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Abstract-This study was an attempt to compare the effect of reading story aloud (RSA) and storytelling (ST) on intermediate EFL learners' listening comprehension. The design of the study was quasi experimental with listening pre and post tests. The participants were 99 Iranian EFL learners who were selected based on their performance on a Placement and Evaluation Package. For 6 sessions, the participants of both experimental groups who were 66 students listened to their teacher reading a story aloud in group 1 and telling the story in the second group. At the end of each session, they answered the questions that followed each story. After 6 sessions of treatment, the listening posttest was administered to both groups. Besides, there was a control group in which the students were expected to listen to listening parts of the book taught in their term through a traditional method of teaching without receiving extra treatment like the two mentioned experimental groups. Based on the results of one-way ANOVA test, it was evident that the ST method was more effective in improving the learners' listening comprehension than the RSA. In order to specify where the difference(s) were, Scheffe post hoc test was applied. The results indicated that the gain in ST group's listening comprehension was significantly more than that of RSA group. The results could have been due to the influence of the way of telling story with the help of teacher's body language and continuous eye contact that attracted the students to follow the stories eagerly. The results have some implications for syllabus designers, material developers, and language teachers.

Abstract-This study investigates commonalities and differences in overall rhetorical structure within the Iranian EFL subjects in their Persian and English pre-and post-argumentative essays and also it examines the effect of two different treatments, namely, models with implicit instruction, and models alone. After conducting TOFEL test, 76 subjects were selected. They were randomly divided into two groups, an experimental group which received no-instruction treatment, and a control group which was instructed implicitly. A pre-test and a post-test were administered before and after the treatment. The quantitative analysis of the post-argumentative essays revealed that the implicit group outperformed the no-instruction group. This study is significant for genre analysis and contrastive rhetoric research.

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