Keulks, Gavin. Father and Son: Kingsley Amis and Martin Amis and the British Novel Since
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1950. Madison: University of Wisconsin Press, 2003.
21
Lyotard, Jean-Francois. The Postmodern Condition. Trans. R. Durand. Manchester:
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Manchester University Press, 1984.
23
Meng, Lei et al. Adaptive Resonance Theory in Social Media Clustering. Cham: Springer Press,
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2019.
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Parvaneh, Farid. and Zaltash, Hanieh. “reading the Selected Fiction of William Gibson in Light
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of Joseph Campbell’s Theory: Cyberpunk and Postmodern Myth.” C.L.L.S. Vol. 16, No. 23,
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Autumn and Winter 2019. 93-117.
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Pickering, Michael. History, Experience and Cultural Studies. New York: St. Martin’s Press,
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1988.
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Readings, Bill. Introducing Lyotard: Art and Politics. London: Routledge, 1991.
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Rennison, Nick. Contemporary British Novelists. London: Routledge Press, 2005.
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Rollyson, Carl. Notable British Novelists. Pasadena: Salem Press, 2001.
33
Romesh, C. Sharma. Principles of Heat Treatment of Steels. New Delhi: New Age International
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(P) Ltd, 1993.
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Sacido, Jorge. Modernism, Postmodernism, and the Short Story in English. New York:
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Rodopi Press, 2012.
37
Sheldon, Garrett Ward. Encyclopedia of Political Thought. New York: Facts on File Press, 2001.
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Sokhanvar, Jalal and Montakhabi Narges. “A Study of Scheherazade Myth Impression on
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Postmodern Novel Chimera by John Barth with A Paul de Man Reading of the Text.”
40
C.L.L.S. Vol. 1, No. 2, Autumn and Winter 2009.
41
ORIGINAL_ARTICLE
Poetry as an Event of Silence in Archibald MacLeish’s “Ars Poetica”: A Heideggerian-Deleuzean Reading
Meaning-making in the Deleuze-Guattari semantic region is a revolutionary and artistic schizophrenia, contrary to the conventional process of semantics of conventional reason. Revolutionary means minor literature, and artistic means poetic. The poetics of meaning in poetry is held silently as an event similar to the poetic thought event in Heidegger's philosophy of art. Poetry's vow of silence is the creating place of recurring and different meanings that appear in the successive turns and intensities of body without organs. In this way, poetry uses meaning and truth as an event out of habit and as a dignity of existence. Hence, the eventfulness of poetry coincides with its meaning. Surprisingly, Archibald MacLeish builds beingness of poetry in ‘Ars Poetica’ by arranging the paradigms of silence, stillness, and wordlessness on familiar meaning-making. In this way, poetry does not tolerate the conventional meaning because it is concerned with different and intensified eventful meanings as being in the world. The present study is a Deleuzian-Heideggerian reading of MacLeish’s poetic art in the light of the above concepts and considers poetry as an event focused on pure and unfamiliar meaning and truth.
https://clls.sbu.ac.ir/article_101033_0a5cefe1dbaf6306a0a7771e20fd9ec8.pdf
2021-06-22
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10.52547/clls.18.26.55
Heidegger
Deleuze
meaning
Logic of Sense
poem
&ldquo
Ars Poetica&rdquo
Archibald MacLeish
Hojat
Goodarzi
h.goodarzi@fgn.ui.ac.ir
1
Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
AUTHOR
Zahra
Jannessari Ladani
z.jannessari@fgn.ui.ac.ir
2
Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
LEAD_AUTHOR
Alliez, Eric. Body Without Organs. Trans. Mahdi Rafi’. Tehran: Ney, 2015.
1
Aristotle. Metaphysics. Trans. M. H. Lotfi Tabrizi. Tehran: Tarhe No, 2011.
2
Arthur, R. T. W. Leibniz. Mc Master University: Polity, 2014.
3
Badiou, Alan. Philosophy in the Present. Trans. Jalil Mahmoudi. Tehran: Naghsho Negar, 2014.
4
---. The Age of Poets and Other Writings on Twentieth-Century Poetry and Prose. Trans. Emily Apter and Bruno Bosteels. New York: Verso, 2014.
5
---. The True Life. Polity, 2017.
6
Carrington, R. H. “Archibald MacLeish: A Study of his Prosody for the Oral Interpreter.” PhD. Dissertation. University of Wisconsin, 1965.
7
Colebrook, Claire. Gilles Deleuze. Trans. Reza Sirvan. Tehran: Markaz, 2008.
8
Copleston, F. C. A History of Philosophy: Greece and Rome. Trans. Seyed Jalaleddin Mojtabavi. Tehran: Elmi & Farhangi, 1983.
9
Deleuze, Gilles. Difference and Repetition. Trans. P. Patton. London and New York: Continuum, 2001.
10
Deleuze, Gilles. Kant’s Critical Philosophy: The Doctrine of the Faculties. Trans. Asghar Vaezi. Tehran: Ney, 2010.
11
---. Les Course de Gilles Deleuze Deleuze/ Kant. Trans. Asghar Vaezi. Tehran: Hermes, 2017.
12
---. Pure Immanence: Essays on a Life. Trans. Peyman Gholami and Iman ganji. Tehran: Cheshmeh, 2013.
13
Deleuze, Gilles and Felix Guattari. Kafka: Toward a Minor Literature. Trans. Reza Sirvan and Nastaran Gooran. Tehran: Rokhdad No, 2013.
14
Faulkner, Sandra L. “Concern with Craft: Using Ars Petica as Criteria for Reading Research Poetry.” Qualitative Inquiry 13.2 (2007): 218-234.
15
Frankl, E. V. The Founder of Logotherapy. Trans. Ahmadreza Mohammadpour. Tehran: Danzheh, 2007.
16
Haddad, Abolfazl. “Truth and Meaning in Samuel Beckett’s Works.” Critical Language and Literary Studies 3.5 (1389): 49-71.
17
Haghighi, Mani. The Aporia of Signs: A Postmodern Reader. Tehran: Markaz, 2010.
18
Hardt, Michael. Gilles Deleuze: An Apprenticeship in Philosophy. Trans. Reza Najafzadeh. Tehran: Ney, 2013.
19
Harris, E. E. Spinoza’s Philosophy: An Outline. Trans. Seyed Mostafa Shahr Aeini. Tehran: Ney, 2010.
20
Heidegger, Martin. Being and Time. Trans. Siavash Jamadi. Tehran: Ghoghnoos, 2007.
21
---. The Concept of Time. Trans. Nader PourNaghshband and Mohammad Ranjbar. Abadan: Porsesh, 2009.
22
---. The Origin of the Work of Art. Trans. Parviz Zia Shahabi. Tehran: Hermes, 2006.
23
Hyppolite, Jean. Introduction to Hegel’s Philosophy of History. Trans. Bagher Parham. Tehran: Agah, 2007.
24
Jones, Llewellyn. “Archibal MacLeish: A Modern Metaphysical.” The English Journal 24.6 (1935): 441-451.
25
Jones, V. H. “A Study of the Poetics of Archibald MacLeish.” PhD. Dissertation. Purdue University, 1976.
26
Lash, Scott. Sociology of Postmodernism. Trans. Shapour Behian. Tehran: Ghoghnoos, 2004.
27
Latta, Robert. Leibniz: The Monadology and Other Philosophical Writing. Trans. Fatemeh Minaei. Tehran: Hermes, 2005.
28
MacLeish, Archibald. (1926). "Ars Poetica." Perrine's Literature: Structure, Sound, and Sense. Ed. Thomas R. Arp and Greg Johnson. Boston: Thomson Learning Academic Resource Center, 2006. 665-666.
29
Montakhabi Bakhvar, Narges. “A Schizoid Reading of Gilles Deleuze and Felix Guattari in Samuel Beckett’s ‘Horoscope’.” Critical Language and Literary Studies 3.6 (1390): 22-36.
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Pietersma, Henry. Phenomenological Epistemology. Trans. Farzad Jaberolansar. Tehran: Kargadan, 2019.
31
Polat, Bican. “The Idea of Internal Genesis in Deleuze’s The Logic of Sense.” Parallax 18.1 (2012): 104-111.
32
Purdom, Judy. “Thinking in Painting: Gilles Deleuze and the Revolution from Representation to Abstraction.” PhD Thesis. University of Warwick, 2000.
33
Putnam, Hilary. Pragmatism: An Open Question. Trans. Mohammad Asghari. Tehran: Ghoghnoos, 2016.
34
Rasmi, Sakineh. “The Common Phases of Hazrat Eisa And Hazrat Yahya's Tales and its Reflection in Persian Poetry.” Persian Language and Literature 51.207 (2008): 23-47.
35
Rorty, Richard. An Ethics for Today Finding Common Ground between Philosophy and Religion. New York: Columbia University Press, 2011.
36
---. "Overcoming the Tradition: Heidegger and Dewey." The Review of Metaphysics 30.2 (1976): 280-305.
37
Shakespeare, William. Hamlet. New York: Norton Critical Edition, 2011.
38
Spinoza, Barouch. Ethics. Trans. Mohsen Jahangiri. Tehran: Markaz Nashr Daneshgahi, 1997.
39
Sullivan, Harry R. “MacLeish’s ‘Ars Poetica’.” The English Journal 56.9 (1967): 1280-1283.
40
Tillich, Paul. The Courage to Be. Trans. Morad Farhadpour. Tehran: Elmi & Farhangi, 2008.
41
Van der Wielen, Julie. “Living the Intensive Order: Common Sense and Schizophrenia in Deleuze and Guattari.” Nursing Philosophy 19.4 (2018): e122263. DOI: 10.1111/nup.12226.
42
Voss, Daniela. “Deleuze’s Rethinking of the Notion of Sense: Deleuze Studies.” Deleuze Studies 7.1 (2013): 1- 25. DOI: 10.3366/dls.2013.0092.
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Ward, Glenn. Postmodernism. Trans. Ghader Fakhr Ranjbari and Abuzar Karami. Tehran: Mahi, 2010.
44
Zamiran, Mohammad. “Gilles Deleuze and the Modern Thought.” Iran: Culture and Thought 10.3414. Tuesday 7 March 2006. https://www.magiran.com/article/1011375.
45
---. Nietsche after Heidegger, Derrida and Deleuze. Tehran: Hermes, 2007.
46
---. Philosophy between Now and Future. Tehran: Payan, 2010.
47
ORIGINAL_ARTICLE
Albert Camus: Novel against psychological realism (The Novel of the Stranger as a case study)
The main objective of this study is to understand how novel can be read against psychological reality. As a case study, this paper addresses the Novel of the Stranger by Camus. Embedded in Kundera’s reading on the linkage between psychology on novel and psychology, the main question here is that how this novel can be read as what acts against psychology. Psychological novels are framed in a psychological cause i.e. making linkages among those unrelated or discrete events. A plot coherence is not possible without acknowledging such causal relationship. Rather, the novel of the Stranger addresses “ out- of -law”and “ off-topics” issues . Meursault is a stranger as he does not follow up the rhythmic tone of plot. In existentialism era, novel made a fundamental change in its “form” and “content”. As an existentialist philosopher, Camus puts an emphasis on the existing situation/placement rather than analyzing the characters in the novel. Unlike psychology which tries to make a clarity and distinction, Camus tries to talk about ambiguities and irrational reality. A dynamic and flexible rather than monolithic and fixed identity is obvious in his work. Novel in his reading is a domain for unpredictable events. Psychology, rather, attempts to disclose meanings and rational motivations in randomly occurred events. Besides the political function, one consequence of avoiding reducing the concept of novel to psychology in literary criticism is to refer the text into out of context elements like author’s biography.
https://clls.sbu.ac.ir/article_101016_62397b3d4b2d0997643ca2dcbf844cc8.pdf
2021-06-22
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104
10.52547/clls.18.26.77
novel
Psychology
causality
realism
existentialism
Camus
Kundera
aref
danyali
aref_danyali@yahoo.com
1
gonbad kavous university
LEAD_AUTHOR
-Aristotle(1386), The Poetics ,Translated by Helen Ouliae nia, Esfahan: Nashre Farda.
1
-Barthes,Roland(1388),"Ronald Barthes's critic", Translated by leyli Golestan, in: the Stranger, Tehran: Nashre Markaz.
2
-Danyali,Aref(1393), Michel Foucault; Zohd e Zibayi shenasaneh be masabehe gofteman zedde didari, Tehran: Nashre Teesa.
3
-Abbasi,Ali and Heydari,Mehdi(1389),"josto joye shabakehaye tasviri va kalami matn e The Stranger asar e Camus", in: Critical Language & Literary Studies, spring & summer, Tehran: shahid Beheshti University.
4
-Abbasi,Ali(1393),"Pajooheshi bar chegoonegie zayesh e mana az khelal e sakhtar e ravayi dar the stranger asar e camus" , in: Language & Translation Studies, Autumn, Mashhad: Ferdousi University.
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-Camus,Albert(1374), The Rebel, Translated by Mahbod Irani talab, Tehran: Nashre Ghatreh.
6
-Camus,Albert(1388), The Stranger, translated by Leyli Golestan, Tehran: Nashre Markaz.
7
-Camus,Albert(1396), The Myth of Sisyphus, Translated by Mahasti Bahreyni, Tehran: Nashre Niloofar.
8
-Kundera,Millan(1389), The Art of Novel, Translated by Parviz Homayoonpour, Tehran: Nashre Ghatreh.
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-Kundera,Millan(1392), Laughable Loves, Translated by Frough Poor yavari, Tehran: Nashre Roushangaran va Motaleat Zanan.
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-Kundera,Millan(1397), The Curtain: an essay in seven parts, Translated by seyed Mohammadreza Bateni, Tehran: Nashre Roushangaran va Motaleat Zanan.
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-Foucault,Michel(1389), "Meshes of power", in: Teatr e Falsafeh, Persian Translated by Nikoo Sarkhosh and Afshin Jahandideh, Tehran: nashre Ney.
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-Davis,Muriam Heleh(2011), "A New World rising: Albert Camus and the Absurdity of neo-Liberalism, Social Identity, vol.17,no.2,March,225-238, published by Routledge.
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-Day,Patrick(2006), "A Comparative Study of Crime and Punishment in Ousmane Sembene's Le Docker Noir and Albert Camus's L'Etranger", source: Africa Today, Vol.52,No.3(spring.2006),pp.83-96, Published by: Indiana University Press.
14
-Foucault,Michel(1995), Discipline and Punish, Translated by Alan Sheridan, Vintage Books.
15
-Foucault,Michel(1998), "Madness and Society", in: Aesthetics,Method and Epistemology,Translated by Robert Hurely and others, Edited by James D.Faubion, Volume2, The New Press.
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-Roth,Leon(1955), "A Contemporary Moralist: Albert Camus, philosophy: The Journal of the Royal Institute of Philosophy, 30, pp.291-303, doi: 10.1017/s0031819100034975, Published by Cambridge.
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19
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20
ORIGINAL_ARTICLE
From Persian “Prologue” to English “Invocation”: A Comparative Study of Ferdowsi’ Shahnameh and John Milton’s Paradise Lost
The present study aims at revealing Rhetoric in Persian and English language and literature and discussing its major classifications by rhetoricians, while emphasizing “Prologue” in Shahnameh and “Invocation” in Paradise Lost. To do this, some of the most significant contemporary books on Persian and English Rhetoric and literary devices are analyzed, and simultaneously those approximate literary devices such as Prologue, Invocation, Foreshadowing, Prolepsis and Apostrophe are compared and contrasted. The results of this research indicate that Persian and English literary devices are not always identical while sometimes seem to be incompatible. This incongruity refers to the nature of their languages and literary text along with poets’ methods of utterances and expositions. Further, the vague equivalents and lexicographers’ negligence aggravated such incongruity. The method employed in this research is descriptive and analytical. Besides, the American School of comparative studies in which direct influences are not insisted, are followed in order to reveal Prologue and Invocation in Ferdowsi’s Shahnameh and John Milton’s Paradise Lost and to identify their approximate literary devices.
https://clls.sbu.ac.ir/article_101158_150544b46a4add25d3bd984d3b0033a2.pdf
2021-06-22
105
134
10.52547/clls.18.26.105
Persian Rhetoric
English Rhetoric
Prologue
Invocation
Fersdowsi&rsquo
s Shahnameh
John Milton&rsquo
s Paradise Lost
مسلم
ذوالفقارخانی
m.zolfagharkhani@hsu.ac.ir
1
Hakim Sabzevari University
LEAD_AUTHOR
Mahmood Reza
Ghorban Sabbagh
mrg.sabbagh@um.ac.ir
2
Ferdowsi University of Mashhad
AUTHOR
Abbasi, Mahmood & Yaghoob Fooladi. “Lyrical Prologue in Shahnameh”. Literary Skills. Vol. 9, No. 1, (1396): pp. 173-186.
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AlaviMoghaddam, SeyyedMohammad. “Prologue”. Meshkat. No. 26, (1369): pp. 48-61.
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AlaviMoghaddam, SeyyedMohammad & Reza Ashrafzadeh. Eloquence and Semantics (Thirteenth Publication). Tehran: Samt, 1395.
3
Anoosheh, Hasan. Persian Literary Dictionary (Vol. 2). Tehran: Vezarat-e-Farhang Publication, 1381.
4
Anvari, Hasan. Sokhan Big Dictionary (Vol. 2). Tehran: Sokhan, 1381.
5
Dad, Sima. Dictionary of Literary Terms. Tehran: Morvarid, 1395.
6
Ebrahmi, Nader. Prologue in Fictional Literature. Tehran: Roozbahan, 1396.
7
Emaratimoghaddam, Davood. Rhetoric: From Athens to Modernity. Tehran: Hermes, 1395.
8
Eslami Nodooshan. Hero’s Lives and Deaths in Shahnameh (Ninth Publication). Tehran: Sherkat-e-Sahami, 1391.
9
----------------------. Mohammad Ali. Iran and World in Shahnameh’s View. Tehran: AmirKabir, 1390.
10
Estarmi, Ebrahim. “The Basics of Aristotelian Theatre with References to Sophocles’ Oedipus Rex”. Critical Language and Literary Studies. Vol. 2, No. 3, (Autumn and Winter 1388): pp. 15-35.
11
Ferdowsi, Abolghasem. Shahnameh. Compiled by SeyyedMohammad Dabir Siyaghi (Third Publication). Tehran: Ghatreh, 1393.
12
Fesharaki, Mohammad. Rhetoric Critique (Sixth Publication). Tehran: Samt, 1392.
13
Homayi, Jalaloddin. Eloquence Skills and Literary Devices (Twenty Second Publication). Tehran: Homa, 1383.
14
Hosseini, Saleh. Literary Glossary (Second Publication). Tehran: Niloofar, 1375.
15
Hosseini, SeyyedHossein. A Handful in Grand Visage (Second Publication). Tehran: Soroosh, 1383.
16
Iranzadeh, Nematollah. “A Look at Persian Rhetoric Science”. Journal of Language and Literature. No. 6, (1377): pp. 103-123.
17
Javari, Mohammad Hossein & Mohsen Asibpoor. “Literary Classifications from Romantic Ideologues’ Views”. Critical Language and Literary Studies. Vol. 1, No. 1, (Autumn and Winter 1387): pp. 33-55.
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Kazzazi, Mirjalaloddin. Rhetoric (Seventh Publication). Tehran: Markaz, 1389.
19
---------------------------. Semantics (Tenth Publication). Tehran: Markaz, 1393.
20
Khaleghi Motlagh, Jalal. Ancient Flowers of Pain: Selected Essays on Ferdowsi’s Shahnameh. Compiled by Ali Dehbashi. Tehran: Doctor Mahmood Afshar and Sokhan Publication, 1397 (2).
21
----------------------------. Ancient Speeches: Thirty Lectures on Ferdowsi and Shahnameh. Compiled by Ali Dehbashi. Tehran: Doctor Mahmood Afshar and Sokhan Publication, 1397 (1).
22
Khanlari, Zahra. Dari Persian Dictionary. Tehran: Iranian Culture Foundation, 1348.
23
Milton, John. Paradise Lost (First Three Books, Third Publication). Translated by Shojaoddin Shafa. Tehran: Nokhostin, 1382.
24
Modarreszadeh, Abdoreza. “Prologue in Saadi’s Ghazal”. Mashhad Azad Islamic University Journal of Persian Literature. No. 17, (1387): pp. 59-81.
25
Mohebbati, Mahdi. New Rhetoric (Second Publication). Tehran: Sokhan, 1386.
26
Moin, Mohammad. Moin’s Persian Dictionary (Vol. 1, Second Publication). Tehran: Namen, 1386.
27
Moosavi, SeyyedehMaryam. “Foreshadows and its Differences with Prologue in Ferdowsi’s Shahnameh”. A Journal of Stylistics in Persian Verse and Prose. Vol. 1, (1392): pp. 377-393.
28
Mortezayi, SeyyedJavad. Rhetoric from Eloquence. Tehran: Zavvar, 1394.
29
Neshat, Mahmood. Ornament of Language (Second Publication). Tehran: Kotob-e-Iran, 1346.
30
OmidSalar, Mahmood. Poetics and Politics in Shahnameh. Translated by Farhad Aslani and Masoomeh Poortaghi. Tehran: Doctor Mahmood Afshar and Sokhan Publication, 1396.
31
Payandeh, Hossein. Opening the Novel (Third Publication). Tehran: Morvarid, 1394.
32
Poorkhaleghi Chatroodi, Mahdokht. Tree of Shahnameh: Cultural Values and Tree Symbols in Shahnameh (Second Publication). Mashhad: BehNashr, 1387.
33
Royani, Vahid & Ardeshir Sanchooli. “Prologue in Ata-Malik Juvayni’s Tārīkh-i Jahāngushāy”. Journal of Literary and Rhetoric Researches. Vol. 1, No. 3, (1392): pp. 27-40.
34
Saadat, Esmail. An Encyclopedia of Persian Language and Literature (Vol. 2, Second Period, First Publication). Tehran: Academy of Persian Language and Literature, 1398.
35
Sabziyan Moradabadi, Saeed & MirJalaloddin Kazzazi. A Dictionary of Literary Theory and Criticism: Literary Terms and Related Fields. Tehran: Morvarid, 1388.
36
Safa, Zabihollah. Epic Writing in Iran (Fourth Publication). Tehran: AmirKabir, 1363.
37
Sajjadi, SeyyedZiyaoddin. Prologue-writing in Ten Centuries. Tehran: Zavvar, 1372.
38
Salehi Mazandarani, Mohammad Reza. “Art of Poetry and Ferdowsi’s View on Poetry”. Ferdowsi Review. Vol. 1, (1391): pp. 289-312.
39
Shafiyi Kadkani, Mohammad Reza. Poem’s Music (Twelfth Publication). Tehran: Sokhan, 1389.
40
-------------------, Mohammad Reza. Resurrection of Words (Third Publication). Tehran: Sokhan, 1391.
41
Shamisa, Siroos. Eloquence (Ninth Publication). Tehran: Agah.
42
-------------------. Semantics (Seventh Publication). Tehran: Mitra.
43
Sharifi, Mohammad. A Dictionary of Persian Literature (First and Second Publication). Tehran: Farhang-e-Nashr-e-No, 1396.
44
Sokhanvar, Jalal & Sima Zamani. A Dictionary of Literary Terms. Tehran: Eshtiyagh, 1381.
45
Sotoodeh, GholamReza & MohammadBagher Najafzadeh Barforoosh. Eulogy in Persian Literature (Vol. 1). Tehran: Jahad-e-Daneshgahi, 1365.
46
Tabatabyi, Mohammad. A Dictionary of Literary Terms and Devices (Second Publication). Mashhad: Astan-e-Ghods-e-Razavi, 1368.
47
Taheri Mobarakeh, Gholam Mohammad. Rostam and Sohrab (Seventh Publication). Tehran: Samt, 1393.
48
Tamimdari, Ahmad. “Shahnameh’s Effects on Western Epics”. Ferdowsi Review. Vol. 1, (1390): pp. 87-107.
49
Vasegh, Abbasi, Abdollah & Mohammad Amir Mashhadi & Mahdi Rostami. “Analysis of Foreshadow and its Comparison with Prologue in Nezami’s Khosro & Shirin and Leili & Majnoon”. Literary Skills. Vol. 8, No. 3, (1395): pp. 63-74.
50
English References
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Loewenstein, D. Milton: Paradise Lost. Cambridge: Cambridge University Press, 2004.
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66
ORIGINAL_ARTICLE
The study of the role of memory in the didactics of grammar and grammatical exercises of FFL in Iran
Learning a foreign language such as French always faces various challenges, including overcoming the grammatical problems of learners. Given that grammatical exercises can functionally play an important role in learning the grammar of a foreign language, in this study we aim to look for a relationship between memory and types of grammatical exercises. In other words, in this study we seek to find an answer to the question of how linguistic data and information are stored and classified in the human brain and memory? What is the difference between grammar knowledge and grammar skills, and how can French teachers turn grammar knowledge or mental data into grammar skills through grammar exercises? Using a questionnaire, we asked a question about teachers' knowledge of psychological issues of language, including memory and its relationship with grammar exercises. The research method in this research is analytical and descriptive statistics are presented. The results of this study clearly show that French language teachers are not sufficiently aware of the psychological issues of language and the effective role that this knowledge plays in their teaching skills in choosing different types of grammatical exercises. The results of this study on the types of grammatical exercises also show that conceptual exercises and exercises that deal with the textual, spoken and written productions of learners as well as task-based exercises that are done in groups have the greatest role in the development of procedural memory (which is directly related to Acquisition of language skills is related).
https://clls.sbu.ac.ir/article_101264_0a81bd769fd596cf88f0a9d5af2c39fe.pdf
2021-06-22
135
162
10.52547/clls.18.26.135
Declarative Memory
Procedural Memory
French Grammar
Grammar Exercises
Teaching French as a Foreign Language
Leila
Shobeiry
l.shobeiri@gmail.com
1
Assistant Professor, Department of French and German Language, Faculty of Literature, Humanities and Social Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran
LEAD_AUTHOR
⦁ Abgrall, Jean-Philippe (2012) Stimulating student memory and motivation: a method for better learning. Issy-les-Moulineaux (France): ESF.
1
⦁ Bento, Margaret (2010) “The teaching of grammar in modern language textbooks at college in France in the face of official instructions and the CEFR” in Modern Languages, 3, p. 71-83.
2
⦁ Bento, Margaret (2013) “Theoretical perspectives on the action-oriented perspective in language teaching in France” in Education & Didactics, 6 (3), p. 95-107.
3
⦁ Besse, Henri and Rémy Porquier (1991) Grammar and language teaching, Mayenne: Didier.
4
⦁ Council of Europe (2001) Common European Framework of Reference for Languages, Paris: Didier.
5
⦁ Courtillon, Janine (2003) Develop a French language course, Paris: Hachette.
6
⦁ Cuq, Jean-Pierre and Isabelle Gruca (2003) Teaching course in French as a foreign and second language, Paris, Pug.
7
⦁ Delannoy, Claude (2007) A memory to learn, Scérén-Center national de educational documentation.
8
⦁ Fortin, Claudette and Lobna Chérif and Ian Neath (2005) “time and memory” in Psychologie française, n° 50, pp.81-98
9
⦁ Kolak, Daniel et al. (2006) Cognitive Science: An Introduction to Mind and Brain, Routledge; 1st edition, 376 p.
10
⦁ Lamailloux, Pierre et al. (1993) making French exercises, Paris: Hachette, coll. Pedagogies for tomorrow – Didactics
11
⦁ Martin, R.C. and S.D. Breedin (1992) “Dissociation between speech perception and phonological shortterm memory deficits,” in Cognitive Neuropsychology, 9: 509-534.
12
⦁ Pescheux, Marion. (2007) Analysis of teaching practice in FFL: Memento for didactic ergonomics in FLE, Paris: Harmattan.
13
⦁ Ryle, Gilbert (1949) The Concept of Mind, London: Hutchinson.
14
⦁ Squire, Larry R. and Eric R. Kande (2001) “The memory of skills”, For science (Special issue).
15
⦁ Thiry, Alain (2014) NLP pedagogy: reading compared to different approaches in pedagogy and cognitive science, De Boeck.
16
⦁ Tulving, Endel (1995) “Introduction to section on memory,” in Michael S. Gazzaniga (ed.) The Cognitive Neurosciences, Cambridge, MA: MIT Press.
17
⦁ Vigner, Gérard (2004) grammar in FFL, Paris: Hachette.
18
⦁ Vigner, Gérard (1984). The exercise in the French class. Paris: Hachette. “Coll. F”.
19
ORIGINAL_ARTICLE
Panopticism or Post- Panopticism, that is the Question: As an Other, One can never Leave
This article focuses on the notions of panopticism and post-panopticism in Mohsin Hamid’s Exit West (2017) through the perspective of left thinkers. Using Foucault’s and Lyon’s views, the writer tries to discuss how the exit of the migrants from the panoptic, disciplinary communities of theirs to the so-called democratic West can prove a failure. Focusing on an unknown, Islamic country as well as the western cradles of civilization—Greece, Britain, and America—Hamid, in fact, tries to clarify how the disciplinary community of the orient has much in common with the post-global West. The only difference is a shift from a panoptican discourse to that of a post-panoptican one. To this end, the notions of “camp,” “sorting paradigm” and “bio-politics” are to be discussed. It is argued that despite the blurring of the borders through the post-global capitalism, the West seems to have restored the old imperialist ethos in the form of the anti-racist racism through the practice of “geofencing” and “geoslavery.” However, the hybridity that migration results in can pave the way for the emergence of a space of heterogeneity, herterotopeia, in the West which is in constant process of “becoming.” As a result a new sense of belonging and, thus, identity on the part of the ethnic other is formed and the notion of nativeness and the concept of the home are challenged so much so that the imigrant would be able to “make a home” wherever he is regardless of his roots
https://clls.sbu.ac.ir/article_101173_4f82c81a6126d725997d505554d906d3.pdf
2021-06-22
163
186
10.52547/clls.18.26.163
Mohsin Hamid
migrants
panopticism
post-panopticism
camp
Zahra
Taheri
taherzahra2003@yahoo.com
1
University of Kashan
LEAD_AUTHOR
Agamben, Giorgio. Homo Sacer: Sovereign Power and Bare Life, Stanford University Press, 1998.
1
Ajana, Btihaj. “Surveillance and Biopolitics.” Electronic Journal of Sociology (2005)
2
Ali, Tahoor. Terrorism: A Critical Study of Mohsin Hamid’s Exit West and Kamila Shamsie’s Home Fire. CUI Lahore Repository, 2018.
3
Balibar, E. Politics and the other Scene. London: Verso, 2002.
4
Brauer, Paula. “‘Doors That Could Take You Elsewhere’ - Migration, Magic and Rancièrian Dissensus in Mohsin Hamid’s Exit West.” Postcolonial Interventions, Vol. 4, No.1, 2019, pp. 296- 316.
5
Bhabha, Homi K. “DissemiNation: Time, narrative and the margins of the modern nation.” In Nation and Narration. ed. Homi Bhabha. London: Routledge, 1990. 291– 322.
6
Bauman, Z. Globalization: The Human Consequences, Cambridge: Polity, 1998.
7
Bentley, Nick. “Re-writing Englishness: imagining the nation in Julian Barnes's England, England and Zadie Smith's White Teeth.” Textual Practice 21.3 (2007): 483-504.
8
Elden, S. “Plague, Panopticon, Police.” Surveillance and Society. Vol.1, No 3: (2002).
9
Foucault, M. Discipline and Punish. London: Allen Lane, 1975.
10
───. “Of Other Spaces: Utopias and Heterotopias.” Architecture /Mouvement/ Continuité. Trans. Jay Miskowiec, 1967.
11
───. The Will to Knowledge. Trans. Nikoo Sarkhosh and Afshin Jahandideh. Tehran: Ney, 2005.
12
Hamid, Mohsin. Exit West. New York: Penguin, 2017.
13
Lyon, D. The Electronic Eye: The Rise of Surveillance Society. Cambridge: Polity. 1994.
14
Naydan, Liliana M. “Digital Screens and National Divides in Mohsin Hamid’s Exit West.” Studies in the Novel, Vol. 51, N0. 3: Fall 2019, pp. 433-451
15
Said, Edward. “The Mind of Winter: Reflections on Life in Exile." Harper's Magazine 10 June 1984: 49-55.
16
Upstone, Sara. Spatial Politics in the Postcolonial Novel. Burlington: Ashgate, 2009.
17
Warnes, Christofer. Magical Realism and the Postcolonial Novel. London: MacMillan, 2011.
18
ORIGINAL_ARTICLE
A Voyage to the Fragmented Borders of Self and the Merging Boundaries of Identity in Margaret Atwood's Surfacing
The purpose of this paper is to analyze the merging boundaries of “Self” in Margaret Atwood's Surfacing, a novel written in 1972. Atwood explores the inner conflict of the protagonist and pursues the gender roles and discriminations towards women. The narrator is suppressed in the wilderness, and during her journey, she is looking for her past. The novel shows that the fractured sense of self such as interpersonal relationship, self-image, and identity begins from childhood. More specifically, the novel attempts to search for the identity and survival of the self in a postmodern society. The main objective of this study is to identify the mental, psychological, and spiritual boundaries of self in this society. Moreover, the research takes a feminist approach to explore the ways the narrator utilizes to build and preserve the boundaries of self, which resulted in the self-realization at the end of the novel. These practices include turning in to the feelings and emotions, seeking support from others, considering the past and childhood life, and improving self-awareness and self-care. Moreover, we categorized and elaborated the boundaries of self in three separate categories: female subjectivity, fake identities and ideology, and landscape, nature, and cultural aspects. Atwood illustrates the subjugation of nature and women by the Western culture throughout a journey to the past and to the forgotten territories of the protagonist’s psyche paralleling them with the remote Canadian forest areas and taking advantage of narrative strategies that contribute to the psychoanalytical theme of the novel.
https://clls.sbu.ac.ir/article_101174_10e7ddcd8a3bd6cc03355caf6fb6ff32.pdf
2021-06-22
187
204
10.52547/clls.18.26.187
Self-realization
Margaret Atwood
Surfacing
Self
Gender identity
Interpellation
نجمه
قابلی
nghabeli@gmail.com
1
Payam-e- Noor University, Department of English Language and Literature, Kerman, Iran
LEAD_AUTHOR
Anita, A. (2015). Post colonialism in Margaret Atwood’s “Surfacing”: Disconnectedness from language, history and culture, International Journal of Multidisciplinary Research and Development, 2(2): 709-710
1
Atwood M. (2000). Surfacing, Viargo Press, London.
2
Atwood, M. (1972). Surfacing McClelland and Stewart.
3
Bailie, Lorie. On Julis Kristeva’s ‘Semiotic’. https://feministtheory2013.wordpress.com/2013/02/04/
4
5
Benson, C. (2003). The Unthinkable Boundaries of Self: The Role of Negative Emotional Boundaries in the Formation Maintenance and Transformation of Identities, The Self and Others: Positioning Individuals in Personal, Political and Social Contexts, eds Rom Harre´and F. Moghaddam, Praegger/Greewood, USA.
6
Berzenji, L. S. (2017). The Quest for Wholeness and Individuation in Atwood's novel Surfacing: A Psycho-Feminist Approach, International Journal of Humanities and Cultural Studies 4(2).
7
Bídet, J. (2015). The interpellation of the subject: beyond Althusser and Buter. Crisis & Critique 2(2): 63-85.
8
Brooke-Rose, C. (1985). Woman as a semiotic object. Poetics Today, 6(1/2), 9-20. doi:10.2307/1772118.
9
Campbell, J. P. (1978). The Woman as Hero in Margaret Atwood’s Surfacing. Contemporary Literary Criticism Select. Mosaic 11(3) p17-28. Rpt. in Contemporary Literary Criticism. Ed. Lawrence J. Trudeau. Vol. 371. Farmington Hills, MI: Gale. From Literature Resource Center.
10
Christ, C. P. (1976). Margaret Atwood: The Surfacing of Women's Spiritual Quest and Vision, The University of Chicago Press, 2(2): 316-330.
11
De Lauretis, T., (1998). The Technology of Gender, in Julie Rivkin & Michael Ryan,eds. Literary Theory: An Anthology, Oxford, Blackwell.
12
Denommé, E. (2016). Beyond Borders: Nature, Revelation, and Identity in Atwood’s Surfacing Western University.
13
Dudova, Irena. (2010) “You Wanted to Know Where You Wereand Who I Was”: Searching for Identity in Margaret Atwood’s Surfacing and Sharon Butala’s Wild Stone Heart: An Apprentice inthe Fields.
14
Fortuin, S. (2009). Re-constructing identity through language and vision in Margaret Atwood's Surfacing and Cat's Eye. University of Cape Town.
15
Gregory D. (1991). Sense of Place’ The Dictionary of Human Geography, eds R.J.
16
Johnston, D. Gregory and D.M. Smith . Oxford: Basil Blackwell.
17
Guatam, V. & Joytsna, S. (2012). Role of Nature in Self-Exploration in Margaret
18
Atwood’s Surfacing. International Journal of Scientific and Research Publications, 2(4), pp. 1-3.
19
Holt, J. (2010). The “ideal woman”, Soundings. CSU Stanislaus, CA.
20
Kapuscinski, K. (2008). Dame of Distress: Female Violence and Revised Socio-Cultural Discourses in the Fiction of Margaret Atwood, Doctor of Philosophy, Queen’s University Kingston, Ontario, Canada.
21
Kokotalio, P. (1983). Form in Atwood’s Surfacing: Toward a Synthesis of Critical Opinion. Studies in Canadian Literature, 8(2):28-37.
22
Kuhn, C. G. (2005). Self-fashioning in Margaret Atwood's Fiction: Dress, Culture, and Identity. Peter Lang. Retrieved form https://books.google.ca/books/about/Self_fashioning_in_Margaret_Atwood_s_Fic.html?id=7yu_YDnz_IgC&redir_esc=y
23
Lippa, R.. (2002). Gender, Nature, and Nurture. New Jersey: Lawrence Erlbaum Associates.
24
Malathy, S. (2017). Quest for Self-Identity in Margaret Atwood’s Surfacing, International Journal of Scientific and Research Publications,2 (4), pp. 66-69.
25
Messer, M., (2007). Writing the World: Ursula K. Le Guin and Margaret Atwood’s Literary Contributions to Ecofeminism", Master thesis, Western Kentucky University, USA.
26
Moss, Kate. (2011). Margaret Atwood’s Divided Self , MA thesis, University of Vermount.
27
Nilson, H. N. (1994). Four Feminist Novels by Atwood, Margaret, American Studies in Scandinavian, 26(2): 126-139.
28
Ozdemir, Erinc, (2003), Powe, Madness, and Gender Identity in Margaret Atwood’s surfacing, English Studies, V.84, Issue 1, pp. 57-79. https://www.tandfonline.com/doi/pdf/10.1076/enst.84.1.57.13562
29
Rabine, L. W. (1977). Julia kristéva: Semiotics and women. Pacific Coast Philology, 12, pp. 41-49.
30
Rezaei, A. (2010). Post-Modernism Features in English Literature” in International Journal on English Language and Literature, 2(1), pp. 16-20.
31
Sadehi, C.T. (2012). Beloved and Julia Kristeva’s the semiotic and the symbolic.
32
Theory and Practice in Language Studies, 2(7), 1491-1497.
33
Sánchez, M. V. (2015). Rites of Passage from a Gender Perspective in Surfacing by Margaret Atwood, universidad nacional de Cordoba, Argentina.
34
Sanei, Dianoush and Jalal Sokhanvar, (2021). Cultural-Environmental Discourse in Margaret Atwood’s The Handmaid’s Tale. Critical Language and Literary Studies V.14, issue 19. pp. 209-232.
35
Sankar, G. (2016). “A Comparative Study in Female Quest for Self-Identity in Margaret Atwood’s Surfacing and Sylvia Plath’s The Bell Jar”, www.Academia.edu.
36
Sethi, S. (2016). Self-realization through Nature: An alternative Narration in Margaret Atwood’s surfacing. International Journal of English Research, 2(4): 11-14.
37
Shafi, U. (2018). Elements of Nationalism in Surfacing, An International, Open Access, Peer Reviewed, Refereed, E- Journal in English, III(I):477-482.
38
Sharma, R. & Chaudhary, P., (2011). Common Themes and Techniques of Postmodern
39
Literature of Shakespeare, International Journal of Educational Planning & Administration. 1(2), pp. 189-198.
40
Staszak, J. F. (2008). Other/Otherness. In R. Kitchin & N. Thrift (Eds), International
41
Encyclopaedia of Human Geography. New York, NY: Elsevier.
42
Thakur, P. (2017). Atwood’s Surfacing: Exploring the Plight of Femininity in Canadian Society, International Journal of Engineering Technology, Management, and Applied Sciences, 5(3): 212-216.
43
Telligman, M. K. (2013), "Imagining Boundaries: (Post) Humanist Understandings and Ecological Ethics in the Fiction of Margaret Atwood". Graduate Student Theses, Dissertations, & Professional Papers. 543.
44
Worth, C. (1985) Mapping the boundaries: Margaret Atwood's surfacing, World Literature Written in English, 25(1): 145-151.
45
ORIGINAL_ARTICLE
Colored Subjectivities: Self, Mind, and Body in Sam Selvon’s The Lonely Londoners
This paper depicts the lived experience of the black characters in Sam Selvon’s The Lonely Londoners with regard to the concepts of self, mind, and body. Reading Selvon in the light of Fanonian concept of epidermalization and Freudian notion of melancholia, the current research argues that the black immigrants suffer from a traumatic state of mind, which results in self-contempt, psychic disintegration, and physical disorientation. This article especially focuses on the black characters’ fascination with the white world and its cultural values to argue that the otherness assigned to the black people by the whites throughout history is strongly felt in the novel in a way that none of the black characters is able to truly manifest his/her black spirit. In its conversation with the current body of research on the topic, this paper foregrounds the black characters’ sense of lost in the metropolitan life of London to eventually argue that Selvon’s characterization moves in opposition to his empowering narrative techniques and linguistic strategies.
https://clls.sbu.ac.ir/article_101014_93af810ecc910e085e43ee9839e85e48.pdf
2021-06-22
205
228
10.52547/clls.18.26.205
subjectivity
Self
Epidermalization
Melancholia
Sam Selvon
Lonely Londoners
Farzad
Kolahjooei
fkolahjooei@scu.ac.ir
1
Shahid Chamran University of Ahvaz
LEAD_AUTHOR
Bentley, Nick. “Black London: The Politics of Representation in Sam Selvon's The Lonely
1
Londoners.” Wasafiri, vol. 18, no. 39, 18 Jul 2008, pp. 41-45. Taylor & Francis
2
Online. DOI: 10.1080/02690050308589846. Accessed 15 Aug 2020.
3
---. “Form and Language in Sam Selvon’s The Lonely Londoners.” Ariel, vol. 36, no. 3-4, 1 Jul
4
2005, pp. 67-84. Accessed 12 Aug 2020.
5
Donnell, Alison. Twentieth-Century Caribbean Literature: Critical Moments in Anglophone
6
Literary History. New York: Routledge, 2006.
7
Dyer, Rebecca. “Immigration, Postwar London, and the Politics of Everyday Life in Sam
8
Selvon's Fiction.” Cultural Critique, no. 52, Fall 2002, pp. 108-144.
9
DOI: https://doi.org/10.1353/cul.2003.0006. Accessed 7 May 2020.
10
Fanon, Frantz. Black Skins, White Masks. Trans. Charles Lam Markmann. London: Pluto Press,
11
2008.
12
Freud, Sigmund. "Mourning and Melancholia." Trans. Morad Farhadpour. Arghnoon, no. 21,
13
Spring 2003, pp. 1-13. Accessed 20 Sep 2020.
14
---. The Standard Edition of the Complete Psychological Works of Sigmund Freud.
15
(Vol XIV) Trans. James Strachey. London: The Hogarth Press, 1962.
16
Hall, Donald E. Subjectivity. New York: Routledge, 2004.
17
Joseph, Margaret Paul. Caliban in Exile: The Outsider in Caribbean Fiction. Westport:
18
Greenwood Press, 1992.
19
Kalliney, Peter J. Commonwealth of Letters: British Literary Culture and the Emergence of
20
Postcolonial Aesthetics. New York: Oxford University Press, 2013.
21
Kelly, Kristine N. “Nomadic London: Reading Wandering in Sam Selvon’s The Lonely
22
Londoners and Ben Okri’s “Disparities.”” Ariel, vol. 50, no. 1, Jan 2019, pp.
23
63-90. Project Muse. DOI: https://doi.org/10.1353/ari.2019.0003. Accessed
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15 May 2020.
25
Mansfield, Nick. Subjectivity: Theories of the Self from Freud to Haraway. Sydney: Allen &
26
Unwin, 2000.
27
Marriott, David. “Inventions of Existence: Sylvia Wynter, Frantz Fanon, Sociogeny, and the
28
Damned.” CR: The New Centennial Review, vol. 11, no.3, 3 November 2011: pp.
29
45-89. DOI: 10.1353/ncr.2012.0020. Accessed 5 May 2020.
30
Page, Kezia. Transnational Negotiations in Caribbean Diasporic Literature: Remitting the Text.
31
New York: Routledge, 2011.
32
Roth, Priscilla. “Melancholia, Mourning, and the Countertransference.” On Freud’s “Mourning
33
and Melancholia”, edited by Leticia Glocer Fiorini, Thierry Bokanowski, and
34
Sergio Lewkowicz, London: International Psychoanalytical Association,
35
2007, pp. 37-55.
36
Salick, Roydon. The Novels of Samuels Selvon: A Critical Study. Westport, Conn.: Greenwood
37
Press, 2001.
38
Selvon, Sam. The Lonely Londoners. Essex: Pearson Educational Limited, 2003.
39
Usongo, Kenneth. “The Politics of Migration and Empire in Sam Selvon’s The Lonely
40
Londoners.” Journal of the African Literature Association, vol. 12, no. 2, 18
41
Dec 2018, pp.180-200. Taylor & Francis Online.
42
DOI:10.1080/21674736.2018.1515567. Accessed 5 Sep 2020.
43
ORIGINAL_ARTICLE
The Transition from Panoptical Discourse to Dromological Discourse
The decentered subjectivity which is studied by Paul Virilio is the result of modernity and humans' alienation from himself and the surrounding. The consequential detachment from the background human history by manifesting the unfolded and shattered human history, along with the humanistic spirit is studied. His revelation is studied here, through a discourse analysis in terms of two seemingly diverse, but essentially commingled and integrated discourse theories and subjectivity approaches including the dromological and panoptical discourses, based upon his theory of dromology and Foucault's theory of the panopticism, to investigate the relationship between identity formation and discourses, both of which are considered as the parts and parcels of modernism. Virilio argues the importance of technology in the life and destiny of human being as a cyborg and has challenged the power discourse through the combination of the two mentioned discourses, especially in international and war fields. The transition of panoptical discourse to dromological discourse is manifested in this study to emphasize on different elements at hand with speed acceleration to exert a supreme panoptical power over others.
https://clls.sbu.ac.ir/article_101161_5c1a1b0acc990b39ea0984c2b0d02d88.pdf
2021-06-22
229
246
10.52547/clls.18.26.229
Panoptical Discourse
Dromological Discourse
Cyborg
phenomenology
Aesthetics of disappearance
Ehsaneh
Eshaghi
ehsanee22@gmail.com
1
Tutor
LEAD_AUTHOR
Reza
Najafzadeh
najafzadeh.reza@gmail.com
2
International Relations Department- Economics and Politics Faculty- Shahid Beheshti University- Tehran- Iran
AUTHOR
Best, Steven and Douglas Kellner. The Postmodern Adventure, Science Technology, and Cultural Studies at the Third Millennium. New York: The Guilford Press, 2001.
1
Foucault, Michel. Discipline and Punishment, The Birth of the Prison. Trans. Alan Sheridan. 2nd. New York: Vintage Books, 1995.
2
—. The Order of Things: An Archeology of the Human Sciences. London: Tavistock, 1974.
3
Heidegger, Martin. "The Letter on Humanism." PathMarks. Trans. Frank A. Capuzzi. Cambridge: Cambridge University Press, 1998. 239-276.
4
—. "The Questions Concerning Technology." Technology Studies (1997): 3-35.
5
Heidegger, Martin. Being and Time. Trans. John Macquarrie and Edward Robinson. New York: Harper and Row Publishers, 1962.
6
Husserl, Edmund. Ideas Pertaining to a Pure Phenomenology and to a Phenomenological Philosophy. Trans. Frank Kersten. Boston: Academic Publishers, 1982.
7
Plato. Laws. Trans. Benjamin Jowett. C.Scribner's Sons, n.d.
8
Virilio, Paul, and Sylvere Lotringer. Pure War. Los Angeles: Semiotext(e), 2007 2.
9
—. Speed and Politics. Trans. Marc Polizzotti. California: Semiotexte, 2007.
10
—. The Vision Machine. (J. Rose, Trans.) Bloomington and Indianapolis: Indiana University Press. 1994.
11
—. The Aesthetics of Disappearance. Trans. Philip Beitchman. Paris: editions Balland, 2009.
12
ORIGINAL_ARTICLE
Noir Heterotopias and Spatial Discourse in Raymond Chandler’s The Big Sleep, Farewell, My Lovely and The Long Goodbye
Using paradoxical spatializations, Raymond Chandler challenges the conventional representation of the Southern California region. The coexistence of heterogeneous elements in Chandler’s novels depicts a particular kind of mid-twentieth-century noir genre. These literary spaces, under epistemological tensions, move toward heterotopic descriptions. Finally, this paper calls the literary other spaces produced by Chandler’s stories Noir Heterotopias, and concludes that Chandlerian descriptions seek to induce a sense of suspense in their spatializations.Acknowledging that heterotopia theory is consistent with Foucault’s method of analyzing the discourse, the examination of Chandler’s novels reveal that the heterotopic spaces are intertwined with the dark spaces of the noir fiction. Furthermore, in the stories, the paradoxes do not reach a climax, therefore, this study suggests that the resulting spaces to be called noir heterotopias. Finally, since the stories conclude with a sense of nonfulfillment, and their heterotopic tensions remain unsolved, it can be said that suspension is the key to the new social order that noir heterotopias seek in their descriptions of Southern California.
https://clls.sbu.ac.ir/article_101160_72db03616fc7a126db99bc5f62031baa.pdf
2021-06-22
247
266
10.52547/clls.18.26.247
Heterotopia
Noir Fiction
Raymond Chandler
Michel Foucault
Archaeology of Knowledge
Moein
Moradi
mo_moradi@sbu.ac.ir
1
Ph.D. Student of English Literature, Shahid Beheshti University
AUTHOR
Amir Ali
Nojoumian
a-nojoumian@sbu.ac.ir
2
Associate Professor of English Literature, Shahid Beheshti University (Corresponding Author)
LEAD_AUTHOR
Allen, Fiona. “Raymond Chandler: The Detections of Totality.” Parallax, vol. 23, no. 2, Mar. 2017, pp. 240–243., doi:10.1080/13534645.2017.1299294.
1
Baādi, Noz’hat. “Chandler’s Relationship with Hollywood Directors”. Film Negar. no.123 (2012). 137-144. [In Persian]
2
Chandler, Raymond. Farewell, My Lovely. Alfred A. Knopf, 1940.
3
Chandler, Raymond. The Long Goodbye. Translated by Fat’hollah Ja’fari Jowzani, Rowzaneh Kar. Tehran. 1999.
4
Chandler, Raymond. The Big Sleep. Translated by Ghaāssem Haāshemi Nezhad, Ketab-e Iran. Tehran. 2001.
5
Dehaene, Michiel, and Lieven de Cauter. Heterotopia and the City: Public Space in a Postcivil Society. Routledge, 2015.
6
Deleuze, Gilles. Foucault. Translated by Nikoo Sarkhosh, and Afshin Jahan Dideh, Nashr-e Ney. Tehran. 2015.
7
Dillon, Brian. “Raymond Chandler by Fredric Jameson review – how Philip Marlowe found his voice.” The Guardian, 3 Mar. 2017, https://www.theguardian.com/books/2017/mar/03/raymond-chandler-detections-of-totality-by-fredric-jameson-review
8
Foucault, Michel. The Archaeology of Knowledge. Translated by Nikoo Sarkhosh, and Afshin Jahan Dideh, Nashr-e Ney. Tehran. 2013.
9
“Genres.” Noir Fiction - WorldCat Genres, www.worldcat.org/genres/noir-fiction.html.
10
Horsley, Lee. “Hardboiled/Noir Fiction” in Seed, David, ed. A Companion to Twentieth-Century United States Fiction. Wiley-Blackwell, 2009.
11
Jameson, Fredric. Raymond Chandler: The Detections of Totality. Verso, 2016.
12
Kachooian, Hossein, and Zaāeri, Ghaāssem. “Understanding Foucault’s Genealogy of Culture in Ten Steps”. Raāhbord-e Farhang. no.7 (2009). 7-30. [In Persian]
13
Kerridge, Jake. “Raymond Chandler’s Novels under the Magnifying Glass.” The Telegraph, 19 Mar. 2009, www.telegraph.co.uk/culture/books/bookreviews/5017441/Raymond-Chandlers-novels-under-the-magnifying-glass.html.
14
McCann, Sean. “Raymond Chandler” in Seed, David, ed. A Companion to Twentieth-Century United States Fiction. Wiley-Blackwell, 2009.
15
Moradi, Golmorad, and Mohammadi Far, Nejaāt. “Foundations and Paradigms of Michel Foucault’s Methodology”. Faslnaāmeh Takhassosi-e Jaāme’eh Shenaāsi . (2010). 135-153. [In Persian]
16
Rabinow, Paul. The Foucault Reader. Vintage Books, 2010.
17
Roberts, Les. “Utopic Horizons: Cinematic Geographies of Travel and Migration.”, 2005, https://www.academia.edu/3715096/Utopic_Horizons_Cinematic_Geographies_of_Travel_and_Migration
18
Saālehi Zadeh, Abdolhadi. “An Introduction to Foucault’s Discourse Analysis: Qualitative Research Methods”. Maārefat-e Farhang-e Ejtemai. no.7 (2011). 113-141. [In Persian]
19
Sharifi, Behnam. “Characters and Characterization in Raymond Chandler’s Scripts”. Film Negar. no.123 (2012). 145-146. [In Persian]
20
Ulin, David L. “Raymond Chandler Captured the Heartbeat of Los Angeles. A New Collection Shows His Influence Still Resonates.” Los Angeles Times, 17 Dec. 1995, www.latimes.com/la-bk-raymond-chandler-1995-12-17-story.html
21
ORIGINAL_ARTICLE
The Effect of Digital Image Guide on EFL Learners’ Intercultural Communicative Competence
The purpose of this study is to determine the effect of digital image guide, a method of teaching in the field of visual literacy, on improving Iranian EFL learners’ intercultural communicative competence. This study employed quasi-experimental research design with pre-test/post-test control group. The participants were drawn from a pool of first semester students of Knowledge and Information Science major at Razi University of Kermanshah in the academic year 1399. The participants who were attending a mandatory general English course were selected via convenient sampling method. Twenty-two learners qualified to take part in the study, with 11 being assigned to the experimental group and 11 to the control group. The two groups were first pre-tested on their intercultural communicative competence, and then the experimental group received nine 30-minute training sessions which involved the use of digital image guide. The images used in this study were selected from Getty Images and Flickr sites The two groups were post-tested on their intercultural communicative competence at the end of the treatment period. The obtained data were statistically analyzed to determine the effect of the treatment, that is, the improvement in the learners’ intercultural communicative competence. Analysis of covariance showed a significant difference between experimental and control group concerning the mean scores on the pre- and post-test, meaning that using the digital images guide helped improve the learners’ intercultural communicative competence and its components.
https://clls.sbu.ac.ir/article_101157_aed8e0cb90731432ad508c7fdd399e89.pdf
2021-06-22
267
298
10.52547/clls.18.26.267
Digital Image Guide
Intercultural Communicative Competence
Visual literacy
Education
Learning a second language
Musa
Nushi
m_nushi@sbu.ac.ir
1
Shahid Beheshti University
LEAD_AUTHOR
Saleh
Rahimi
s.rahimi@razi.ac.ir
2
Department of Knowledge and Information Sciences, Razi University, Kermanshah, Iran
AUTHOR
Fatemeh
Rahimi
f.rahimi.ad.74@gmail.com
3
Department of Knowledge and Information Sciences, Razi University
AUTHOR
Ahmadi Safa, Mohammad. & Farahani, Mojtaba. "Iranian EFL teachers’ perspectives about prospect one’s intercultural competence development". Critical Studies in Texts & Programs of Human Sciences, Vol 15. No 36 (2015): 1-21.
1
Arasaratnam, Lily. & Doerfel, Marya. "Intercultural communication competence: Identifying key components from multicultural perspectives". International Journal of Intercultural Relations, Vol 29. No 2 (2005): 137–163.
2
Avgerinou, Maria. Ericson, John. "A review of the concept of visual literacy". British Journal of Educational Technology, Vol 28. No 4 (1997): 280-291.
3
Baker, Will. "The cultures of English as a lingua franca". TESOL Quarterly, Vol 43. No 4 (2009): 567–592.
4
Baleghizadeh, Sasan. & Aghazadeh, Solmaz. "Content analysis of an English language teaching grammar textbook from a cultural perspective and status of English as an international languag". Critical Language & Literary Studies, Vol 17. No 24 (2020):121-144.
5
Bell, Justine. "Visual literacy skills of students in college-level biology: Learning outcomes following digital or hand-drawing activities". Canadian Journal for the Scholarship of Teaching and Learning, Vol 5. No 1 (2014): 1–16.
6
Byram, Michael. "Intercultural citizenship from an internationalist perspective". Journal of the NUS Teaching Academy, Vol 1. No 1 (2011): 10-20.
7
Chao, Tzu-chia. "A diary study of university EFL learners' intercultural learning through foreign films". Language, Culture and Curriculum, Vol 26. No 3 (2013): 247-265.
8
Deardorff, Darla. "Identification and assessment of intercultural competence as a student outcome of internationalization". Journal of Studies in International Education, Vol 10. No 3 (2006): 241-266.
9
Eftekharnejad, Fatemeh. NilliAhamadAbadi, MohammadReza. Amirteymouri, MohammadHassan. & Oveisi, NarjesKhaton. "The impact of visual literacy training in analysis of instructional images". Quarterly Journal of Technology of Instruction and Learning, Vol 1. No 4 (2015): 89-103.
10
Emanuel, Richard. Baker, Kim. & Challons-Lipton, Siu. "Images every American should know: developing the Cultural Image Literacy Assessment-USA". Journal of Visual Literacy, Vol 35. No 4 (2017): 215-236.
11
Flynt, E. Sutton. & Brozo, William. "Visual literacy and the content classroom: a question of now, not when". The Reading Teacher, Vol 63. No 6 (2010): 526-528.
12
Hammer, Mitchell R. Bennett, Milton J. & Wiseman, Richard. "Measuring intercultural sensitivity: The intercultural development inventory". International Journal of Intercultural Relations, Vol 27. No 4 (2003): 421-443.
13
Helm, Francesca. "Language and culture in an online context: What can learner diaries tell us about intercultural competence?". Language and Intercultural Communication, Vol 9. No 2 (2009): 91–104.
14
Lindner, Rachel. & Méndez Garcia, María del Carmen. "The Autobiography of Intercultural Encounters through Visual Media: exploring images of others in telecollaboration". Language, Culture and Curriculum, Vol 27. No 3 (2014): 226-243.
15
Maghsoudi, Mojtaba. "Intercultural communicative competence in high school English textbooks of Iran and India: A comparative analysis". Iranian Journal of Comparative Education, Vol 4. No 3 (2020): 874-892.
16
Mirzaei, Azizullah. & Forouzandeh, Faranak. "Relationship between intercultural communicative competence and L2- learning motivation of Iranian EFL learners". Journal of Intercultural Communication Research, Vol 42. No 3 (2013): 300-318.
17
Moradi, Maryam. & Rahmani, Marzieh. "A Study of interactional relationship between language and culture using language relativism hypothesis". Critical Language & Literary Studies, Vol 12. No 16 (2016): 237-258.
18
Nault, Derrick. "Going global: Rethinking culture teaching in ELT contexts". Language, Culture and Curriculum, Vol 19. No 3 (2006): 314–328.
19
Pegrum, Mark. "Film, culture and identity: Critical intercultural literacies for the language classroom". Language and Intercultural Communication, Vol 8. No 2 (2008): 136–154.
20
Santas, Ari. & Eaker, Lisa. "The eyes know it? Training the eyes: A theory of visual literacy". Journal of Visual Literacy, Vol 28. No 2 (2016): 163-185.
21
Schwartz, Judith. "Visual literacy: academic libraries address 21st century challenges". Emerald subscription, Vol 46. No 4 (2018): 479-499.
22
Soodmand Afshar Hassan. Ranjbar, Nasser. Yousefi, Moslem. & Afshar, Nasrallah. "Evaluating and criticizing English and Persian textbooks on vision 1 in terms of its interdisciplinary and transcendental communication skills". Journal of Measuring and Educational Evaluation Studies, Vol 21. No 8 (2018): 107-139.
23
Stokes, Suzanne. "Visual literacy in teaching and learning: a literature perspective". Electronic Journal for the Integration of Technology in Education, Vol 1. No 1 (2001): 10-19.
24
Tafaroshi, Atousa. & Vasukolee. Ahmad. "On the role of culture in language teaching". Critical Studies in Texts & Programs of Human Sciences, Vol 12. No 24 (2013): 15-34.
25
Thompson, Dana Statton. "Teaching students to critically read digital images: a visual literacy approach using the DIG method". Journal of Visual Literacy, Vol 38. No 1-2 (2019): 110-119.
26
Widdowson, Henry. "The cultural and creative use of English as a Lingua Franca". Linguee Linguaggi, No 21 (2017): 275-281.
27
Williams, T. Lee. "Reading’ the painting: exploring visual literacy in the primary grades". The Reading Teacher, Vol 7. No 60 (2007): 636-642.
28
Yang, Gong. Xiang, Hu. & Chun, Lai. "Chinese as a second language teachers’ cognition in teaching intercultural communicative competence". System, No 78 (2018): 224-233.
29