The role of negotiation and TA in Iranians’ second language acquisition

In this study, it is attempted to survey some intervening factors leading L2 Iranian learners’ not to be successful as well, and then seeks some of the features that might be applicable to open new windows into L2 learners in Iran. Also it concerns some aspects of language learning, which have received poor attention from both pedagogical and non-pedagogical areas. This article examined some sociolinguistics and communicative aspects of ELS. Two groups were studied in Moallem institution (Tehran) in this survey; both groups included over 20 students between ages 13 to 25. E-group had been studying English for 6 months, C-group had been studying their L2 for over than 3 years; there was an effort to consider and apply some factors according to communication, which have got poor attention till now. E-group was exposed to negotiation of meaning and also TA (transactional analysis) was applied in the way the teacher behaved the students. At last an equal exam was taken from both groups. The result showed that students of E-group could talk more voluntary and