Volume 7-6 December 2011.

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Foreword

Welcome to the especial and sixth edition of the year 2011. The bi-monthly Iranian EFL Journal has attracted many readers from different parts of the world. The journal has also provided an opportunity for our readers to access to more articles. The journal has had strong growth over the last few years with a monthly readership now exceeding 2500 readers. For a journal examining the topic of EFL/ESL, Literature and Translation studies, the growth and readership has been pleasing. Statistically, readers are coming from almost 80 countries. In this edition, our readers can also find articles from the above mentioned domains. In the last issue of volume 7 we present 18 articles for your reading.  

In the first article, the authors Reza Pishghadam and Shima Ghahari present the impact of glossing on incidental vocabulary learning: a comparative study. In the second article, Mahboobeh Mahboobi and Sarjit Kaur have done a survey of Iranian EFL university students’ motivation and interest in intensive reading. In the next article, the impact of critical friends groups on teacher cognition a sociocultural view of L2 teacher education is done by Mehdi Shokouhi Shourmasti. In the fourth article, Reza Barzegar, Seyed Mahmoud Mirtabatabaie and Hassan Moradi have done a research on the relationship between multiple intelligences and performance on reading proficiency item types. In the fifth paper, the effect of task-based language teaching (TBLT) vs. content-based language teaching (TBLT) on the Iranian intermediate ESP learners' reading comprehension is done by Ali Malmir, Saied Najafi Sarem and Ayat Ghasemi.

In the next paper, Rajabali Askarzadeh Torghabeh studies the use of myth(s) in postmodern American drama case study: the plays of Sam Shepard. In the seventh article, Laleh Namdar and Mohammad Sadegh Bagheri have studied the effect of teaching etymology on the comprehension and retention of English technical vocabularies among vocational school students of Bandar Abbas. In the next article, Javad Zare’ has explored the relationship between first language reading skill and second language reading skill. In the ninth article effects of intensive reading on the mastery of grammar in Iranian junior high school students is presented by Mahdi Rajaee Nia. In the tenth article, a critical discourse analysis of five English language classes in Iran is scrutinized by Fatemeh Hemmati and Parisa Nasseri karimvand. In the next article of the issue, Samad Mirza Suzani, Lotfollah Yarmohammadi and Mortaza Yamini have presented a critical review of the current situation of teaching ESP in the Iranian higher education institutions. In the twelfth article of the issue, a contrastive analysis of English and Persian sentence structure is done by Asghar Bastami Bandpay.

In the thirteenth article, Farahman Farrokhi and Fattaneh Abbasi Talabari have presented the study of the effectiveness of focus on form instruction on vocabulary and grammar learning. In the next article, Hooshang Khoshsima and Salman Rostami Gohari have presented a study on the translation of metaphor: a corpus-based study of three Persian translations of Othello.

In the next article practicing a change in an Iranian EFL curriculum from ivory tower to reality is done by Batoul Ghanbari and Saeed Ketabi. In the next article of the issue, the big five personality traits: a new horizon of research in language teaching is presented by Masood Siyyari. In the next article of the issue, L1 and L2 language stores dependency and their connection facilitation through translation is done by Amir Reza Asiyaban, Morteza Yamini and Ghaffar Tajalli. And in the last article of the issue, Marzie Heydari and Kourosh Akef have investigated the relationship between peer assessment and teacher assessment of the composition writing among Iranian EFL learners.

We hope you enjoy this edition and look forward to your readership.