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This paper reports the results of a study designed to investigate the interrelationship of Foreign Language Reading Anxiety (FLRA)، Reading Proficiency (RP) and Text Feature Awareness (TFA). The aim was to focus on how foreign language reading anxiety and text feature awareness are related and how، in turn، they affect students reading proficiency. That is، it south to determine how these three constructs correlate with each other. This study surveyed and analyzed 74 students from Shahid Bahonar University of Kerman. The results indicated that there is no significant relationship between RP and RA، positive significant relationship between RP and TFA and negative significant relationship between TFA and RA. Also results revealed that there is no significant difference between foreign language reading anxiety، reading proficiency and text feature awareness scores of male and female students، as a result; there is no relationship between gender and these three constructs

This paper aims at shedding light on the concept of postmodernism، and its implications in the TESOL. Postmodern philosophy as a prevalent concept and a hot buzzword in philosophy، science، and art is believed to have influenced the TESOL theoretically in some ways. The elements of postmodernism including: constructivism، subjectivism، relativism، localism، and pragmatism are found to have been applied in the TESOL to the concept of the demise of the methods، more focus on styles، strategies، and multiple intelligences، chaos/complexity theory and critical theories. But in practice، in developing countries the TESOL still lives in the modern era.

Generally speaking، lexical items that enter our minds through reading a text commonly leave us with pictures، sounds، echoes، and feelings in the mind. While the ability to produce images in the mind in the process of reading appears to be vital for greater comprehension and recall of texts، research has indicated that many poor readers seemingly do not visualize as they read. On the contrary، those readers who do typically visualize achieve greater comprehension and recall (see Tomlinson، 1997). In this study، in line with Wittrock’s ‘generative learning theory’ (e.g.، 1992)، two fairly homogeneous groups of EFL undergraduates (N=50)، after taking a reading comprehension test to ensure that their reading comprehension differences are not significant، were randomly assigned to attend a short-story course in two different sections—one serving as the experimental and the other as the control group، both studying the same short stories، and both being taught by the researcher as their instructor of the course. The experimental group was instructed how to form pictures in the mind—i.e.، how to visualize—before reading، while reading، and after reading a short story، for example، by being requested to draw pictures of the characters، scenes، or settings in the story as they perceived them. The control group، however، did not receive any training with respect to imagery production and was not told to practice visualization before، while، or after reading the same texts as the experimental group did. The results of a reading comprehension test on the short stories that had been discussed in both indicated that the “visualizers” significantly outperformed the “non-visualizers”، i.e.، the control group، on both tests.

This study was an attempt to determine the effect of task-based approach vs. traditional approach on the narrative and expository writing of the Iranian EFL learners. There were two control groups as well as two experimental ones in the current study. In the two control groups namely G1 and G2 narrative and expository writing were taught respectively using the traditional approach. Whereas، in the two experimental groups، namely G3 and G4 narrative and expository writing were taught respectively on the basis of task-based approach. After the treatment، a narrative writing post-test was given to the two narrative groups (G1 and G3) and an expository writing post-test was given to the two expository groups (G2 and G4). Data analysis showed that experimental groups outperformed control groups. So it was concluded that task-based approach was more effective in teaching narrative and expository writing compared to the traditional approach. It was also found that although there was a difference between the narrative and expository experimental groups (G3 and G4) in favor of the narrative group، this difference was not statistically significant

For the Western Iranian languages the transition from the Old Iranian to the Middle-Iranian period is characterised by – among other things – the loss of word-final syllables. This loss had a far-reaching impact on the nominal and verbal systems since it caused the loss of categories which had been expressed by suffixes. The consequences include the emergence of the so-called ergative system. Although descriptions of the ergative construction in Balochi do exist، there is no treatment yet which takes into account the material of the different dialects. Furthermore، the ergative construction in Balochi has been compared with data from Old Iranian، but not with data from Middle Iranian languages، and the development from the Middle Iranian stage to the different types found in present-day Balochi has also not yet been studied. The aim of this paper is therefore to present the data from the Balochi dialects as far as they are known today and to update، complete (and in some points، correct) previous descriptions of the matter.

"با ترویج روش های برقراری ارتباط گرایش به ""واقعیت"" در آموزش زبان ابعاد گسترده تری یافته است. روش های یاد شده نه تنها تاکید بر استفاده از منابع واقعی زبان در کنار منابع آموزشی دارند بلکه استفاده ای واقعی و طبیعی از این منابع و همچنین استفاده از زبان در موقعیت طبیعی و غیرتصنعی را نیز مد نظر دارند. منابع واقعی زبان با وجود امتیازات فراوان (تنوع شکلی، اطلاعات غنی) نیاز مبرم به برنامه ریزی آموزشی و درسی با در نظر گرفتن مخاطبین زبان آموز دارند. این منابع از همان ابتدای آموزش و در سطوح مبتدی می توانند با طرح تمرینات و فعالیت های مناسب مورد استفاده قرار گرفته و زبان آموز را برای روبرویی با واقعیت زبان آماده سازد. گروهی بودن این تمرینات و فعالیت ها احساس امنیت خاطر به تک تک اعضای گروه داده، نتیجه کار را بهبود می بخشد و موقعیت طبیعی برای کاربرد زبان مورد آموزش را در تبادلات گروهی ایجاد می کند. بدین ترتیب بکارگیری زبان به گونه ای واقعی و طبیعی جایگزین مکالمات مصنوعی در موقعیت های تخیلی که توسط متدهای سمعی و بصری رایج شده و کم و بیش در آموزش ما با روش های برقراری ارتباط باقی مانده است خواهد شد.