l2 learners’ individual differences are crucial factors that deserve attention in l2 education. focusing on 2 main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with l2 reading performance. participants were 64 tefl undergraduates and postgraduates. to assess the participats’ degree of field (in)dependence and mu...

This study set out to explore whether different input enhancement tasks as implicit instruction techniques had any significant impact on the intake of causative verbs in English as a foreign language among Iranian EFL learners. For this purpose, three intact classes consisting of 75 male and female intermediate L2 learners were randomly divided into three conditions: simultaneous grammar consci...

English intonation can be difficult for L2 speakers to learn, particularly for those whose L1 intonation system works differently from English. This study investigates whether Hong Kong English (HKE) speakers whose L1 is Cantonese have knowledge of the appropriate English intonation patterns in specific contexts. Results from an intonation pattern selection tasks indicate that HKE speakers (n =...

This study examined the effect of two different authentic topic-familiar rhetorical L2 listening tasks (expository and argumentative) differing in reasoning demand on the listening comprehension scores of a number of Iranian EFL advanced learners. Sixty homogeneous advanced learners were recruited based on their performance on an English Language Proficiency test (Fowler & Coe, 1976). Then they...

Definiteness is visibly expressed by definite articles in English, but some languages such as Korean lack this morphological exponent. However, speakers of such languages still mark definiteness in different ways. In this proposal, we lay out a study that examines the (re)assembly required by L1-English L2-Korean learners where the formal feature of definiteness in the L1 has to be readjusted t...

Speaking assessment is still construed as a complicated, under-researched process from the vantage point of tasks and rater characteristics. The present study aimed at investigating if and how English Major and none English Major teachers differ in their perception of the construct of oral proficiency while assessing learners’ L2 oral proficiency.  To this end, 38 male and female non-native EFL...

this is a longitudinal case study of two farsi-speaking children learning english: ‘bernard’ and ‘melissa’, who were 7;4 and 8;4 at the start of data collection. the research deals with the initial state and further development in the child second language (l2) acquisition of syntax regarding the presence or absence of copula as a functional category, as well as the role and degree of l1 influe...