Central to Vygotsky-inspired sociocultural theory (SCT) is the notion of ZPD seen by SLA researchers as a useful framework within which L2 teaching and learning can take place. Van Lier (2004) argues that the ZPD could be activated in diverse proximal contexts (PCs) and is not limited to the expert-novice scenario. . This study probed whether Iranian EFL learners' collaborative task performance...

l2 research has shown that instruction in l2 pragmatics is necessary. the current study evaluated the impact of explicit instruction on efl learner's awareness and production of three speech acts of request, apology, and complaint. it also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the l2 classroom. iranian undergraduate students maj...

The Drosophila IMP-L2 gene was identified as a 20-hydroxyecdysone-induced gene encoding a membrane-bound polysomal transcript. IMP-L2 is an apparent secreted member of the immunoglobulin superfamily. We have used deficiencies that remove the IMP-L2 gene to demonstrate that IMP-L2 is essential in Drosophila. The viability of IMP-L2 null zygotes is influenced by maternal IMP-L2. IMP-L2 null proge...

This study examined the role of procedural memory in adult second language (L2) development. Participants were trained on an artificial language under either explicit or implicit conditions. Development in the L2 was assessed by grammar tests at two time points. Measures of procedural memory were administered and were used to create high and low procedural groups. Results revealed an advantage ...

Pragmatic aspect of second language (L2) as a component of communicative competence has recently received more attention. Many research studies have investigated the gap between native and nonnative speakers’ command of L2 pragmatics. However, development of L2 pragmatics has been the focus of few studies. In this study, how coursebooks can help both nonnative teachers and learners develop L2 p...

This paper reviews models of the cognitive processes involved in writing. It sketches their development from an early emphasis on the thinking behind the text and the impact of cognitive overload on this, through more dynamic models emphasizing the interaction between thinking and text production processes, to more recent models emphasizing the constitutive role of text production in the develo...