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The shift of emphasis away from written to oral skills has stimulated an incipient concern in second language research to investigate ways of helping second and foreign language learners achieve higher degrees of oral proficiency. Priority solely taken over accuracy, complexity, or fluency of speech might be justifiable with regard to the context in which learning takes place. Accuracy and complexity have been suggested as paramount concern in syntactic processing typical of instructional contexts. The purpose of the present study was to investigate the effect of a training program on the grammatical complexity of 114 English Major Students at Islamic Azad University-Tabriz Branch at three different planning levels. A 2x3 factorial design was employed with two levels of metacognitive training, trained and untrained, and three levels of pre-task planning, on-line task planning, and pre/on-line task planning. It was hypothesized that the trained participants would produce more complex speech than the untrained ones, and that various planners would produce speech with varying degrees of complexity. Yet, the findings revealed no significant difference in terms of grammatical complexity among the trained and untrained participants. The findings suggest proficiency level and learners' attitudes and goals as main factors influencing the complexity of oral speech.

A standard correction for random guessing (cfg) formula on multiple-choice and Yes/Noexaminations was examined retrospectively in the scores of the intermediate female EFL learners in an English language school. The correctionwas a weighting formula for points awarded for correct answers,incorrect answers, and unanswered questions so that the expectedvalue of the increase in test score due to guessing was zero. The researcher compared uncorrected and corrected scores on examinationsusing multiple-choice and Yes/No formats. These short-answer formats eliminatedor at least greatly reduced the potential for guessing the correctanswer. The expectation for students to improve their grade by guessingon multiple-choice and Yes/No format examinations is well known. The researcher examined a method for correcting for random guessing (cfg) " no knowledge" on multiple- choice and Yes/No vocabulary examinations by comparing application and non-application of correction for guessing (cfg) formula on scores on these examinations. It was done to determine whether the test takers really knew the correct answer, or they had resorted to a kind of guessing. This study represented a unique opportunity to compare scores from multiple-choice and Yes/No examinations in a settingin which students were given the same number of questions ineach of the two format types testing their knowledge over thesame subject matter. The results of this study indicated that the significant differences were highlighted between the subjects' scores when cfg formula was applied and when it was not.

This article attempts to see، through the structural significances of poetic language، the nature of the split between linguistic description and literary interpretation. Rhythm is the most prominent means of relating form to content in poetic language. The first account of this prominence is seen through identifying its position in the two prosodic forms of metrical and non-metrical poetry. Foregrounding has been seen as a significant feature in literary creation. Following Bradford (1997) the analysis undertakes three stages of analysis as ‘discovery procedures’، ‘naturalization’، and ‘judgment’ (renamed in our work as ‘remarks’). The first level examines the degree of the tension between the two patterns. In the second level، i.e. naturalization، the analysis goes on turning the peculiar language of the poem into that of the ordinary، which means making sense of a text. This translation of the poetic language has been shown to be considerably rooted in elements of form in the classical verse، and of content in modern free verse. The intervening type has thus been judged to exist somewhere between the two. The third level، namely ‘remarks’ evaluates the degree of the poet’s success in managing the tension between the two patterns.

This paper explores sub-disciplinary variations and generic structure of research article introductions (RAIs) within three sub-disciplines of applied linguistics (AL); namely, English for Specific Purposes (ESP), Psycholinguistics, and Sociolinguistics, using Swales’(1990) CARS model. The corpus consisted of 90 RAIs drawn from a wide range of refereed journals in the corresponding sub-disciplines. The results indicate sub-disciplinary variation in the structure of this genre in terms of Move 2 / step 1B that can be justified through the concepts of ‘established’ versus ‘emerging’ fields. The findings underline the need for further in-depth research into sub-disciplinary variation and generic structure of RAIs. The results also promise pedagogical implications for ESP/EAP practitioners, course administrators as well as material developers.