In this paper, I discuss whether different interpretations of the aim belief – both teleological and normative have resources to explain certain descriptive features suspended belief, or suspension. argue that despite recent efforts theorists extend these theories account for suspension, they ultimately fail. The implication is we must either develop alternative can abandon assumption ought be ...

The present study compared the impact of teacher-provided and peer-provided oral assistance in the acquisition of English wh-question forms. Participants were 90 female Iranian EFL learners who constituted the 3 groups of the study: teacherassisted, peer-assisted, and a control group. Participants in the experimental groups received assistance either from the teacher or a peer during task-based...

This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisica...

Introduction Russian belongs typologically to what are termed non-predictable stress languages (Altmann) or lexical stress languages (Kijak); that is, stress is not phonologically specified, but must be encoded in each word’s lexical representation. Pedagogical materials for beginning learners of Russian indicate the position of stress for virtually all words; the prevalent mechanism for this i...

New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive, they are not always beneficial for learning. Problems may arise especially when animations modify the learner’s cognitive load in an unintended way. In two learning experiments with 40 and 26 university students, the effects of animated pictures on knowledge acquisition wer...