درخت حوزه‌های تخصصی

The present paper is an attempt to study Randa Abdel-Fattah’s novel, Ten Things I Hate about Me (2006) from Judith Butler's performative perspective. The main question of the research is whether the diasporic subjectivity of the Muslim protagonist of the novel is innate, static, and finalized or rather performatively constructed. It is argued that Jamilah, as a diasporic Muslim woman, is not a being with an essentialized identity; rather she is a becoming whose identity is constructed in diaspora. It is contended that Jamilah is a discursive subject, hailed by the dominant Lebanese, Australian, and Islamic discourses. Butler's attestation of the infelicity of some performances leaves space for the resignification and reappropriation of the discourses, which attempt to interpellate the subject. The study seeks to demonstrate that Jamilah as the diasporic doer, who is constituted as a result of the performative linguistic, corporal, culinary, and artistic deeds, is not determined by any of the discourses she is immersed in, and thus becomes a hybridized liminal subject who negotiates the discourses of home and host cultures through evading the dualistic logic.

The present study, through considering Zone of Proximal Development (ZPD) theory and scaffolding strategy, investigates the use of scaffolding strategy in a language institute and explores the effectiveness of this method on EFL learners' reading achievement of short stories. The researchers adopted a quasi-experimental research design, and the sample of the study consisted of 60 EFL learners.  Including 30 students, the experimental group benefited an implementation of scaffolding strategy and related techniques. The control group (including 30 students) benefited from no implementation of scaffolding strategy and related techniques. An interactive communicative language method of teaching was used for the control group. Moreover, a related questionnaire was used to explore the EFL learners' attitude of the experimental group on the mentioned strategy.  The reading achievement was measured using a pre-test and a post-test for both the experimental and control groups. The obtained results were analyzed descriptively, the statistical manifestation of which is presented in figures. Items are elaborated separately through tables, and two independent sample t-tests were carried out for the revelation of the result.  The data were analyzed using t-test, eta square, and one-way analysis of variance (ANOVA). This study concluded that the employment of scaffolding teaching strategy had a significant impact on the improvement of Iranian EFL learners’ reading achievement of short stories and the students' attitude towards the mentioned strategy was completely positive. Also, the findings revealed that there was not a significant difference between the male and female students' performance.