The study was designed to show if the full and partial recast given to third person "s" or simple past "ed" caused learners to generate various kinds of output. 32 EFL learners at the elementary level participated in the current research. They were divided in two different groups, one included 18 and the other 14 learners. After recording their voice while giving them full and partial recast, regarding data analysis, chi Square and Paired-Samples t-test were run to analyze the data. The hypothesis was retained, leading us to conclude that full and partial recast did not function differently in simple past "ed" and the third person "s". In doing so, it aims to help teachers to better understand the effectiveness of full recast and partial recast in different grammatical structures.

Metalanguage did not receive a lot of attention in communicative language teaching (CLT) but has remained an untouched area in second language studies. This research wanted to examine the effect of teachers' metalanguage on learners' noticing of grammatical points. This research was conducted at two proficiency levels of elementary and intermediate. In each level of elementary and intermediate, two groups were chosen, an experimental and a control group. In the experimental group, the teachers used metalanguage to teach grammar points. However, in control group the teachers used examples to teach grammar points. A noticing task test was administered to the two groups to collect data. The result indicated that the metalanguage had impacted the learners' noticing, of grammatical points.

No abstract

From the standpoint of second-language acquisition, and socio-psychological adaptation in cross-cultural interactions, acculturation and language proficiency have been found to be interrelated. The current study investigates two Iranian women's acculturation orientation in connection to their language experience. Semi-structured interviews were used to obtain the qualitative data, which were then examined in relation to social distance and linguistic characteristics. The analysis sought to comprehend the connections between acculturation strategy choice and language proficiency, as well as the relationships between formal language instruction and language use in a natural situation. The findings demonstrate that, despite individual variation, research participants are more likely to choose integration as their acculturation strategy than assimilation, marginalization, or separation. This could mean that attitudes are more connected with knowing the local language of the host country as a second language by individuals.