The Impact of Explicit vs. Implicit Instruction on Pronunciation Intelligibility among Iranian EFL Learners

Bemani Naeini, Ma&rsquo;ssoumeh; Adni, Zahra

Manuscript ID : 546173 Visit : 56 Page: 103 - 123

Article Type: Original Research

The Impact of Explicit vs. Implicit Instruction on Pronunciation Intelligibility among Iranian EFL Learners

Subject Areas : Journal of Studies in Learning and Teaching English

Ma’ssoumeh Bemani Naeini ¹ (Department of English Language Mashhad Branch, Islamic Azad University Mashhad, Iran)
Zahra Adni ² (Department of English Language Mashhad Branch, Islamic Azad University Mashhad, Iran)

Received: 2017-07-19 Accepted : 2019-02-19 Published : 2017-11-01

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References:

Iranian EFL Teachers’ Perceptions of Professional Development, Creativity and Reflectivity
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The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
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The Effect of Using Advance Organizers on Improving Collocational Knowledge of Iranian EFL Learners in MALL-Oriented Classrooms
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The Relationship among Autonomy, Self-confidence and Written Performance between Iranian Male and Female EFL Learners
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Iranian EFL Teachers’ Productive and Receptive Metalinguistic Knowledge as a Function of Their Academic Major
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The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
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The Impact of Explicit vs. Implicit Instruction on Pronunciation Intelligibility among Iranian EFL Learners