Vol. 4, No. 3 (2011), English Language Teaching

• • Defining a Rule for the Use of Infinitive and Gerund Complements
  • •  Gregory Conti   
    • p3
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• • A Qualitative Case Study of EFL Students’ Affective Reactions to and Perceptions of Their Teachers’ Written Feedback
  • •  Omer Mahfoodh   
    •  Ambigapathy Pandian   
    • p14
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• • Structuring Cooperative Learning in Teaching English Pronunciation
  • •  Hsuan-Yu Chen   
    •  Jaya Goswami   
    • p26
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• • Motivating Students in the EFL Classroom: A Case Study of Perspectives
  • •  Rima Bahous   
    •  Nahla Bacha   
    •  Mona Nabhani   
    • p33
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• • Analyzing the Training and Internship Needs Assessment of Verbal Communication Skills amongst Hotel Practitioners
  • •  Suzana Rahim   
    •  Farina Tazijan   
    • p44
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• • The Fable of Recognition: A Study of Northrop Frye as a Prophet
  • •  Peng Li   
    • p54
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• • School Performance, Cultural, Social and Personality Factors and Their Relationships with Majoring in Foreign and First Languages
  • •  Ebrahim Khodadady   
    •  Reza Zabihi   
    • p63
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• • Why is Pronunciation So Difficult to Learn?
  • •  Abbas Gilakjani   
    •  Seyedeh Ahmadi   
    •  Mohammad Ahmadi   
    • p74
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• • Developing Saudi EFL Students’ Oral Skills: An Integrative Approach
  • •  Fahad Aljumah   
    • p84
    •  PDF 
      
• • Content-Based Instruction in the Teaching of English for Accounting at Vietnamese College of Finance and Customs
  • •  Nguyen Ngan   
    • p90
    •  PDF 
      
• • On the Impact of Illustrated Assessment Tool on Paragraph Writing of High School Graduates of Qom, Iran
  • •  Esmaeil Bagheridoust   
    •  Zahra Husseini   
    • p101
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• • Use and Non-use of Humor in Academic ESL Classrooms
  • •  Ali Ziyaeemehr   
    •  Vijay Kumar   
    •  Mohd Abdullah   
    • p111
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• • Enhancing Learner Autonomy through Reciprocal Approach to Curriculum Development
  • •  Mohammad Zohrabi   
    • p120
    •  PDF 
      
• • A Study of Students and Teachers' Preferences and Attitudes towards Correction of Classroom Written Errors in Saudi EFL Context
  • •  Arafat Hamouda   
    • p128
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• • An Evaluation of English Language Teaching Courseware in Malaysia
  • •  Jayakaran Mukundan   
    •  Vahid Nimehchisalem   
    • p142
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• • An Application of a Questionnaire of Social and Cultural Capital to English Language Learning
  • •  Reza Pishghadam   
    •  Mohsen Noghani   
    •  Reza Zabihi   
    • p151
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• • The Use of Verb Noun Collocations in Writing Stories among Iranian EFL Learners
  • •  Fatemeh Bazzaz   
    •  Arshad Samad   
    • p158
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• • The Combined Effect of Instruction and Monitor in Improving Pronunciation of Potential English Teachers
  • •  Qian Liu   
    •  Zun Fu   
    • p164
    •  PDF 
      
• • The Nexus between Iranian EFL Teachers’ self-efficacy, Teaching Experience and Gender
  • •  Parisa Karimvand   
    • p171
    •  PDF 
      
• • The Effects of the 3-2-1 Reading Strategy on EFL Reading Comprehension
  • •  Hashem Alsamadani   
    • p184
    •  PDF 
      
• • The Effect of Using Portfolio-based Writing Assessment on Language Learning: The Case of Young Iranian EFL Learners
  • •  Saeed Taki   
    •  Maryam Heidari   
    • p192
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• • The Rationale for Using Computer Mediated Communication to Develop Communicative & Linguistics Competence in Learners
  • •  Vahid Nowrozi   
    • p200
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• • How Colours are Semantically Construed in the Arabic and English Culture: A Comparative study
  • •  Amna Hasan   
    •  Nabiha Al-Sammerai   
    •  Fakhrul Kadir   
    • p206
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• • The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and their Use of Learning Strategies
  • •  Karim Hajhashemi   
    •  Fatemeh Ghombavani   
    •  Seyed Amirkhiz   
    • p214
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• • Generative Semantics
  • •  Karim Bagha   
    • p223
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• • Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status
  • •  Arda Arikan   
    • p232
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• • Comprehension of Discourse Markers and Reading Comprehension
  • •  Mohamad Khatib   
    •  Mahmood Safari   
    • p243
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• • The Effectiveness of Explicit and Implicit Corrective Feedback on Interlingual and Intralingual Errors: A Case of Error Analysis of Students’ Compositions
  • •  Mohammad Falhasiri   
    •  Mansoor Tavakoli   
    •  Fatemeh Hasiri   
    •  Ali Mohammadzadeh   
    • p251
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