Volume 7. Issue 5 October 2011.

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Foreword:

Welcome to the fifth edition of the year 2011. The Iranian EFL Journal is a bi-monthly journal from 2011, and this has created a good opportunity for its 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 the fifth issue of volume seven we present fifteen articles for your reading. In the first article, Reza Ghafar Samar, Mohammad Bagher Shaabani and Mohammad Nabi Karimi have done a research on overpassivization of unaccusative verbs as a function of discourse pragmatics and verb type: testing the fit in Persian. In the second article, learners’ performance in and beliefs about problematic L2 oral communication in an EFL aontext: a qualitative analysis is explored by Alireza Jamshidnejad.

In the third article, the effect of verbal and visual techniques on vocabulary achievement of Iranian EFL students is presented by Zahra Fakher Ajabshir. The fourth article which discusses the evaluation of an EFL English coursebook is presented by Mehri Jalali. In the fifth article, Fateme Dehghan and Ali Akbar Jabbari have studied the animacy in the acquisition of the argument structure: psych verbs. In the sixth article, Reza Aghaie and Stefanie Pillaie have presented a research on the explicit instruction of cognitive and metacognitive reading strategies in Reading performance and self-efficacy. In the seventh article, the effectiveness of mnemonic strategies in English vocabulary learning: a case of Iranian high school students is presented by Hadi Salehi and Manoochehr Jafarigohar.

In the eighth article of the issue, relationship between multiple-intelligences and learning grammar in EFL settings is studied by Ali Panahi. In the ninth article of the issue, Mohammadsaleh Sanatifar and Mohammad Reza Hashemi have presented a contrastive study of “pro-form” substitutions in English and Persian with reference to translation practice. In the tenth article of the issue, policy and English language teaching (ELT) in Iran is presented by Mehry Haddad Narafshan and Mortaza Yamini.

In the next article, learners’ beliefs and teachers’ beliefs, is studied by Reza Dehghan Harati. In the next article, evaluation of integrative grammar teaching the case of English two-word verbs, and adjective /verb + preposition for Iranian EFL learners is done by Jaber Ahmadi.

In the next article, Iran and teaching English in the third millennium, is done by Saeed Khojasteh Nam. In the next article of the issue Biook Behnam and Akram Azarmi discusse critics of brown and levinson politeness theory. And in the last article of the issue, Mahdi Dahmardeh and David Wray, present culture and English language teaching in Iran.
                     
                             
 We hope you enjoy this edition and look forward to your readership.