This study investigated the effects of recast and explicit corrective feedback on Iranian IELTS test-takers anxiety in speaking across different levels of proficiency. Ninety male and female learners, aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were divided into upper-intermediate and advanced levels. Then, they were randomly assigned to control and experimental groups (recast and explicit correction). There were 10 treatment sessions for each group. In the recast group, the students’ mistakes were corrected using reformulation. In the explicit correction group, mistakes were not tolerated, and they were corrected on the spot. In order to measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before the treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The results showed that there was no statistically significant difference between the control and explicit corrective group and the control and recast groups at the upper-intermediate level. However, there was a statistically significant difference between the control and recast groups and the control and explicit group at the advanced levels. Manuscript profile

In recent years, the personal characteristics and attitudes of teachers have attracted the attention of various scholars. The teacher’s immunity level is one of the newly proposed concepts in this area. The present study aimed at exploring the difference between the immunity level of the Iranian EFL teachers at language centers and public schools. In order to achieve this objective, one hundred EFL teachers teaching in public schools (N = 50) and language centers (N = 50), in Isfahan, were selected through convenience sampling to participate in this study. Then, the Teachers’ Immunity Level questionnaire was administered to them, and they were interviewed as well. The obtained results revealed that teachers working in public schools have higher levels of immunity compared to the ones working in language centers. This finding can have some implications for the decision-makers in the Iranian Ministry of Education to provide adequate amenities to improve teachers’ immunity in language centers. Manuscript profile

This study examined the impact of input flooding and visual input enhancement on the learning of English collocations. The research used instructional materials based on a corpus and followed a nonequivalent quasi-experimental design. A pretest, posttest, and delayed posttest procedure was used to gather the necessary data. Seventy-five EFL students at an upper-intermediate level functioned as the participants of the study. They were divided into three groups: two experimental groups (E1 and E2) and one control group. Each group consisted of 25 students. The teaching materials included fifty collocations. The experimental groups were given input-based tasks. As part of their task, they had to search for collocations in the concordance lines. Only the textbook was used by the participants in the control group for learning collocations. Mixed-ANOVA, One-way ANOVA, and various post hoc Tukey tests were employed to analyze the gathered data. The study revealed that the simultaneous implementation of input enhancement and input flooding had a positive impact on the acquisition of English collocations. In addition, the results suggested that the understanding of collocations remained intact among all the experimental groups. This led the researcher to conclude that using input and corpus-based tasks were effective strategies for students to understand collocations. These findings could have important implications for ESP/EFL instructors. By using input-focused instructions, second-language educators can use creative techniques to improve their students' understanding of collocations. Manuscript profile

این مقاله به منظور معرفی یکی از نوآوری‌های علم زبان‌شناسی طی دو دهه اخیر و کاربرد فن‌آوری‌های نوین در سبک‌شناسی ادبی که آن را سبک‌شناسی پیکره‌ای نامیده‌اند نوشته شده است‌‌. زبان‌شناسی پیکره‌ای خود ماحصل رشد و پیشرفت شاخه زبان‌شناسی نقش‌گرای هلیدی از اواسط دهه 1970 میلادی از یک‌سو و توسعه فن‌آوری‌های رایانه‌ای و ارتباطات دیجیتالی در دو دهه پایانی قرن بیستم از دیگر سوی بوده است‌‌. بدین ترتیب در قسمت اول مقاله به بنیادهای نظری زبان‌شناسی پیکره‌ای‌‌، روش‌ها و ابزار‌‌های موردنیاز در بکار بستن پیکره‌ها و ارائه چند نمونه عملی از تحلیل‌‌های پیکره بنیاد در پژوهش‌‌های زبان‌شناسی پرداخته شده است‌‌. مقاله ضمن معرفی یکی دیگر از کاربردهای پیکره‌‌های زبانی در مطالعات ادبی و خصوصاً سبک‌شناسی ادبی به تاریخچه شکل‌گیری و پدیدار آمدن سبک‌شناسی پیکره‌ای‌‌ که طی یک دهه گذشته یعنی از 2010 میلادی به بعد پا به عرصه وجود گذاشته است ادامه می‌یابد و با ارائه چند نمونه از مطالعات سبک‌شناسی ادبیات داستانی زبان انگلیسی و توصیه‌‌های عملی به علاقه‌مندان این‌گونه پژوهش‌‌های پیکره بنیاد خاتمه می‌یابد‌.

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