the efficacy of genre-based approach to teaching writing has been regarded as an influential practice in l2 writing pedagogy (hyland, 2007). however, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for l2 writing in efl contexts, the gap which would highlight the problems of genre and rhetorical patterns for tea...

Paul Nation’s talents and interests extend well beyond vocabulary to include research on speaking, writing, classroom learning and teaching, reading, and fluency. In keeping with Nation’s interests in fluency, extensive reading, and reading instruction, I outline current perspectives on reading fluency and its role as a key component of reading comprehension abilities. This discussion will incl...

Effective reading skills are essential prerequisites for L2 proficiency which demand different metacognitive and cognitive to deal with the problems before during reading. These strategies adopted by proficient readers effective methods handle primary factors that influence proficiency. Therefore, current research provided a comprehensive review of affecting acquisition second-language skills. ...

multiple intelligences (mi), second/foreign (l2) proficiency and gender are postulated to contribute to language learning strategies (lls). this study, first, examined whether there was any relationship between iranian efl learners’ lls, on the one hand, and their mi, l2 proficiency, on the other hand. in so doing, it explored the relationship of the overall l2 strategy as well as individual st...

Extensive reading (ER) is an instructional option steadily gaining support and recognition in second language (L2) reading pedagogy. Even though many attempts have been made to unravel the impact of ER on L2 development, there is a paucity of investigation into the affective domains of reading. The current study helps fill this gap by examining the effect of ER on L2 reading attitude. Participa...

The efficacy of genre-based approach to teaching writing has been regarded as an influential practice in L2 writing pedagogy (Hyland, 2007). However, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for L2 writing in EFL contexts, the gap which would highlight the problems of genre and rhetorical patterns for tea...

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