فهرست مطالب mohammadnabi karimi

With the aim of identifying the grounds for the formation of the spatial behavior of the Khalkhal Kurds in relation to the surrounding majority group and the resulting policing, social and security consequences, the present study seeks to design a desirable model for managing the spatial behavior of ethnic minority groups in relation to the surrounding majority.

In order to design the mentioned model, the qualitative research method with exploratory approach was used. For this purpose, 27 experts and relevant experts were selected with two targeted and snowball strategies and were interviewed in depth until the convergence of the answers was reached. Data analysis was done using qualitative content analysis method. The conceptualization of the findings is also the result of open, central and selective coding in the software platform (MAXQDA).

The findings of the research indicate that the non-recognition of the Kurdish minority by the majority group, pride and ethnic and linguistic superiority, ethnic inequality and discrimination between the minority and the majority, humiliation and insult to the minority and unimportance and not valuing the patriotism of the minority by The majority group is one of the most important factors of dissatisfaction in this research.

The results show that as a result of the three factors of "deprivation", "discrimination" and "humiliation", the Kurds of Khalkhal have adopted a different behavioral pattern from the surrounding majority group, and if not properly managed, it can have serious challenges.

Motivated by the growing significance of research on language teacher emotion regulation, the present study investigated the contributions of an online asynchronous teacher education initiative to L2 teachers’ emotion regulation. Drawing on Gross’ (1998, 2015) model of emotion regulation, the data gathered from interviews with four teachers before and after the course, their reflective narratives, online discussions, and class observations were qualitatively analyzed. The analyses pointed to the microgenetic development of teachers in terms of the incremental learning and application of the course content (i.e., emotion regulation) to their instructional practice. In other words, the participants incrementally drew on the learned strategies to up/down-regulate their emotions as English teachers. Additionally, the participant teachers tended to articulate their thoughts via reflective narratives by adopting the professional discourse, further implying the participant teachers’ access to their cognitions.

The area of Individual Differences (IDs) and their interactions with instructional conditions have recently been a point of interest in second language acquisition. However, the effect of such interaction on aural implicit grammar knowledge has not been researched exhaustively. This study thus examined the interactive effects of aptitude and treatment conditions on implicit grammar knowledge as elicited aurally. Grammar knowledge was operationalized as the ability to comprehend past/present simple passive verbs. To this end, 120 EFL learners were randomly assigned to four groups: three teacher-generated experimental (Isolated Form-Focused Instruction, henceforth FFI, Integrated FFI, and Incidental) conditions, each lasting for six treatment sessions, and a control group receiving the same content with no instruction. Initially, learners took a pre-test and cognitive tests (LLAMA-D, LLAMA-F, and LSPAN). They then received the treatments, and three days after the treatments, they took an Aural Timed Grammaticality Judgment Test as a measure of implicit grammar knowledge. Results of a general linear model revealed a significant effect for treatment. Additionally, LSPAN was found to mediate the effectiveness of instruction, with the highest effect on implicit grammar knowledge under the Isolated FFI condition. Post-hoc analyses also demonstrated that instruction made a significant difference compared with no instruction, though, in comparison with other conditions, Integrated FFI proved to be more effective. Results provide EFL teachers and curriculum developers with awareness concerning the interaction between instruction and cognitive differences. For improving the effectiveness of instruction and acquiring implicit knowledge, cognitive tasks, especially those boosting working memory, are suggested.

Today, under the influence of many internal and external factors, the ethnic minority groups tend to adopt different behavioral patterns from the central ethnic group and even the peripheral majority group and show new spatial and political behaviors. This research aims to outline the spatial behavior of the Khalkhal Kurds towards the surrounding majority group. More specifically, the study seeks to investigate the most prominent role of the Kurds in the policing history of the Khalkhal region and tries to find out the variables likely to have had a role in this process. The study is descriptive-analytic in nature. The data have been gathered through library documents and reliable historical sources as well as interviews. The research population includes the Kurdish-speaking settlements in Khalkhal. The findings show that the most prominent spatial behavior of the Kurds can be attributed to the fact that they gained power during the Qajar period. It could also be ascribed to the interaction and confrontations with the central government and the twenty-year rule over the region. This issue has been exploited by foreign colonial powers, especially Tsarist Russia, to prevent the unity of the people in the region. The results show that if the demands of ethnic minorities are not met, Khalkhal Kurds, under likely influence of numerous internal and external factors, are prone to serious social, political and, consequently, security challenges for the region and even the country.

The present study examined the content and construct validity, and internal consistency of the Academic Emotion Regulation Questionnaire (AERQ) in the Iranian English as a Foreign Language (EFL) context. The original scale was translated and back-translated between English and Persian. The content validity ratio (CVR), and content validity index (CVI) were then measured by a panel of 14 expert judges. The internal consistency coefficients of the scale were estimated by piloting it with 60 Iranian EFL learners. The results of the Cronbach’s alpha showed a satisfactory level of reliability. The AERQ was then administered to 346 English language learners (Mage = 19.34, SDage = 4.951). To explore the factorial structure of the 37 items of the questionnaire, an Exploratory Factor Analysis (EFA) was conducted. In addition, Confirmatory Factor Analysis (CFA) was run to examine the convergent and discriminant validity of the AERQ’s measurement model. The results obtained from the modified measurement model showed an adequate fit of the data. In the modified version, two items (i.e., one item from suppression, and one from redirection of attention) were omitted due to low standardized loadings (< .50). The model fit indices also provided a reasonable model fit for the structural model. The internal consistency coefficients for the constructs were higher than the minimum value (α = .70). Implications and limitations of the study are discussed.

Extensive research has been done to investigate the correlation between L2 teachers’ beliefs and their actual practices. The evidence shows that there is not necessarily a relationship between teachers’ actual classroom practices and their beliefs. Given this background, the current study examined the correspondence and non-correspondence between EFL teachers’ cognitive and behavioral manifestations of pedagogical beliefs and effects of teacher passion on the relationship between these two manifestations. The initial participants of the study were 72 male and female EFL teachers teaching at a language institution. From this initial pool of participants, four groups of thirteen teachers were selected to examine the alignment and non-alignment of their pedagogical beliefs and practices. Two groups included teachers who possessed high levels of teacher harmonious and obsessive passion, whereas the other two groups included teachers with low levels of teacher harmonious and obsessive passion. Two instructional sessions per teacher were observed. Comparisons between the four groups of teachers showed that although participants in each group valued pedagogical beliefs relatively equally, only the teachers with high levels of harmonious and obsessive passion showed strong evidence of correspondence in their actual classroom practices. Based on the findings, it can be concluded that teacher passion can play an important role in the correlation between EFL teachers’ self-reported pedagogical beliefs and their actual practices.

The present study investigated the role of semantic priming in the processing of ambiguous sentences containing Relative Clauses (RCs) preceded by a complex Noun Phrase (NP) by Persian native speakers. To this end, in a self-paced reading task using E-prime software, 63 Persian native speakers read sentences containing ambiguous RCs in their L1 Persian. The type of semantic relationship in this study was between the RC and one of the NPs within the complex NP to find out whether priming one of the NPs through this semantic manipulation would affect Persian native speakers’ attachment preferences. The results of the off-line post interpretive (RC attachment preferences) and on-line data (reading times) revealed that semantic priming affects participants’ attachment preferences which suggest that their parsing preferences are not guided purely by syntactic information. The findings are in line with constraint-based models of sentence parsing, which assume that during parsing, multiple sources of information interact and each of them constrains the interpretation in a particular way. The results also support the predictions of the Spreading Activation Model and Lexical Priming Theory.

L2 Teachers' Pedagogical Knowledge Base (PKB) has a prominent place in teacher cognition research. A gap that has not yet been clarified in this strand of research concerns variations in relation to individual difference variables despite indications that PKB is likely to differ as a function of individual differences. To contribute to the body of knowledge, the study investigated how teachers' PKB—conceptualized as the frequency and dominance of pedagogical thought units/categories—vary as a function of teachers’ passion. After administering the passion scale to a larger pool of teachers (N = 72), eight English as a Foreign Language (EFL) teachers were purposefully selected as the target participants. Based on their performance on the passion scale, four teachers had high levels of harmonious passion, whereas the other four demonstrated high levels of obsessive passion. According to Greenberger (2016), passion orientation refers to the predominant form of passion that is present for teaching by modality at the time of instruction. The gender composition of the two groups was identical: each group consisted of two male and two female teachers. Furthermore, the two groups were kept as homogeneous as possible in terms of the academic degrees (three M.A. and one B.A. degree). Both groups had almost the same teaching experience (H-HP group: M = 8.50, SD = 2.64, and H-OP group: M = 8.00, SD = 2.16).Initially, each teacher's 90-minute classroom teaching was videotaped, resulting in 720 minutes of recorded data from the study. At the end of class, a meeting was scheduled between the teacher and one of the researchers performing the interview. While conducting the stimulated recall interview, the researcher initially showed the video in the teacher's presence and paused it after each instructional move to allow the teacher to express the thought(s) that led to that particular move. To code and segment the verbalizations into PTUs, the researcher had first to transcribe them. These PTUs were then classified into a general category of thought categories known as PTCs. Furthermore, following Akbari and Dadvand (2011), the aim of the verbal protocols and the related method was discussed with teachers to reduce the likelihood of teachers' unwarranted interpretations into their pedagogic behaviors.The results revealed that, HP teachers produced more PTUs (an average of 3.14 per minute) than OP teachers (with an average of 2.75 thoughts per minute), as evidenced by the results. Self-reflection, Affective, Decisions, and Planning Acts were the essential thought categories that differed significantly across HP and OP teachers. The dominant thought categories for harmonious passion teachers were Language Management, Progress Review, Procedure Check, Affective, Problem Check, Self-Reflection, Beliefs, Knowledge of Students, Comprehensibility, and Decisions. However, the most frequent pedagogical thought categories for OP teachers were Language Management, Procedure Check, Progress Review, Problem Check, Comprehensibility, Beliefs, Knowledge of Students, Self-Reflection, Affective, and Planning Acts.In education, passion for teaching is an important notion to examine (Carbonneau et al., 2008). Hargreaves (1997), highlighting the connection between learning and education, contends that all pedagogical approaches would fail without classroom passion. Teachers who are passionate about their work are cognizant of the impact that passion has on student performance. The impact of passion for learning and teaching is undeniable, which is why passionate teachers are always on the lookout for methods to improve student accomplishment. Teachers who are passionate about their work are driven to participate more in teaching, and if their passion is harmonious, they experience job satisfaction, good affect, self-efficacy, strong desire, and a high level of propensity to utilize of a range of teaching techniques (Moe, 2016). Passionate teachers exert a significant influence in the classroom. Students gain from the motivating, enthusiastic, and caring instructors (Montalvo et al., 2007). The need for passionate teachers who are devoted to their job stays critical and relevant in today's demanding public education sector. Thus, administrators and teacher educators must prioritize retaining passionate teachers in the classroom (Phelps & Benson, 2012). HP might be considered the elements to help instructors avoid stress. Indeed, passion, specifically HP, is a job-related emotional reaction that influences work commitment instead of avoidant responses, negative thinking, adverse effect, and resignation associated with OP.Based on the research conducted in this area, improvements in HP for teaching predicted increases in job satisfaction and reductions in burnout symptoms over time, but changes in OP had no effect on these outcomes. Additionally, rises in HP and OP indicated an increase in teacher-perceived adaptive as evaluated over time.Therefore, it can be suggested that improving teacher passion contributes to teacher career development since this component will significantly contribute to implementing teachers' beliefs in their classroom practices. Consequently, it is recommended that teacher professional development initiatives focus on fostering teachers' passion. Generally, this research reveals that L2-teacher passion is an individual difference worth considering in language teacher education.Moreover, teacher preparation programs should place a greater emphasis on passion for the profession. Teacher educators should focus on passion by implementing this subject into an institution's structure and aid candidates in forming a commitment to the profession based on actual preparation experiences. According to the study's results, professional education courses focusing on L2 teachers' PKB are needed.Thus, new insights seem to have arisen about the recruitment of teachers by institutions in the field. Passion can be considered critical components of the teacher recruitment models and policies. Language teacher educators and policymakers can employ the insights obtained from this study to make language teachers aware and pave the way for them to enjoy teaching English and be passionate in their lifelong journey of learning.In the light of the findings of this study, there are some directions for future research. First, the focus of the current study was kept on the EFL teachers of language institutes. The reality that the current study results coincide with and simultaneously vary from those of previous studies indicates that further research in this area is necessary. Future studies should video-record a higher number of instructional sessions per teacher. Second, collecting more data over a more extended period will surely yield a more reliable interpretation and classification of instructors' pedagogical thoughts and any possible differences due to contextual/personal factors.Last but not least, the coming future inquiries can potentially replicate the design of the present study and try to reconsider the limitations.

Teacher professional development rests on the provision of knowledge, development of skills, and change of attitudes of teacher candidates and in-service teachers. Teachers’ professional knowledge, perceptions and teaching practice contribute greatly to student learning. This study sets out to investigate the relationships and inter-relationships among professional knowledge, academic self-concept and self-reported instructional practice which was found as a research gap in the literature. Using a sample of 92 pre-service TEFL teachers in Iran, a significant positive correlation was found between professional knowledge and academic self-concept. The findings also revealed that different domains of professional knowledge are not related to each other for TEFL. Finally, the obtained results indicated that academic self-concept affected instructional practice in total and at the level of sub-dimensions while professional knowledge had an effect on the two dimensions of instructional practice, namely cognitive activation and student learning support but not on the dimension of classroom management.

The present study explored the effect of semantic priming in the resolution of ambiguous sentences containing Relative Clauses (RCs) preceded by a complex Noun Phrase (NP) by L1-Persian learners of L2 English. The type of semantic relationship examined was the one between the RC and one of the NPs in the complex NP to find out whether semantic manipulation through priming one of the NPs to the RC can affect L2 learners’ attachment preference. The participants were 60 L1-Persian learners of L2 English with different proficiency levels. In a self-paced Paraphrase Decision Task using E-prime software, their reading times and attachment preferences while reading ambiguous sentences were examined. The low-proficiency participants’ off-line (RC attachment preferences) and on-line data (reading times) were compared with off-line and on-line data obtained from high-proficiency participants. The results revealed that in both groups, semantic priming affected participants’ attachment preferences. These findings are consistent with Constraint-based Models of sentence processing, which assume that several sources of information, including semantics, are used in sentence processing. The results also support predictions of the Spreading Activation Model. There were also significant differences between the two groups, low-proficiency participants fully transferred their L1 (Persian) processing strategies to their L2 (English). However, high-proficiency participants processed sentences similarly to native English speakers even though there were still traces of their L1 parsing preferences which is consistent with Shallow Structure Hypothesis.

Knowledge representation, defined as the way individuals structure their knowledge and cognitive processing of events and the associated sense-making processes, is believed to influence teachers’ reasoning/thinking skills. While extensively researched in mainstream teacher education, this line of inquiry is essentially lacking in the L2 teacher education literature. To fill some of the void, the present study explored 36 – 18 novice and 18 experienced – EFL teachers’ representations of classroom management events. The teachers were presented with 8 fragments involving management problems in a novice teacher’s performance and were asked to provide their representations of the scenes. To explore likely differences between the two groups’ representations, the Mann-Whitney U test was used. Data analyses indicated that experienced teachers provided a significantly higher number of representations across majority of the categories of the coding scheme, except for disciplinary issues which were of prime concern to novice teachers. The implications of the study for pre-service and in-service teacher education are discussed.

Teacher quality and teaching effectiveness as consequences of teacher professional development hinge on teachers’ professional knowledge, professional beliefs and skills which affect instructional practice of teachers and student learning. The present study sets out to probe the relationship between academic self-concept and self-reported instructional practice among pre-service TEFL teachers in X. Developed and validated through the Rasch model, two questionnaires were utilized in this study. The results indicated that there is a significant positive relationship between academic self-concept and instructional practice at the general and more differentiated levels. Furthermore, academic self-concept was found to affect teacher candidates’ teaching practices. The obtained findings highlighted the significance of academic self-concept and its inclusion in teacher preparation programs.

This study aimed to investigate the effect of metaphoric mapping instruction (MMI) on learning figurative language (FL) by left and right-brain dominant learners. Ninety female intermediate EFL learners participated in the study. Thirty served as the control group and received no MMI. The other 60 learners were given the Brain Dominance Questionnaire (Davis, 1994). Based on the results, they were divided into left-brain dominant and right-brain dominant groups who. After administering a pre-test to the participants, the treatment unfolded for the experimental groups in line with Kövecses (2001, cited in Chen, 2016) to provide learners with MMI. The treatment lasted for ten sessions and after the termination of the treatment, the participants were post-tested on FL ability. The results of the Analyses of Variance indicated that MMI was significantly effective in promoting FL ability. Moreover, there was a significant difference between the effect of MMI on left-brain and right-brain dominant learners with the right-brain dominant learners outperforming the left-brain dominant ones.

This study aimed to investigate the possible relationships among teachers' metacognitive awareness, their motivation to teach, students' perceptions of teacher credibility and students' affective learning, and motivation to study. Three hundred sixty-five English as a Foreign Language (EFL) students and seventy-four EFL teachers participated in the study. Three questionnaires were administered to students and two questionnaires were administered to teachers. The collected data were subjected to Structural Equation Modeling (SEM) to test the significance of the hypothesized paths among variables. The results indicated significant positive paths from teacher metacognitive awareness to teacher credibility and teacher motivation, also from teacher credibility to teacher motivation and students' affective learning, and from teacher motivation and students' affective learning to student motivation. The findings also indicated that teacher motivation could significantly affect students' affective learning. Furthermore, the results revealed that teacher credibility promotes student motivation through full mediation of students' affective learning and the indirect intervention of teacher motivation. Moreover, the path leading from teacher metacognitive awareness to students' affective learning was justified through the indirect effects of teacher motivation and credibility. Implications for teachers and teacher educators are also presented.

Collocations play a crucial role in the efficiency of speaking in a second or foreign language. However, learning non-congruent collocations has always presented itself as a difficulty to foreign language learners. Against this background, the present study aimed to investigate the effect of two types of dynamic assessment – cumulative dynamic assessment and concurrent group dynamic assessment – on learning non-congruent English collocations by L1-Persian learners of L2 English. The participants were given the Preliminary English Test (PET) based on the results of which 73 homogeneous learners were selected who were then assigned to two experimental conditions. Prior to the experiments, the participants in both groups were given a non-congruent collocations test designed by the researchers. Afterwards, learners in one of the groups received cumulative group dynamic assessment for the targeted collocations while participants in the second group received concurrent group dynamic assessment. At the end of the treatment, both groups were given a collocations post-test. The results of the statistical analyses indicated that both cumulative and concurrent group dynamic assessment were effective in learning non-congruent collocations. However, there was not any statistically significant difference between the effects of the two types of assessment on learning non-congruent collocations by the EFL learners.

Teacher supervision has been one of the most researched, though debated, topics in education over the past several decades (Baily, 2009). Conducting a high quality supervision can be of substantial assistance in improving teachers’ instructional performance. This study was conducted to investigate the comparative effects of using three supervision techniques of data gathering including field note, audio-taping and video-taping on instructional performances of teachers and investigate the engaged parties’ (teachers’ and supervisors’) attitudes towards utilizing them in language teacher supervision. To this end, 12 novice teachers with less than one year of teaching experience and two experienced supervisors with 12 years of teaching and supervising experience participated in the study. The teachers were divided into three groups each supervised through one of the aforementioned techniques. The results revealed that video-taping technique of teacher supervision has the most significant effects on teachers’ instructional performance. Besides, teachers and supervisors have positive attitudes towards applying this technique for the data-gathering phase of supervision.

The competitive academic atmosphere of the higher education worldwide along with the current trend in producing research-oriented knowledge by universities has made research publication the first priority for doctoral students. In this study, we addressed the conceptions of purpose, process, and product of publishing research articles among Iranian doctoral students of applied linguistics. To this end, thirty students were interviewed and the data were analyzed using the grounded theory approach. The findings demonstrated that doctoral students publish papers to prepare a competition-winning resume, significantly contribute to the ELT community, turn into life-long learners and problem-solvers, and fulfill their course requirements. Furthermore, with regard to the research publication process, they highlighted the role of mixed-methods in spotting real problems in context and getting their papers published in prestigious journals. Additionally, the students believed that publishing in international journals grants them the opportunity to gain international recognition, attract an international audience, receive expert quality feedback from professional reviewers, publish in journals specific in focus and scope, and avoid publishing in cheap predatory journals. Finally, the findings suggest that the doctoral students need more systematic coaching to successfully conduct and publish their research

This study examines the potential connections among learners’ willingness to communicate (WTC) in English, their perceptions of autonomy-supportive teaching and two individual difference variables, i.e. motivation and English speaking self-efficacy. Two hundred and five Iranian EFL learners responded to four questionnaires. The data obtained from the collected instruments were subjected to structural equation modeling (SEM). The findings revealed significant positive paths from autonomy-supportive teaching to motivation, WTC in English, and English speaking self-efficacy. Further significant paths were found leading from motivation to WTC and from English speaking self-efficacy to motivation. The findings also indicated that autonomy-supportive teaching style and English speaking self-efficacy could indirectly affect learners’ WTC through the mediation of motivation. Furthermore, autonomy-supportive teaching was found to indirectly predict learners’ motivation through the mediating role of self-efficacy. The implications of the study for teachers and teacher educators are discussed.

Accountability concerns in language education call for the development of more valid and authentic measures of assessment. In light of these concerns, performance assessment has received increasing interest in the context of teacher education programs and teacher licensing over the last decade. In Iran, a recent policy adopted by Farhangian University aims at assessing the professional competencies of its ELT graduates by requiring them to go through a performance assessment as part of the licensing requirements. Mounting concerns regarding the validity of traditional tests used for teacher certification (Mitchell, Robinson, Plake, & Knowles, 2001) have motivated Farhangian University to develop its own performance assessment. Therefore, the present study explored the components of the performance assessment through detailed analysis of the Curriculum Document of the English Major, review of literature, and investigation of the stakeholder's perspectives. To this end, in this exploratory study, convenience, purposive, and cluster sampling procedures were used for the selection of the teacher educators, student-teachers, and mentor teachers. Then, in-depth interviews were conducted with the stakeholders. Finally, based on the content analysis of the above-mentioned sources which resulted in a strong agreement, a performance assessment scheme with seventeen items was developed. However, results of the factor analysis yielded a thirteen-factor performance assessment scheme to be used as the criterion for assessing the professional competencies of student-teachers.

Despite the existence of a vast growing literature on second language acquisition (SLA) research and a heated debate among second language (L2) researchers about the applicability of research to practice, there is scanty empirical evidence in this area (Nassaji, 2012). Accordingly, this paper reports on a study investigating in-service teachers'' perspectives on the interface between SLA research and L2 teaching. A total number of 119 English language teachers responded to a questionnaire which collected both qualitative and quantitative data. The results revealed teachers'' familiarity with SLA research. Although they held positive views towards the relevance of SLA research to language teaching practice, a low percentage of them indicated that they seek insights from research articles. Lack of time and ability were the most frequently reported reasons for not conducting SLA research. Similarly, teachers'' lack of time and the difficulty associated with SLA research articles were the most frequently reported reasons for not reading these articles. Majority of the teachers appeared to conceive of teachers'' and researchers'' works as related and connected. However, in almost all cases a considerably higher percentage of MA teachers than their BA counterparts viewed SLA research as more relevant and useful for teaching purposes. Teachers also expressed their expectations from SLA research to address practical issues. Further, they highlighted practical aspects of SLA research as more relevant to their practice.

The present study investigated EFL teachers’ beliefs about oral corrective feedback (CF)¡ their CF-provision practices across elementary and intermediate levels¡ and their beliefs-practices correspondence. To this end¡ the researchers conducted a semi-structured interview with the teachers and went on an overall forty-hour observation of their classrooms across both levels. The findings revealed that there was a significant difference in the teachers’ employment of CF strategies across the two levels with more frequent presence of explicit correction¡ elicitation¡ metalinguistic clues¡ clarification request¡ and repetition at elementary level. Moreover¡ it was demonstrated that the teachers did not differentiate in their focus on morpho-syntactic¡ phonological¡ and lexical errors at both levels. The results further highlighted some areas of belief-practice mismatch in teachers’ sensitivity to students’ errors¡ their employment of different CF strategies¡ use of explicit and implicit CF¡ application of immediate and delayed CF¡ correction of global and local errors¡ focus on different linguistic targets¡ and reliance on self¡ peer¡ and teacher correction. The paper concludes with some pedagogical implications.

This study aims to compare the effects of four types of FFI on second language vocabulary learning. To do so, the study adopted a quasi-experimental pretest-posttest design, including five groups, each receiving a distinct treatment. The participants were 80 fourth-grade male students ranging in age from 17 to 19. Before the treatment phase, the participants took a researcher-made test of vocabulary as a pretest which was meant to measure the participants’ prior knowledge about the target words. After the treatment phase, the participants took a researcher-made test of vocabulary as posttest to measure the student's achievement of the target words. Independent samples t-test and one-way ANOVA were run to analyze the scores from the pretest and the posttest. The results indicated that there was no statistically significant difference between proactive and reactive FonF in the comprehension mode in terms of promoting vocabulary learning. There was also no statistically significant difference between these two forms of FonF in the production mode in terms of promoting vocabulary learning. However, there was a statistically significant difference between the comprehension-based and production-based FonF in enhancing vocabulary learning. These results extend the positive effect of FFI to L2 vocabulary teaching/learning.

A significant share of classroom interaction occurs between teachers and language learners. Therefore, the individual characteristics of teachers could play facilitative or impeding roles thus encouraging or discouraging learners from getting engaged in interaction and meaning negotiation attempts when interacting with their teachers. Surprisingly however, this area has attracted scant attention. Therefore, this study aimed at exploring students’ perceptions of their teachers’ socio-communicative style and nonverbal immediacy in relation to their engagement in classroom teacher-learner interaction and frequency of meaning negotiation attempts in their interactions. To this aim, 72 students were randomly assigned to six classes of 12 taught by six teachers. Richmond, McCroskey and Johnson’s (2003) nonverbal immediacy scale and McCroskey and Richmond’s (1996) socio-communicative style scale were administered to students to tap into their perceptions of these two qualities of their teachers. Then the total amount of time the students were engaged in active interaction with the teachers and the number of meaning negotiation attempts employed by them were computed. The results of Correlations and Regression Analyses revealed significant relationships between teacher nonverbal immediacy, the two dimensions of socio-communicative style (Assertiveness and Responsiveness) and the students’ willingness to engage in interaction and meaning negotiation with their teachers.

Morphological Awareness (henceforth: MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. Yet, the concept has been far less treated with reference to l2 listening transcription. Thus, against this background, this study aims to investigate the link between MA and listening transcription ability of Iranian pre-university students. To this aim, 40 pre-university students participated in the study, and were assigned to two control and experimental groups. Both groups were first given three short listening passages to transcribe as the pre-tests. The results of the independent-samples t-test revealed no significant difference between the two groups. The experimental group, then, received five one-hour sessions briefing them on the morphological realization of English words. The two groups were then given three short listening passages to transcribe as their post-tests. The results of the independent-samples t-tests attested to the significant difference between the two groups, thus, supporting the relationship between MA and listening transcription ability. The study concludes with some suggestions as to the incorporation of MA into L2 learning programs.