Editorial

Pages 0-0

Saeed Ketabi

• Editorial
• PDF 180.86 K

Designing reading tasks to maximise vocabulary learning

Pages 1-8

10.22108/are.2014.15481

Paul Nation

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• PDF 533.11 K

Motivation, amount of interaction, length of residence, and ESL learners’ pragmatic competence

Pages 9-28

10.22108/are.2014.15482

Zohre R Eslami; Soo Jin Ahn

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• PDF 522.4 K

The relationship between task repetition and language proficiency

Pages 29-40

10.22108/are.2014.15478

Ahmad Mojavezi

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• PDF 488.7 K

The effect of increase in task cognitive complexity on Iranian EFL learners’ accuracy and linguistic complexity: A test of Robinson’s Cognition Hypothesis

Pages 41-54

10.22108/are.2014.15476

Hassan Soleimani; Maryam Rezazadeh

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The effect of reading purpose on incidental vocabulary learning and retention among elementary Iranian learners of English

Pages 55-66

10.22108/are.2014.15477

Ahmad Reza Eghtesadi; Sakine Momeni

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• PDF 549.38 K

Pragmatic comprehension of apology, request and refusal: An investigation on the effect of consciousness-raising video-driven prompts

Pages 67-86

10.22108/are.2014.15479

Parviz Birjandi; Ali Derakhshan

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• PDF 700.44 K

Investigating disagreements through a context-specific approach: A case of Iranian L2 speakers

Pages 87-100

10.22108/are.2014.15480

Reza Ghafar Samar; Fatemeh Pourmohamadi; Afsaneh Abaszadeh

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• PDF 701.84 K

Full Issue

Pages 101-200

• Editor-in-Chief Lecture
• PDF 5.42 M