This paper explored the effect of instruction on the intercultural communicative competence (ICC) level of Iranian language teachers in four dimensions: skills, attitude, knowledge, and awareness. One hundred language teachers were chosen through convenience sampling and divided into two groups of experienced and novice teachers based on their teaching experience. All participants were chosen from state schools in Golestan province and they all taught English at English institutes and high schools. Oxford Placement Test (OPT) and ICC questionnaire were used to find the language proficiency level and ICC level of language teachers respectively. ICC questionnaire was carried out before and after instruction to determine the effect of instruction on ICC. The instruction lasted for 20 hours across ten sessions. The results of the study disclosed that the teachers' level of language proficiency was upper-intermediate. Also, it was revealed that instruction was effective as the ICC level of the teachers was below average before instruction and was improved after instruction. Therefore, the results of this study showed that instruction had an eye-catching effect on improving four dimensions of intercultural communicative competence of language teachers. تفاصيل المقالة

This paper aims at discovering and investigating the effect of l1 translation, l1 gloss andcontext on vocabulary learning on EFL Iranian learners. A total number of 120 EFL students inprivate English institutes in Sari participated in the present study. They were divided into twoproficiency groups and three learning conditions. In order to make a list of words unknown to thelearners the participants were given a list of 40 English words extracted from the passage andthey were asked to write their equivalents in l1. As a result of this examination 20 target wordswere selected to be worked on. The treatment session happened a week after the pretest.According to the results, there is relationship between effectiveness of method and proficiencylevel of the learners. Based on statistical calculations and our findings, contextual methods ofvocabulary learning is best appropriate for high proficiency learners and translation methods bestsuited low proficiency group. تفاصيل المقالة