مجله جستار های زبانی
سال سیزدهم شماره 4 (پیاپی 70، مهر و آبان 1401)

Based on the hypothesis that not only linguistics competence must be considered during the test development, but also pragmatics competence should be evaluated, the present study was conducted to develop a scale to assess learners’ pragmatic proficiency. To this end, this study developed the pragmatics test of multiple-choice discourse completion task (MDCT) in the case of four primitive speech acts of request, thanks, apology, and refusal for Iranian EFL learners. In the first phase, 155 Iranian university students were asked to write the situations at university, home or in society, in which they apologize, thank, request something and refuse an offer or invitation. In the second phase, to ensure the naturalness of the situations, another group of students were asked to rate the selected situations based on the frequency of occurrence of these situations in their everyday life. In the third phase, the tests were reviewed by several native speakers and TEFL colleagues. Finally, the items MDCT were developed by the researchers and in the final step, two pilot tests were conducted. The findings indicated that the scale was reliable, valid and appropriate to measure Iranian EFL learners’ pragmatic knowledge.

Pragmatic competence is the ability to use language properly in the social context. In order to gain this competence, the learner must align his / her linguistic and social knowledge with different forms and pragmatic strategies of the language and be able to use all the components of his / her communication skills in an integrated situation. In this article, the position of developing Pragmatic competence in the field of French language teaching in Iran is investigated. The purpose of this study, in addition to defining the pragmatic competence in the field of language teaching, is to investigate the use and development of this skill by Iranian French teachers. For this purpose, a questionnaire was prepared to collect information and distributed among fifty Iranian teachers. Random sampling method was used to select the sample size. The research method is descriptive-survey and the research tool includes a questionnaire. The reliability of the questionnaire was calculated to be 0.90 using Cronbach's alpha test. Data analysis using sample t-test, correlation test and independent t-test shows that although the development of this skill increases with age and experience of teachers, the use of activities related to its development has little place in the French language class and this Contrary to the positive opinion of teachers to cultivate this aspect of language communication skills. Therefore, it is suggested that in future research, solutions be introduced to Iranian teachers of French so that they can adapt their teaching performance to the needs of language learners and make their language learners skilled in what is called semantic skills.

Formative assessment has an important role in controlling the quality of teachers’ methodology in multicultural classes. Although many research studies have been conducted in the domain of formative assessment and the strategies used by English teachers, there is a dearth of research on teachers involved in Persian language instruction to non-Persian speakers. The present study aimed to recognize the most fruitful and invaluable formative assessment strategies used in the multicultural context of teaching Persian language classes and examine the relationship between the value and uses of formative assessment strategies and the teaching level of Persian language teachers. To this end, three Persian language teachers of the basic, intermediate, and advanced levels in the Persian language teaching center of Allameh Tabataba’i University were asked to answer the formative assessment strategies questionnaire (Jett, 2009). To gain more reliable results, other data collection methods based on class observation checklist (Jett, 2009; Stevens, 2012) and semi-structured interviews were used. To analyze the quantitative data, Pearson correlation (using SPSS version 25) was run. Descriptive statitics and content analysis were also applied for analyzing the interview data. Based on the results, self and peer assessment were found the mostly used strategy. The most invaluable strategy was also reported to be both self and peer assessment and involving language learners in their own learning. Although according to course observations the teachers’ practices were variant, there was a significant correlation between the teaching level and degree of use and value of formative assessment strategies. The findings of this study have implications for Persian language teachers and teacher educators in that they can raise their knowledge and awareness of classroom-based assessment through the use of effective formative assessment strategies in multicultural classes.

In this paper, with the approach of discourse analysis from two structural and thematic perspectives, we try to classify the structures of jokes in Persian and Russian language based on the views of Robert Liu by dividing it into two categories: linguistic and nonlinguistic, and on Karasik’s theory based on the classification of semantic and semiotics analysis by inductive method. The purpose of this study is to identify the language tools for jokes production based on linguistic and semantic structures in both Russian and Persian, due to the differences in the lexical structure of Russian as a Fusional language and Persian as a Agglutinative language. The present aims to test the hypothesis of the existence of language diversity of Russian joke production tools and the effect of cultural and value components in the production of non-linguistic jokes. At the end of this study, grammatical jokes were identified with a variety of instrumental languages and in the non-linguistic category of gender, ethnic and political examples. The frequency of linguistic examples in two languages is significantly lower than the non-linguistic category, and gender and political examples have a clear maximum against other semantic subsets of jokes.

The socio-critical novel of Ibrahim Beg’s travelogue is a work in which the author criticizes his own society and its political and religious constitutions through Western domestication. In this discourse, the confrontation between Iran and the West is an attempt to bridge the gap between Us and Them by reversing their roles and reflecting Us more bizarre than Them.This paper tries to answer two basic questions by identifying the discourse methods and strategies of ideological representation in this novel: (a)How do discourse strategies convey the author's ideology? (b)How is the reversal of the discourse, which is the result of the process of Western domestication, manifested? The aim of this descriptive-analytical article is to investigate the representation of the West in this novel from the perspective of Van Dijk ideological square. The salient achievement of the research is that the image of the West in the Maragheh discourse, as a modernist intellectual author, does not depict the stereotypical image that may exist in Iranians’ mind about this phenomenon. In his discourse, he generally applies polarization strategy to accentuated the West positives as Us and highlighted the Iranian government negatives as Them. For describing Us, the author uses ideological strategies such as comparison, implicit, dramatization and irony in order to reflect the spirit of freedom, loyalty and hard diligent in the text. For representing Them, he applies the strategies such as actor description, hyperbole, and number game to demonstrate the characteristics of greed, tyranny, regression, and deception to his audience.

Simulation in the new generations of games has paved the way for employing flipped classes. Given the significance of learning English for Specific Purposes (ESP), this complementarity study with a full-factorial design using Augmented Reality- (AR)-mediated English for Nursing Purposes (ENP) classrooms was administered in the fall semester of the academic years 2019-2020. This way, 240 (from among 249) male (n=89) and female (n=151) students from Medical University of Isfahan were selected and randomly divided into Commercially-Off-the-Shelf (COTS) sets with interdisciplinary and disciplinary circles to learn ENP listening and reading comprehension in homogeneous and heterogeneous make-up. The data were collected through a questionnaire, continuous assessment, journaling, real-world assessment, and an interview. The gathered data were analyzed descriptively and inferentially through repeated measures ANOVA, which, in turn revealed that AR-mediated ENP Learning (AAEL) led into students' comprehension and outperformance in both instructional-learning and professional contexts. Along these lines, practicing ENP reading and listening via self-made AR-assisted activities in interdisciplinary circles with heterogeneous make-up facilitated students’ progress and performance. Accordingly, it can be argued that educational stakeholders have been inspired by and shaped the EdTech-assisted scenarios. The findings can be tapped into for developing new language curricula in higher education.

The increasing knowledge and the changes in the lifestyle of today’s complicated world have made the optimal efficiency of the educational system to rely on understanding the basic principles of learning and proper design of textbooks. As the first educational language of human is pictorial and the importance of pictures in transferring the concepts is emphasized, this study investigates the relationship between text and picture of Arabic textbooks in the junior high school based on the theory of Maria Nikolajeva and Carole Scott by explaining the status of books from this perspective is the main issue of the present study. The research method is descriptive and of the content analysis type. The population and sample match and are all of the content of this grade’s Arabic book (text and pictures of this section) in 1399-1400(2021-2022). A review based on Nikolajeva and Carol Scott theory about different relations between text and pictures (symmetry, completion, expanding/incremental, confrontational, multi-narrative)is used as an analysis tool; and descriptive statistics (frequency and frequency percentage)and inferential statistics(Chi-square test) are used for data analysis.The study shows that there are the symmetry, completion, expanding/incremental relations in the Arabic books and the symmetry relation has the highest frequency. So different dynamic relationships between text and pictures are not considered in the content of mentioned text book and these new books need to be revised in the field of text-image relationship.

This study is to investigate forensic discourse analysis of the facility contracts like Murabaha, Jaaleh, civil participation and installment sale.The aim of this research is to probe the forensic discourse analysis of the aforementioned texts in the field of forensic linguistics by considering the Van Leeuwen ’s 1996. To do that, the quantity, quality and the mystification of each contract ’s text was probed to discover the factors which ruin the clarity of those texts. The qualitative method of discourse analysis was used to explore the hypothesis of this research. The discoursal elements in the Van Leeuwen ’s (1996) were extracted and the mystification of each contract and different manipulations in each article of contracts were analyzed by using version 21 of SPSS software. The frequency and the percentage of their occurrence was found. The result shows that significant explicit, implicit elements and mystifications in all contracts were seen. The least frequency of explicit elements in the text of Jaaleh by the frequency of 20and the most number of mystification can be observed in the mentioned text by 81.3 percent. The manipulation based on threat was seen 11 times in Murrabeh, Jaaleh. It can be concluded that based on the occurrence of the implicit elements and mystification of all texts of the facility contracts, using implicit elements should be avoided.Consequently, the ambiguity and the mystification will be reduced. The result of the present study helps the banks’ legal experts to write the contracts more apprehensible with less ambiguity.

The present article uses a cognitive approach to fiction and proposes a new and integrated model that examines the metaphorical concept of identity and shows how it is mapped and perceived by the character and reader in Tom McCarthy's novel Remainder (2005).  It draws on Lakoff and Johnson's theory of conceptual metaphor (1980) and the contextual frame theory developed by Peter Stockwell (2002). First, the mega-metaphor in the story is extracted; then its correspondence with the micro-metaphors in the text of the narrative, and the character's view from that point in different contexts of the story are examined.  It then goes on to point out how the reader gets to know this issue while reading the work, and experiencing its various parts.  The results show that the concept of identity consists of two different metaphorical mappings for the character and the reader, leading each one to a different understanding of it. It also emphasizes the effectiveness of this new cognitive tool in uncovering the hidden layers of literary works and the broad mental complexities at various levels, including narrator, character, and reader.

Velimir Khlebnikov is one of the leading Russian poets and one of the founders of the school of Futurism in Russia. In Iran, he is better known as a poet and his linguistic research has not received much attention. Khlebnikov revised the symbolic poetic system. If in the tradition of Symbolism, words were thought of as symbols and appeared in poetry with poetic language and their hidden meaning was valuable, in Khlebnikov's poetic system, words with their phonetic construction had an intrinsic meaning and poetic value, and thus he paid attention to the past of the language and changed the previous common perceptions about the language. The present study is conducted in a descriptive-analytical manner, with the aim of opening up a glimpse into the achievements of Russian Futurists, and seeks to answer the question of what Khlebnikov's linguistic explorations were, as one of the most prominent figures of Russian Futurism, and what outcomes his explorations had for Rusian language. Examining the poet's linguistic theories, it was concluded that his linguistic research had led to the expansion of the vocabulary system in Russian and the creation of a universal language called "zaum / meta-meaning", a language in which sound itself produces meaning. It was also concluded that without Khlebnikov's linguistic research, formalist theories would not have been able to emerge. According to this poet, consonants in words are more important than vowels; Especially the first consonant that guides the meaning of the whole word. According to Khlebnikov, words that begin with a similar consonant carry the same meaning.

It is evident that the most important competence emphasized by any translation competence model (TCM) is mastery of source and target languages and cultures. On the other hand, languages and cultures are always closely tied, a fact highlighted more than ever by Agar’s (1994) proposed concept of ‘languaculture’. The present two-phase qualitative study was conducted with the purpose of investigating how the curricula of B.A. and M.A. English translation programs offered by Iranian state universities cover language and culture competence as compared to overseas peer programs and how they can be improved in terms of the said competence. To this end, content analysis of the relevant curricula as well as semi-structured interviews with Iranian experts were used to gather the required data. The principal finding of the present research is that it emphasizes the necessity of revising the current curricula in line with the maximum coverage of topics contained in a proposed list of Persian language and culture topics, English language and culture topics, and joint language and culture topics. The said list of language and culture topics, being another valuable finding of the study, may also be used for designing new autonomous translator, interpreter, and audiovisual translator training programs, or at least concentrations with specialized tracks and strands. Further, the detailed findings of the study, gained through an atomistic approach to language and culture competence, may be availed of by researchers who intend to conduct further studies on each and every element of this competence.

Mamasani Lori dialect is one of the southern dialects of Lori language and a branch of southwestern Iranian dialects which, like many other Iranian dialects, has significant phonetic and phonological variations. One of the notable morphonological domains in this dialect is the representation of various forms of the past morpheme. The main issue of this research is how to optimize the processes, constraints and rankings of these morphonological variations based on the optimality theory, and investigating whether there are universal rules for them? The method of the present research is descriptive-analytical and the method of data collection is documentary, based on the list of simple verbs of Persian language (Tabatabai 1997), a list of equivalent verbs in Mamasani Lori dialect was extracted and transcribed based on the International Phonetic Alphabet and all contexts of past allomorphs are analyzed in the data. Data analysis showed that /ɪd/ is the underlying past morpheme is the in this dialect, based on the criteria of context distribution, frequency of occurrence and application of the least rules. So, this study resulted in specifying nine allomorphs of past morpheme, (/ Ið /, / ð /, / ɑð /, / d /, / t /, / es /, / s /, / ɑs / and / Ø), and analyzing their phonetic realization based on OT in this dialect.

The aim of the present study is to examine the views of language learners receiving English language teaching services about the quality of educational services and institutions’ facility. One of the models that is used to assess the quality of education is EduQual model, which was used to design a questionnaire consisting of 28 items. The participants of this study were 254 language learners of a private English language institution, and after receiving the questionnaires, 200 questionnaires were approved and analyzed. In quantitative phase of the study, a quantitative review of the questionnaire, as well as, the fitness of this model was investigated through factor analysis in AMOS. The results of the quantitative part of this study by two indicators confirmed the fitness of the model (RMSEA and CFI), however, the other two indicators of the fitness indices were not at the desired level (p-value for Chi square and CMIN / DF). The factor load for all items of this questionnaire was also evaluated acceptable and the correlation coefficients between the aspects were in the appropriate range. In interviews, this model was mostly accepted, but some aspects of this questionnaire were questioned. The interviewees also added other factors to the quality of English language institutions that were discussed in this study. Due to the large scope of institutions, the need to create a special model for quality assessment in English language institutions in this study was strongly suggested.

It is safe to say that motivation is one of the most controversial concepts of study in all social sciences especially psychology. Concerned with this controversy, the purpose of this study was to investigate the problems of defining and theorizing about motivation. To this end, the tendency and capability of Iranian English learners and native speakers to distinguish motive and motivation was investigated. Moreover, the problems were situated in a historical context to shed light on the reasons behind them through a structural and genealogical approach. Based on the results all the participants including only distinguished motivation and motive where both of them were present, otherwise, they were treated synonymously. The structural analysis of motivation as a word resulted in a very broad definition: the whole process of moving toward a goal. This extensive meaning, which includes both mental and outside factors, cannot be accounted for in a single theory. Therefore, in the process of becoming a concept and then a measurable construct, the range of meaning has shrunk. It, in technical terms, is the inevitable result of embracing the ontology of analytical philosophy, which ends up in moving toward fixity and identity, by most psychologists. Being aware of these facts can play a major role in preventing motivational scholars from making unjustified conclusion based on their findings.

The Later Ludwig Wittgenstein believes that language games cause the formation of meaning. He considers language to have a logic that is perfected in its original grammar. But situational contradictions create conditions in which another conception of the same situation can be reached. An image that crystallizes in a new language game and can be called imagination. Thus, this notion can be transformed from a mental thing to a Lingual one. One of the contexts in which these language games can be followed by example is the field of dramatic texts. Hence, because Wittgenstein describes the nature of research in description and opposes analysis and explanation, he claims that the philosophy of language has done its job by describing language games, with the aim of how imagination is formed in language. Asghar Farhadi's About Eli has been selected for research. How does Farhadi organize his language game to achieve this goal? He seems to have used the absence element for this language game. This research, which is based on a qualitative method and on the collection of library information from the perspective of applied purpose, has reached the conclusion that absence causes the formation of contradictory and shaky language situations and helps different language procedures in dealing with Form each other.

Linguistic landscape is considered as one of the new branches in sociolinguistics which deals with linguistic signs in written forms used in public places. Based on this definition, all road signs, advertisement billboards, street names, place names, shops advertisement signs, graffiti and etc. constitute the linguistic landscape of a particular area. This study tries to investigate and decode graffiti in the framework of linguistic landscape. Since the multilingualism phenomenon is so important in the framework of linguistic landscape, the researchers in this study aim at the investigation of multilingualism representation in the graffiti in Kermanshah. Graffiti is the expression of the interests, feelings and thoughts of people. The present study is a descriptive one done by a documentary method. The number of 2008 graffiti in Kermanshah was analyzed. Among 2008 graffiti, 95.1 percent belong to Farsi language, 3.08 percent are in Arabic, 1.5 percent are in English, and there is no graffiti in Kurdish .The results indicate that the graffiti in Kermanshah is mostly derived from informal culture engraved on walls by ordinary people. Among Persian, English and Arabic, three writing systems, Persian was mostly used to indicate values in a formal context and was also used to indicate advertisements in informal context.. The top rate in English graffiti was about names while Arabic graffiti was ideological-religious.

The current research aims to investigate the phenomenological aspects of meaning in fictional discourse of “The pear tree” by Goli Taraghi- one of the writers of contemporary Persian literature. Research methodology is descriptive –analytical. In fact, the author seeks to explain the underlying interaction of semiotic components in this short story by relying on and investigating the phenomenal presence of enunciator in order to show how aesthetic function emerge in discourse and affect the process of meaning production and perception. To this end, the main objective of the present research is to explain the major attributes of phenomenological approach in literary discourse analysis and it’s semio-discursive components. The results showed that the phenomenological aspects of meaning are as a result of state, tension and adjustment as semiotic correlates of discourse which leads to the formation of aesthetic discourse. The interaction of these elements marginalizes narrative action through modal constituents’ turbulence and then stabilizes them by the emergence of thymic state of love which once again rehabilitates narrative action. Undoubtedly, these interactions are in constant relationship with semiotic modes of presence.

Authorization is a process in narration that according which the narrator constructs her/ his own legitimation and narration using the discursive articulations. The authors’ aim in this paper is to investigate the linguistic processes of development, maintenance and fixation of authorization which the female and male narrators use in the narrations. Hence, they provided a deconstructive reading of the authorization by Van Leeuwen (2007) based on Laclau and Mouffe (2001) and Derrida (1983). Then, in order to identify the linguistic tools of development, maintenance and fixation processes of the personal authority, they went through the “Se-Ketab” by Pirzad and “Solok” by Dolatabadi and purposefully examined those parts. Finally, it was found that Pirzad and Dolatabadi try to legitimize their own dimensions by using their selves and others’ positions, creating discursive nodes, and crystallizing around them. At the same time, they try to delegitimize by rejecting the meanings of the signs from others’ narratives. Also, on a larger scale, it was revealed that the two narrators’ self-representation was different; Pirzad constituted the discursive “We” and Dolatabadi an omniscient narrator. Neither of these two narrators could escape the paradox.

Semiotics-semantics analyzes the meaning of signs in a discursive process. Unlike classical semiotics, which studies signs at the semantic level, modern semiotics-semantics seeks to explain meaning-production processes in fluid semantic systems, and rather than following dull and inflexible structures, turns toward linguistic ontology. In its formation, the discourse of Al-Zahra Sermon passes through different signs/meanings, leading to the formation of diverse discourse systems with proactive, tensive, stative, and active, and passive systems. The present descriptive-analytic study is based on modern semiotics-semantics and aims to examine and analyze the phenomenological and transcendental presence of signs in Al-Zahra Sermon. Since this sermon includes a variety of meanings, the transcendence of the meaning of "perish", "death" and "resurrection" requires the change in negative conditions to positive conditions to prevent the deposition of meaning. The results indicate that signs/meanings in discourse systems of Al-Zahra Sermon contain many semantic impulses and discourse breaks that lead to the development of tensive and stative processes, hence the process of reconstruction of meaning in this sermon is mainly based on these two discourse systems. Given their function, active and passive systems lead to the emergence of phenomenological discourse; the active function of discourse confronts the discourse partner with a "transcendental presence of the activator", but the passive function of discourse indicates "the disharmonious presence of the passivator". In a proactive discourse system, using the persuasion method, the discourse encounters the resistance and practice of the actant, and the creation of new semantic conditions.

In L2 learning, each language student learns from a specific perspective, and the individual variables such as personality characteristics could impact on students’ learning. This investigation examines the relationship between the Chinese personality types, learning styles, and strategies learning Persian as a second language. The study randomly recruited 44 students. The participants were distributed three data collection instruments including Myers–Briggs Type Indicator, Kolb’s (1984) learning style inventory, Oxford’s (1990) learning strategies questionnaire.  Results showed that there was a statistically significant difference between the learners’ personality types and their learning styles. Students with sensing and perceiving personalities - in comparison to judging and intuition personality types – were characterized with converging learning style. Learners associated with feeling and perceiving personality types preferred diverging and assimilating learning styles comparing to those with thinking and judging personality types. Whereas learners with extraverted, sensing, feeling, and perceiving personality types dominantly tended to be assimilators, the introverted students were identified with intuitive, thinking, and judging learning styles. The results also showed that the Chinese Persian language learners commonly used cognitive and metacognitive learning strategies. It was also found that they were considerably assimilators concerning learning style. It seems that perception of language learners’ personality types, styles, and learning strategies could largely have an influence on the improvement of instruction quality and the use of sound teaching methodologies.

The purpose of this paper is an introduction of a new approach into morphology as “construction and interpretation”. To achieve this goal, some parts of Role and Reference Theory has been extended to inflectional morphology; it has integrated with a new approach and constructed new perspective as “construction and interpretation”. This new approach has been provided to analyze how conceptualization in language is and how the function of correlate between polysemy and synonymy is and what causes this correlation. It has been performed in three steps: in the first step, different morphological approaches about polysemy have been reviewed, in the second step, the proposed approach has been presented and in the third step, problematic samples of previous approaches within the proposed approach have been analyzed. The results suggest that usage is different with meaning and it is the basis of language and axis of conceptualization. Usage simultaneously and continuously is in interaction with both meaning and form. This simultaneous and permanent interaction causes correlative and competitive formation of polysemy and synonymy. Pragmatic competence is in the mind of the speaker, so the speaker refers by creating interaction among usage, meaning and form inside cultural cognition and context, and the listener interprets and infers the reference unit or “construction”, in this way, conceptualization of form takes place.

The validity supporting factors of the EPT reading comprehension test, a standard language proficiency test held monthly in Iran, were investigated in this research paper. To this end, each of the test questions was assigned to one of the known effective linguistic and non-linguistic components used by different readers in comprehending a reading text. Our ability to read in a second language, at first, depends on our familiarity with linguistic knowledge, which is the words and grammar of the target language, and under the influence of our non-linguistic knowledge; that if the assessment of reading comprehension ability is unfairly mixed with our "non-linguistic knowledge", the result will not reflect the content validity of the test. Since high-stake tests like EPT are designed for examinees with different experiences and other intrapersonal cognitive abilities, balancing the content of the test will lead us to more favorable results. 85 questions from 22 expository texts were randomly selected, and 150 female students graduated from the theoretical fields of humanities, experimental, and mathematics from Malayer city participated in the test. The data were analyzed using Pearson's correlation statistical analysis, Heterotrait-monotrait ratio, Exploratory Factor Analysis, and the Partial Least Square model. The results showed that non-linguistic knowledge has a significant and more than expected effect on the performance of the testees. Teachers, lecturers, and institutes implementing and designing second language reading comprehension standardized tests will use the results of this research.

The importance of noticing, attending to linguistic features, and focusing on linguistic input like focus-on-form and focus-on-forms have always been a contentious issue in language teaching. Consistent with this line of research, the present study aimed to investigate the impact of typographical input enhancement, gloss, and advance organizes on EFL learners' reading comprehension ability. Eighty EFL learners were chosen from Safir Language Institute in Ahvaz and were assigned to four equal groups of typographical input enhancement, gloss, advance organizer and simple-text. A Preliminary English Test (PET) of reading was utilized as pretest. Control group and the three experimental groups were instructed for eight weeks through the aforementioned techniques. Finally, an equal version of PET was used as posttest. ANCOVA was run to analyze the data. Results indicated that the advance organizer group significantly outperformed the other groups regarding their reading comprehension performances. The study has important implications for reading comprehension task analysis, task design, and task instruction and the way such information could be utilized to activate schemata and retrieve information from long-term memory.

Working memory as a cognitive system is considered as one of the sources of individual differences in second language learning by many researchers. In order to examine the relationship between the capacity of two components of working memory (as one of the sources of individual differences in learning) and learning English vocabulary and grammar (as basic components in learning a second language), and also to explore the effect of instructional method as an effective variable along with working memory capacity, a convenience sampling method research was conducted. Subjects of this study were 74 female language learners selected from children between 9-12years old. These learners were at the beginner level in terms of English language proficiency. In order to determine the phonological loop capacity, non-word repetition test and digit recall test were used and, counting recall test and backward digit recall test were employed to determine central executive capacity. Based on the scores of these tests, language learners were divided into two homogeneous groups. The first group received inductive instruction and the second group underwent deductive instruction. Linear regression and two sample independent t-test were used for data analysis. The results indicated that both the phonological loop capacity and the central executive capacity had a significant effect on English vocabulary and grammar learning. Moreover, deductive teaching method significantly leads to better results in terms of grammar learning compared to the inductive teaching method.