Abstract-This study aimed to explore the nature of emotion regulation behavior among EFL teachers. To this end, semi-structured interviews were conducted with 18 EFL teachers teaching general English courses in both private language institutes and public schools in Iran. All interviews, conducted in Farsi, were first transcribed and translated into English. Then, through the use of conceptual content analysis technique, the data were scrutinized for emotion regulation strategies. Overall, five main categories, namely, Teaching Context Preference / Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies emerged in the interviews. The emerging categories from the conceptual content analysis corresponded, to a great extent, to the Process Model of Emotion Regulation proposed by Gross (1998).

There is a clear contradiction between the predictions of psychologists and applied linguists regarding the relationship between extraversion and learning. Psychologists claim that extraversion is a disadvantage for learning on the grounds that an extravert has less cortical arousal, is more easily inhibited and has a limited long‐term memory. In contrast, many applied linguists predict that extraversion is an advantage for learning a second/foreign language, based on the assumption that an extravert elicits more input and produces more output. To resolve this conflict, forty Iranian, non‐English Major Ph.D. students who took the TOEFL and IELTS were given the Persian restandardised form of the Eysenck Personality Questionnaire twice. They were also asked to report their grade point averages (GPAs) for their school diploma, Bachelor's and Master's degrees. A negative but non‐significant relationship was found between extraversion and GPAs. An even weaker but still negative relationship emerged between extraversion and both the totals and sub‐scores for TOEFL and IELTS. Thus extraversion may not help in developing either linguistic skills or even communicative skills in such an Iranian EFL situation where there is no exposure to English and where non‐communicative teaching methods are used in English classes. This preliminary research led to our main study (Kiany 1997d) which includes three different subsamples – no English exposure, exposure to English only in classes, and exposure to the language in a natural English‐speaking environment – as well as a much wider variety of measurements of English proficiency.

The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical knowledge encompasses eight macro categories; namely, knowledge of language and related disciplines, knowledge of ELT theories, skills, and techniques, knowledge of context and social relations, knowledge of class, time, and learning management, knowledge of research and professional development, knowledge of practicum, knowledge of teachers and their assessment, and knowledge of reflective and critical teaching. Among these categories, the first four ones are shared by language teachers, while the rest belong to the domain of teacher educators. The findings also revealed no significant statistical difference among the categories proposed by the three groups of the participants. The results are discussed and suggestions are provided for future research.

Conference abstracts are under-represented promotional texts in spite of their key role in the academic life of and communication among scholars. This generic study attempts to capture the structures and strategies of 160 applied linguistics conference abstracts from four world areas in terms of semantic units of Introduction, Method, and Findings and their Moves and Steps. Results revealed similarities and differences arising mainly from the idiosyncratic nature of genre, place of presentation, and western versus non-western, center versus periphery, and theory- versus application-oriented cultures. Implications for novice and non-native researchers to communicate and submit conference abstracts effectively follow a detailed report.

This study investigated the effects offrequent dictation on the listening comprehension (LC) ability ofelementary EFL learners. Two homogeneous groups of elementary EFL learners at the Kish Language Institute in