The present study aims to analyze comparatively English and Persian research articles (Linguistics, Literature, and Library and Information disciplines) in terms of number and degree of utilization of sub-types of lexical cohesion in order to appreciate textualization processes in the two languages concerned. The study analyzes 60 research articles (30 articles in each language) in terms of sub-types of lexical cohesion. The study reveals that the order of occurrence in descending order of sub-types of lexical cohesion is ( Rep., Col., Syn., Gen.N., Mer., Hyp., and Ant.) in English data, while the order in Persian data is ( Rep., Syn., Col., Ant., Hyp., Mer., Gen.N.). In both data the most frequent sub-types are repetition, collocation, synonymy. In English data the general tendency is towards the use of repetition and collocation but Persian data show the general tendency towards the use of repetition and synonymy. This study might have implications for teachers and researchers in the field of teaching English as a foreign language because of the fact that teaching sub-types of lexical cohesion to foreign language learners will improve the quality of their reading and writing.

This study examines the relationship between morphological awareness and listening comprehension ability in Iranian EFL learners. Morphological awareness refers to the learners' knowledge of morphemes and morphemic structure, allowing them to reflect and manipulate morphological structure of words (Carlisle, 1995; Carlisle & Stone, 2003). The subject pool of this study consisted of 40 students (25 females and 15 males). They were second semester students majoring in English Language Teaching at Hamedan Branch, Islamic Azad University. They were randomly divided into two groups of 20 subjects, Control and Experimental groups. Four short listening passages were used as the pre-test which included 30 tokens of words with morphemic structures. The results of the pre-test revealed no significant difference between two groups. Then four one hour sessions were held for the experimental group. After four sessions, four short listening passages were used as the post-test. The results of the independent-sample t-test showed a significant difference between the two groups. The findings reflect the relationship between morphological awareness and listening comprehension ability. These findings may have some implications for explicit instruction on morphological knowledge.

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Writers use intensity markers as one of strategies in order to negotiate their claims and to make their writings persuasive and credible. This study is an attempt to examine the type, frequency, and functions of intensity markers in research articles of two disciplines of Applied Linguistics and Electrical Engineering by analyzing surface linguistic features. Based on a corpus of forty research articles, the overall rhetorical and categorical distribution of intensity markers were calculated across two rhetorical sections of Abstract and Conclusion of research articles. The results indicates that the overall distribution of intensity markers in Applied Linguistics articles is higher than Electrical Engineering ones. These findings may have some implications for the teaching of academic writing to EFL students.