This study was an attempt to explore the beliefs of Iranian EFL teachers about the role of grammar in English language teaching in both state schools and private language institutes. Data were collected through a questionnaire developed by Burgess and Etherington (2002), which consisted of 11 main subscales and was divided into two sections. The first section dealt with approaches to grammar te...

We present a computational model of language learning via a sequence of interactions between a teacher and a learner. Experiments learning limited sublanguages of 10 natural languages show that the learner achieves a high level of performance after a reasonable number of interactions, the teacher can produce meaning-preserving corrections of the learner’s utterances, and the learner can detect ...

Current educational policy emphasizes “school readiness” of young children with a premium placed on preschool interventions that facilitate academic and social readiness for children who have had limited learning experiences prior to kindergarten (Rouse, Brooks–Gunn, & McLanahan, 2005). The teacher–child relationship is viewed as a critical mechanism for the effectiveness of interventions (Giro...

For many English as a Foreign Language (EFL) teachers working contingently with language learners’ problematic learner contributions in classroom interaction still remains a challenge. Drawing on conversation analysis methodology and using sociocultural and situated learning theories, this longitudinal case study traces the progressional changes in one Iranian English language teacher’s repairi...

Given the fact that developing an intimate relationship between teacher and students creates a safe learning environment (Harran, 2006), and because teacher immediacy is proved to increase students’ motivation for learning (Velez & Cano, 2008), this study was an attempt to explore the relationship between Iranian EFL learners’ perceived teacher immediacy and their willingness to communicate (WT...