مرور Volume 1, Issue 2 بر اساس تاریخ انتشار
در حال نمایش موارد 1 - 6 از 6
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A Contrastive Rhetorical Analysis of the News Reports in Iranian and American Newspapers
(Islamic Azad University, Isfahan Branch, 2014-03-01)Contrastive rhetorical analysis as a way of understanding different ways through which writers from various cultural backgrounds shape their discourse was officially initiated by the works of Kaplan (1966). This study ...
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On the Efficacy of Explicit Corrective Feedback on Descriptive Writing Accuracy of Iranian Intermediate EFL Learners
(Islamic Azad University, Isfahan Branch, 2014-03-01)Since the emergence of the process-oriented approach in second language writing instruction, the issues of writing instruction have been predominantly concerned with what and how error feedback should be given to the ...
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Test-Taking Strategies and Task-based Assessment: The Case of Iranian EFL Learners
(Islamic Azad University, Isfahan Branch, 2014-03-01)The present study examined the effect of task-based assessment on the type and frequency of test-taking strategies that three proficiency groups of Iranian adult EFL learners used when completing the First Certificate ...
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Designing a Model for Translation of Technical Terminology
(Islamic Azad University, Isfahan Branch, 2014-03-01)Technical terminology has a significant role in translation of technical or scientific texts. Unfortunately, most of research in this area has not perceived the urgent need for a model to analyze or shown how translate ...
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Teaching Academic Writing in Iranian EFL Classrooms: Teacher-initiated Comments or Peer-provided Feedback?
(Islamic Azad University, Isfahan Branch, 2014-03-01)This research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in Iranian English undergraduate students' ability in ...
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Testing Conceptual Routes in Elementary/Highly Proficient Persian Speaking EFL Learners
(Islamic Azad University, Isfahan Branch, 2014-03-01)According to a basic prediction made by the revised hierarchical model (RHM,Kroll & Stewart, 1994), there is no L2 conceptual connection at the beginning stages of language learning as L2 learners mostly rely on L1 ...



