Number 1 Volume 3

Open Access Article

1 - The acquisition of English modality by Iranian EFL learners
Mahnaz Bigdeloo Ramin Rahmany

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Open Access Article

2 - The Effect of Output Tasks on the Noticing and Learning English Passive Structure
Marjan Panbeyan

This study was an attempt to investigate whether output tasks, i.e., reconstruction and picturecuedwriting tasks, promote learners’ noticing of English passive structure compared to nonoutputtasks, i.e., reading comprehension and if so, which output task is more e More

This study was an attempt to investigate whether output tasks, i.e., reconstruction and picturecuedwriting tasks, promote learners’ noticing of English passive structure compared to nonoutputtasks, i.e., reading comprehension and if so, which output task is more effective inenhancing learners’ noticing. In addition, this study aimed to investigate whether output tasksfacilitate learning of English passive structure better than non-output tasks and if so, which one ismore effective. To this end, 45 pre-intermediate female students at Safir Language Academy inIran were divided into three groups: reconstruction, picture-cued writing, and control. The resultsindicated that noticing across the three groups was equally improved, with the output tasks notleading to greater noticing in comparison with the non-output task. According to the results, allthe three groups performed significantly better on post-production test but no improvement wasfound on post-recognition test. Manuscript profile

Open Access Article

3 - The relationship between input modification and listening comprehension among intermediate Iranian EFL learners
Zahra Yousefi

The purpose of this study was to identify Iranian EFL learner’s awareness degree of listening factors and strategies and the effect of input modification in improvement of listening comprehension. Since listening is a mental process and is not directly observable More

The purpose of this study was to identify Iranian EFL learner’s awareness degree of listening factors and strategies and the effect of input modification in improvement of listening comprehension. Since listening is a mental process and is not directly observable I had used qualitative method and sought to subjective data not objective one. Two groups of boys and girls in intermediate level had been selected and interviewed with open-ended questions concerning the difficulties which they encounter in listening comprehension and factors which they were aware of them. I had made a categorization from the obtained findings of interviews and suggested strategies to solve or at least reduce the problems. I had investigated the effect of input modification in two different listening texts; the results indicated that the use of input modification had a high positive relation with students’ level of listening comprehension. Manuscript profile

Open Access Article

4 - The Effect of Interaction on Lexical Acquisition
Maryam Jamali

This research showed that appropriate input and suitable contexts for interaction among students can lead to successful second language acquisition (SLA). This study based on Swain's (2005) notion of collaborative dialogue, aimed to study whether EFL learners participat More

This research showed that appropriate input and suitable contexts for interaction among students can lead to successful second language acquisition (SLA). This study based on Swain's (2005) notion of collaborative dialogue, aimed to study whether EFL learners participating in negotiation of meaning based tasks collaborate with each other and, if so, to investigate the role of this behavior in the acquisition of lexical meaning. This experimental study investigates the differential effects of three conditions: nonnegotiated premodified input, negotiation without "pushed output"(Swain, 1985), and negotiation plus pushed output on L2 learners' vocabulary comprehension and acquisition (receptive and productive) . The study reported here investigated the effect of emotional involvement as compared to cognitive involvement both applied to the pre-task phase of a reading- while- listening focused task on lexical acquisition as a result of engagement with the task. Emotional involvement was operationalized as a video clips shown before the main task which elicited positive affect. The findings imply pedagogical suggestions for task-based vocabulary teaching any development acquired through CMC might eventually be transferred to the oral mode. This study is twofold: the first experiment examines the potential for lexical acquisition by beginning- level learners in CMC as compared to face-to- face(FTF).Experimental 2 describes sessions between four beginning- level learners and the researcher in regards to their saved CMC chat files from Experimental 1. An analysis of their saved and stored "conversations" revealed that learners were able to identify errors, recognize reasons for instances of non-understanding that took place with their CMC partner,and spot , as well as correct problems in their interlanguage. Manuscript profile

Open Access Article

5 - Oral Corrective Feedback and L2 Vocabulary Development: Prompts and Recasts in the Teens ESL Classroom
Parisa Moghaddam

This research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized More

This research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized into three groups: prompts, recasts, and control. In the treatment stage, a four step vocabulary activity was provided to prompt, recast or no feedback group, respective. The findings appear to indicate that using prompts and recasts as two kinds of oral corrective feedback were of benefit to students in terms of their ability to detect and correct errors in their own speech when they are learning new vocabularies. However the prompts group was the only one that demonstrated significant increases of vocabulary development as they were operationalized for this study. Manuscript profile

Open Access Article

6 - Teaching approaches to Computer Assisted Language Learning
Poone Abbasi

Computers have been used for language teaching ever since the 1960's.Learning a second language is a challenging endeavor, and, for decades now, proponents of computer assisted language learning (CALL) have declared that help is on the horison. We investigate the suitab More

Computers have been used for language teaching ever since the 1960's.Learning a second language is a challenging endeavor, and, for decades now, proponents of computer assisted language learning (CALL) have declared that help is on the horison. We investigate the suitability of deploying speech technology in computer based systems that can be used to teach foreign language skills. In this case, we make a case for using speech processing technology in CALL. Whether or not Computer Assisted Language teaching offers wide range of accessories to ESL teachers to exploit language teaching. In order to appreciate the potential benefit of using speech technology in CALL, a basic understanding of both the core technology and its limitations-what it can and cannot do-is therefore essential. In this paper listening and computer, financial barriers and CALL and motivation will be covered. The first thing that a student needs to develop to be able to communicate in a foreign language is his listening comprehension skill. Manuscript profile

Open Access Article

7 - The role of negotiation and TA in Iranians’ second language acquisition
Javad Sarvi

In this study, it is attempted to survey some intervening factors leading L2 Iranian learners’ not to be successful as well, and then seeks some of the features that might be applicable to open new windows into L2 learners in Iran. Also it concerns some aspects of More

In this study, it is attempted to survey some intervening factors leading L2 Iranian learners’ not to be successful as well, and then seeks some of the features that might be applicable to open new windows into L2 learners in Iran. Also it concerns some aspects of language learning, which have received poor attention from both pedagogical and non-pedagogical areas. This article examined some sociolinguistics and communicative aspects of ELS. Two groups were studied in Moallem institution (Tehran) in this survey; both groups included over 20 students between ages 13 to 25. E-group had been studying English for 6 months, C-group had been studying their L2 for over than 3 years; there was an effort to consider and apply some factors according to communication, which have got poor attention till now. E-group was exposed to negotiation of meaning and also TA (transactional analysis) was applied in the way the teacher behaved the students. At last an equal exam was taken from both groups. The result showed that students of E-group could talk more voluntary and Manuscript profile

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