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هدف از پژ وهش حا ضر مقایسه ی تا ثیر سه شیوه آ موزشی واژگان :شیوه تدریس اجزا ء سا زنده واژ ها ، فلش کارت و استفاده از شیوه سر نخ های متنی بر یاد سپاری بلا فا صله و با تأ خیر واژگان دانش آ موزان پا یه سوم دبیر ستان های ایران است.به همین دلیل نود دانش آ موز در این پژ وهش شر کت نمو دند که مشغول تحصیل در مدارس تبریز بودند.برای اطمینان از همگن بودن آن ها ، آزمون پت به آ ن ها داده شد ، بر پایه نتا یج بدست آ مده بیست نفر از هر کلاس انتخاب شدند و این سه کلاس دست نخورده به صورت تصا د فی در سه گروه آ موزشی قرار گر فته اند. ابتدا به عنوان پیش آزمون شصد واژه به عنوان پیش آ زمون به آن ها داده شد که چهل تا از آ ن ها نا شنا خته برای دانش آ موزان بودند، هر کلاس تحت تدریس یک شیوه قرار گر فت ، و آ موزش های لازم داده شد .برای فهمیدن تأثیر هر شیوه تدریس در آ خرین جلسه پس آ زمون متشکل از چهل واژه داده شد و بعد از چهار هفته پس آ مون با تا خیر داده شد و نمرات بدست آمده با استفاده از آ مون انو وا مقایسه شد .نتا یج بدست آ مده نشان داد که تا ثیر سر نخ های با فتی بر یادگیری واژ ها بیشتر از شیو های دیگر است .نتا یج بدست آمده مفید برای اساتید زبان ،دانش آ موزان ، مدارس و دانشگا ها است

Purpose: The current study was conducted to discover the possible relationship between self-esteem and the productive skills of EFL learners in Iran across genders. Methodology: The design of the study was ex post facto or correlational design. Three instruments were used for data collection in the present study. A language proficiency test (Oxford Placement Test (OPT)) to measure the participants’ proficiency level, Cooper smith Self-Esteem Inventory and finally two tests of speaking and writing adopted from Preliminary English Test (PET). To begin the study, with the purpose of clearing the language proficiency level of the learners, the researchers gave all learners a language proficiency test in Payame Noor University in Tabriz. After the test, 52 candidates whose test scores were between one SD below and above the mean finally were selected as the homogeneous sample for further data collection. Then some parts of the data were collected by Copper smith's self-esteem questionnaire to find out the participants’ self-esteem. Finally the last part of the data which was the participants’ productive skills was gathered by two tests of speaking and writing adopted from PET. To test all the research hypotheses in the current study, the researchers run Pearson correlation analysis as the chief statistical analysis. Findings: The results indicated that, there was significant relationship between the self-esteem and productive skills of the learners in both genders. Conclusion: feelings of competence, confidence and good directedness influence learners’ performance. It means that, self-esteem could have a significant impact on the learners’ learning processes.

Writing proficiency is a key factor in the development of language skills and there are different approaches to writing development. This study sought to investigate the effect of flipped classroom, interactive classroom, and the integration of two approaches on Iranian advanced English as a Foreign Language (EFL) learners’ writing performance. Eighty-five Iranian learners enrolled in EFL programs at the Sokhan English Institution in Guilan, Iran, participated in this quasi-experimental research. There were both male and females. After homogenizing them with the Oxford Placemen, they were divided into three experimental groups: the flipped classroom, the interactive classroom, and the integration of two approaches. Three instruments were used to collect data: the Oxford placement test, the pretest, and the posttest of writing. They had 13 sessions of treatment. Data analysis by ANCOVA revealed that both flipped classroom, and interactive classroom positively impacted the writing skills of EFL learners. However, the group receiving the integration of flipped and interactive approaches treatment outperformed in its effect on learners' writing performance. The current research findings could assist creators of textbooks, educational organizers, material developers, language institutions, educators, and students in creating a more effective environment for learning foreign languages and enhancing writing skills.

Grammatical Metaphor (GM) is one of the fresh language phenomena introduced by Halliday (1985) in the framework of functional grammar. Thompson (2004) states that the salient source of GM would be ‘Nominalization’ where a noun form attempts to represent a verb form or in other words, a verb form with its different process is represented in a noun form. He continues that any wording is ought to be either metaphorical or congruent wording. In this study the story of Harry Potter and the Prisoner of Azkaban was explored in search of GMs deployed throughout the first two chapters. This study tended to identify the instances of nominalization types of GM in the first two chapters of Harry Potter and the Prisoner of Azkaban and offer the congruent wording. As the next step, the congruent wordings were compared with metaphorical wording in order to find out the lexical density of each wording. The lexical density was obtained by Concordance software. The result of study illustrated , in a very crystal-clear way, the advantage of GM in adult writing which is stated to be one of the noticeable points regarding GM by Halliday (1985).The result obtained statistically revealed that the deployment of GM increases the lexical density, which again was claimed by Halliday (2004) as one of the other salient points about GM. Based on the findings of this study, some implications can be drawn for academic writing and reading as well as for teachers involved in writing and reading pedagogy.