Recent developments in cognitive linguistics have highlighted the importance and the ubiquity of metaphors in language. Their effect has been instrumental in making significant headway into the pedagogical practice and design of teaching materials. The current study was carried out to explore the efficacy of focus-on-form (FonF) and focus-on-forms (FonFs) instructions on learning metaphorical l...

This study investigated the effects of planned focus-on-form instruction (pFFI) on developing oral grammatical accuracy in Iranian English EFL learners. To this end, 60 lower-intermediate EFL learners studying English in a private English language institute in Tehran, Iran, were randomly assigned to two classes. Both classes received a task-based instruction on grammatical points elicited in or...

this study was an attempt to explore the beliefs of iranian efl teachers about the role of grammar in english language teaching in both state schools and private language institutes. data were collected through a questionnaire developed by burgess and etherington (2002), which consisted of 11 main subscales and was divided into two sections. the first section dealt with approaches to grammar te...

Second or foreign language (L2) learners’ development of interlanguage pragmatic (ILP) competence to understand and properly interpret utterances under certain social and cultural circumstances plays a pivotal role in the achievement of communicative competence. The current study was designed to explore the effects of synchronous computer-mediated communication (SCMC) and asynchronous com...

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...

this study investigated the effectiveness of explicit pragmatic instruction on the acquisition of requests by college-level english as foreign language (efl) learners in taiwan. the goal was to determine first whether the use of explicit pragmatic instruction had a positive effect on efl learners’ pragmatic competence. second, the relative effectiveness of presenting pragmatics through two deli...