No abstract

Microgenetic design or microgenetic method is a scientific method in which the same setting is studied repeatedly in order toobserve possible changes in details. Reviewing the current literature, one can conclude that microgenetic methods havepositive effects of learning in general and language learning in particular. The main objective of the current study was toinvestigate the possible effects of implementing input enhancement techniques using microgenetic methods, on Iranian ESPlearners' conjunction production. To this end, a number of 40 Iranian ESP learners were participated in the study. During thefour-week period of the current study, the participants received the instructions and treatment, two sessions a week and eachsession lasted for an hour. After administering the pre-test before the instruction, using input enhancement techniques, anumber of the conjunctions were presented and taught to the learners in the first session. The data were collected afterinstructional sessions during the first, third, fifth, and seventh weeks through paragraphs focusing on conjunction productionwritten by the participants. The results indicated that, in the course of time, input enhancement techniques using microgeneticmethods, significantly affect Iranian ESP learners' conjunction production.

Learning strategies and learner strategies known as two key variables have affected language learning. These strategies also play a sensitive role in the learning context and in the learner's internal processing preferences. The present study attempted to investigate language learning strategies used by Iranian EFL and ESP learners. The study sample consisted of 66 language learners (33 EFL learners and 33 ESP learners.). The research instrument was the Strategy Inventory for Language Learning (SILL) questionnaires (Oxford, 1990a), which is a standardized measure with versions for English as a second language (ESL) students and students of a variety of other languages. Independent-sample T-test was used to compare the means of ESP and EFL learners. The results of the study showed that there is a significant difference between Iranian EFL and ESP learners in terms of employing learning strategies. Furthermore, in order to find the difference within each group in using language learning strategies, repeated-measures on way ANOVA was used. The results of the study showed that there is a significant difference within each group of language learners (ESP and EFL) when it comes to employing learning strategies.