The most commonly used data for reservoir description are well and seismic data. Well data such as logs typically provide sufficient vertical resolution but leave a large space between the wells. Three-dimensional seismic data, on the other hand, can provide more detailed reservoir characterization between wells. However, the vertical resolution of seismic data is poor compared with that of well data. Conventionally, seismic data have been used to delineate reservoir structure; however, seismic data can be used for reservoir characterization such as porosity. Therefore, we can combine these two types of data to obtain reservoir parameters such as porosity and saturation. It is available the desired parameter (such as porosity) of the number of wells in the reservoir and seismic cube. And we are looking for the parameter estimation in the whole reservoir. To do this, there are several methods including multiple linear regression, neural networks, and geostatistical methods. Therefore, by determining the reservoir properties and correctly estimating these parameters, optimization can be performed with fewer wells, and the costs of exploration and production are reduced. In this paper, we apply these methods on the available data for an oil field in southwest Iran to obtain the porosity in a total reservoir cube, and these methods are then compared with one another. The results clearly show the superiority of neural networks compared with the other methods in estimating the reservoir parameter. The results also show that although estimation accuracy is increased significantly with the use of the geostatistical approach, this method requires that a sufficient number of well logs, representing all the fields under investigation, be provided in order to improve the geological model obtained by the multi-attribute and neural network methods.

Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers’ cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in teaching discipline-based EAP courses has resulted in noticeable inconsistencies in the two groups’ instructions. The present study was an extension of Atai and Fatahi-Majd (2014) and explored the cognitions and practices within and across six Iranian ELT instructors and six content teachers regarding their translation-based, form focused, feedback and vocabulary teaching activities. Each participant was observed for six sessions. Field note taking and semi-structured interviews were also done with the two groups of teachers so as to delve into the cognitions underlying their actual practices. The general findings supported Atai and Fatahi (2014) in all the areas under investigation where there were within group inconsistences and across-group discrepancies within and between the two groups of teachers respectively with content teachers being much more inconsistent than ELT instructors in terms of their practices and cognitions. The findings of the study have implications for renewing the current practices of ELT instructors and content teachers teaching discipline-based EAP courses worldwide.

Abstract-The present study sought to investigate the extent to which discipline specificity of the occurrence of metadiscourse (MD) elements had been taken into account in developing ESP textbooks in Iran. To do so, three distinct disciplines, namely, psychology, medicine, and mechanical engineering were chosen for investigation. For each discipline, two textbooks were analyzed; one content book, and one ESP textbook developed for students in the Iranian academic context. To analyze the six textbooks, Hyland's (2005) taxonomy of MD markers was adopted. The occurrence and frequency of each type of MD marker in the corpus were then identified and counted by a computational software (Anticon 2.3). The obtained results were further analyzed through SPSS (18) to see if the differences between the frequencies of different types of MD elements in the three disciplines and two textbook types in each discipline were statistically significant. Regarding variations across the disciplines, the results showed that MD markers were used in medicine and psychology texts the most and in mechanical engineering ones the least. As to the differences between content textbooks and ESP ones, the results indicated that MD markers occur significantly fewer in the ESP textbooks than in the content ones in all three disciplines. This may have some implications for ESP material developers to incorporate the metadiscoursal aspects of English in general and those of each discipline in particular into the ESP textbooks.Index Terms-content books, ESP textbooks, interactional metadiscoursal markers, interactive metadiscoursal markers, materials evaluation

Standing at the cornerstone of discipline-based EAP courses, vocabulary teaching warrants attention from the EAP scholars and research mainstream. However, such a shift of attention, in theory, has lagged behind the practice in particular contexts such as EAP and EAP teachers are yet afflicted by pedagogical chaos in the Iranian academic context due largely to the inconsistencies between language teachers’ (LT) and content teachers’ (CT) cognitions and practices. Thus, this study was conducted in the EAP context to explore Iranian EAP teachers’ perceptions and practices of their vocabulary teaching. To this end, six EAP teachers (three LTs and three CTs) from three different disciplines (Electrical Engineering, Medicine, and Psychology) participated in this study, and their classes were observed for a semester. To thoroughly probe the teachers’ perceptions, semi-structured interviews were conducted with teachers. The findings pointed to differences between the two groups of teachers in terms of their vocabulary teaching practices and perceptions. It was revealed that LTs focused on a more varied combination of aspects than CTs did. The findings of the study provide implications for EAP teacher education to colour current practices and perceptions of the two groups of teachers about vocabulary teaching and learning with fresh paint.