Abstract-The present research study, based on a systematic procedure, investigates the impact of the illocutionary and locutionary forces of the pragmatic competence on the Iranian male and female language teaching juniors. By virtue of gaining a persuasive and forceful ultimate goal of this study 400 language teaching Iranian juniors between 20 and 30 voluntarily took part in this study. They were initially exposed to the proficiency TEOFL test. Those who got over the 70 percent of the scores-120 male and female subjectswere selected as the subjects of the study. This study subsumes three phases. Phase 1 witnessed a T-test where 60 males and females of the aforementioned subjects were randomly classified into two-30 subject groups. The experimental group was assigned tasks based on illocutionary act measures where the communicative force of the utterances was taken into account and the control group was given tasks based on locutionary act where the well-formedness of the utterances was considered for the period of twelve sessions. As the posttest five native like Iranian Ph.D holders in linguistics who had full command of pragmatic competence in general and speech act theory in particular were hired to interview all the 60 subjects to unravel their differences. The acquired result revealed that the experimental group was much more versed in pragmatic competence regarding the illocutionary force of speech act theory. Phase 2 was allotted to a correlational study. The researcher intended to look into the degree of correlation between the locutionary and the illocutionary forces. The scores of 30 subjects in illocutionary experimental group were correlated with those of the locutionary control group. The coefficient of correlation demonstrated that there was a negligible positive correlation between the two variables. In phase 3 a 2x2 factorial design was employed where the120 male and female subjects selected by the TOEFL test were subjected to locutionary and illocutionary act. According to the observed F it was proved that the females outperformed the male subjects in both locutionary and illocutionary acts.

Abstract-The present research study investigated potential impacts of the etymological elaboration and rote memorization on the learning of the English idioms by Iranian EFL learners. Sixty (N = 60) female students of the Iranmehr language school were selected among a total number of 100 based on their performance on a Nelson proficiency test, and were assigned into two groups. Prior to the study an idiom achievement test was administered to the learners in both groups to make sure that they did not know the idioms at the outset. Subsequently, the participants in the experimental group received the idioms with the relevant etymological elaborations, while those in the control group were asked to memorize the same idioms without the etymological elaborations for15 sessions. An independent samples t-test was used to compare the mean scores of both groups on the posttest. The results revealed that elaboration of idioms was significantly more effective than learning the same idioms by rote memorization.

Abstract-This research was conducted on the basis of emotional intelligence in Goleman's model in which the correlational relationship between self-awareness as one of the variables consisted of three clusters: emotional self-awareness, accurate self-assessment, and self-confidence, and learners' performance on different reading comprehension test types including true & false, cloze test, multiple-choice, and wh-question form, as another variable was investigated. According to the results of data analysis through the regression and ANOVA tests, the null hypotheses were rejected and the correlation of the variables was proved.

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