The current study examined the correlation among Iranian EFL learners’ emotional intelligence (EI), critical thinking (CT) ability, and L2 vocabulary knowledge (VK). To this end, surveys were administered to 75 Iranian advanced EFL participants. Analyses of the data revealed a mutual relationship between the Iranian EFL learners’ EI and their L2 VK. Similarly, a positive correlation was found b...

Any σ ∈ Gal(L1L2/K) restricted to L1 or L2 is an automorphism since L1 and L2 are both Galois over K. So we get a function R : Gal(L1L2/K)→ Gal(L1/K)×Gal(L2/K) by R(σ) = (σ|L1 , σ|L2). We will show R is an injective homomorphism. To show R is a homomorphism, it suffices to check the separate restriction maps σ 7→ σ|L1 and σ 7→ σ|L2 are each homomorphisms from Gal(L1L2/K) to Gal(L1/K) and Gal(L2...

In contrast to mycoplasma virus L1 and L2 circular DNA, mycoplasma virus L3 linear DNA is not biologically active in polyethylene glycol-mediated transfection. Electroporation of Acholeplasma laidlawii, however, leads to plaque formation after incubation with L3 DNA. The efficiency of electroporation-mediated transfection is 1/10 that of polyethylene glycol-mediated transfection as estimated wi...

Lysostaphin is an antimicrobial agent belonging to a major class of antimicrobial peptides and proteins known as the bacteriocins. Bacteriocins are bacterial antimicrobial peptides which generally exhibit bactericidal activity against other bacteria. Bacteriocin production is a self-protection mechanism that helps the microorganisms to survive in their natural habitats. Bacteriocins are current...

Second or foreign language (L2) learners’ development of interlanguage pragmatic (ILP) competence to understand and properly interpret utterances under certain social and cultural circumstances plays a pivotal role in the achievement of communicative competence. The current study was designed to explore the effects of synchronous computer-mediated communication (SCMC) and asynchronous com...

The effect of motivational self-regulatory strategies on L2 learners’ achievement has scarcely been examined within the context of our country, Iran. This study is concerned with examining the relationship between motivational self-regulatory strategies and their L2 reading and L2 writing achievement. It also explores the relationship of motivational self-regulatory strategies and use of langua...

To enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of L2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of Dörnyei’s (2005, 2009) theory of L2 Motivational Self System. To this end, 1462 jun...