the following question poped up: is there any relationship between iranian high school efl learners reading comprehension and listening comprehension? then the following null hypothesis (ho) was developed to the test the above, mentioned question. "there is no relationship between high school efl learners reading comprehension and listening comprehension. for nearly 16 weeks, the experimental group four hours two times a week received 20-25 minutes listening comprehension practice each session and the control group kept on the same way. but without any listening practice and they were just confined to their set english textbooks. after 16 weeks. again the nelson reading test was adminitered to both groups upon their scores the statistical analyses were based. after scoring the test some important statistical analyses were conducted. these analyses included general: central tendency measures: mean: standard deviation variance parired t-tes: pearson meant coefficient correlation and t-test within the group. the statistical findings could firmly provide the researcher with the evidence and reject the null hypothesis at both .05 and .01 levels of significance and state that listenning comprehension can remarkably improve the learners reading comprehension skills. with the implications. the researcher found out that the findings of this research can be useful in language teaching teachers as they have fully neglected listening comprehension skill, shoud be aware that their efforts would be in vain, if they go on the method they are applying now the research findings can also be useful in teaching reading skills. designing syllabi. testing and teaching other language skill.

this experimental study has been conducted to test the effect of oral presentation on the development of l2 learners grammar. but this oral presentation is not merely a deductive instruction of grammatical points, in this presentation two hypotheses of krashen (input and low filter hypotheses), stevicks viewpoints on grammar explanation and correction and widdowsons opinion on limited use of l1. are taken into account, the subjects (n60) are divided into two equal groups. experimental group received the oral presentation and control group was given the same grammatical points in gt method. throughout the study, it was tried to find answers to the following research questions: 1- does oral presentation of l2 play a significant role l2 learners development of grammar system? 2- if input is understood and there is enough of it, is the necessary grammar automatically provided? 3- is, at least, some of the grammar instructed through oral presentation, reflected in students oral performance? the results of the statistical procedures proved that oral presentation of l2 plays a significant role in providing l2 learners with grammar development and necessary grammar is automatically provided without resorting to laborious task of explaining detailed rules and exceptions. moreover, it was shown that majority of the students used some of the structures applied in teachers input. null hypothesis was rejected in 0.05 level.

the aim of this study has been to find answers for the following questions: 1. what is the effect of immediate correction on students pronunciation errors? 2. what would be the effect of teaching the more rgular patterns of english pronunciation? 3. is there any significant difference between the two methods of dealing with pronuciation errore, i. e., correction and the teaching of the regular patterns? accordingly the following hypotheses were proposed: (i) immediate correction of errors does not have any improving effect on learners mispronunciations. (ii) teaching of the more regular patterns of english pronunciation does not have any improving effect either. (iii) there is no significant difference berween the two methods of handling the pronunciation errors, the correction method and the teaching of the rules method. based on the research questions, two groups of high-school seniors were selected with 30 subjects in each group. the instruments used for the study a pre-test and a post-test. the other instrument used was some lists of words which the subjects were to read aloud one by one in five sessions. the subjects in one group were corrected fir their pronunciation errore, while the other group was taught the regular patterns of the english pronunciation. the statisical procedure used was the t-test formula. the results showed that there was no significant difference between the means of the pre-test and the post-test scores, concerning the first hypothesis. (the t value exceeded none of the levels of significance) concerning the second hypothesis, however, the t value exceeded the t critical values at both alpha levels, thus rejecting the second hypothesis. the third hypothesis was also rejected in favor of group b, the group whose subjects were taught the patterns of pronunciation. the t value in the third hypothesis was also significantly higher than the t critical valuse at both of significant.