1.

Norms of Translating Taboo Words and Concepts from English into Persian after the Islamic Revolution in Iran

صفحه 1-6
Hossein Vossoughi؛ Zohre Etemad Hosseini

2.

No Negotiation, Limited Negotiation, and Extended Negotiation in Proactive Focus on Form in Vocabulary Acquisition

صفحه 7-20
Parviz Maftoon؛ Bahram Bagheri

3.

Washbacked Teacher-Learner’s Academic Behavior (the case of Iranian EFL MA Preparatory Course)

صفحه 21-33
Gholam-Reza Abbasian؛ Ardalan Moghimeslam

4.

Iranian Advanced EFL Learners’ Awareness and the Use of Marked Word Order: Discourse-pragmatically Motivated Variations

صفحه 35-42
Farzaneh Fotouhinia1؛ Esmaeel Bagheridoost

5.

A Comparative Study of Self-Supervision and the Self-Efficacy of Iranian EFL Teachers and Those of Intermediate Adult Learners

صفحه 43-57
Hajar Khanmohammad؛ Mandana Mottaghi

6.

The Effects of Implementing Summative Assessment, Formative Assessment and Dynamic Assessment on Iranian EFL Learners’ Listening Ability and Listening Strategy Use

صفحه 59-68
Davood Ghahremani

7.

Textual Enhancement across Linguistic Structures: EFL Learners' Acquisition of English Forms

صفحه 69-78
Shadab Jabbarpoor؛ Esmaeel Abdollahzadeh


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