A Cross-sectional Study of Iranian EFL Learners’ Pragmatic Skills Development: The Case of Written Requests
1. A Cross-sectional Study of Iranian EFL Learners’ Pragmatic Skills Development: The Case of Written Requests

Abdolvahab Asefi; Majid Amerian; Hooshang Yazdani; Moussa Ahmadian

Volume 38, Issue 2 , Summer 2019, , Pages 1-46

http://dx.doi.org/10.22099/jtls.2020.34548.2728

Abstract
  This study attempts to investigate the pragmalinguistic and sociopragmatic development of Iranian EFL learners cross-sectionally when making requests in different situations. To this ...  Read More
Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables
2. Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables

Minoo Alemi; Zohreh Eslami Rasekh; Atefeh Rezanejad

Volume 33, Issue 3 , Autumn 2014, , Pages 21-49

http://dx.doi.org/10.22099/jtls.2015.2481

Abstract
  Among topics in the field of pragmatics, some seem to be in a more rigorous need of investigation. Pragmatic assessment and specifically the issue of pragmatic rating are among issues ...  Read More
The Effect of Dynamic Assessment on EFL Learners' Acquisition of Request and Apology
3. The Effect of Dynamic Assessment on EFL Learners' Acquisition of Request and Apology

Zia Tajeddin; Farhad Tayebipour

Volume 31, Issue 2 , Summer 2012, , Pages 87-118

http://dx.doi.org/10.22099/jtls.2012.499

Abstract
  Originating from Vygotsky’s Sociocultural Theory, dynamic assessment (DA) proposes a novel approach to second language acquisition (SLA) research according to which a dialectical ...  Read More