Abstract-Translation has long played a controversial role in English teaching and learning. It has been largely ignored as a valid activity for language practice and improvement. On account of this matter, although, most language educators are completely against the use of translation in language classrooms, nowadays, this perspective is changing and more and more professionals have believed the facilitating role of the first language in ELT. On the basis of this matter, this issue has been discussed in applications of language pedagogical methodologies. The main purpose of the present study was to investigate Iranian English learners' use of translation as a learning strategy to learn English. It is also to find out the strategies involving translation the students use in the proce ss of learning. In order to do all this, the study employed quantitative and supplemental qualitative methods. For the quantitative part, 170 Iranian EFL learners were asked to answer the Inventory for Translation as a Learning S trategy (ITLS ) questionnaire. For the qualitative survey, 120 students were selected to respond the learners' interview guide. Then, the data analysis and statistical calculations revealed that language learners used a wide variety of learning strategies concerning translation to comprehend and remember as well as produce English whether or not they are discouraged to do so by their teachers.

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Abstract-The present study was an attempt to investigate classroom discourse from the vantage point of the SEET (Self-evaluation of Teacher Talk) framework which has resource to conversation analysis as its underlying powerhouse. In addition, it aimed at exploring how teacher talk can lead to more learner involvement in EFL classes. This study was carried out on advanced EFL classes in a private language school in Maragheh, Iran. The audio and video-taped classes were transcribed and analyzed based on pre-defined modes of the SEET framework with special focus on teacher talk. Results indicated that confirmation checking, scaffolding, direct error correction, and content feedback constituted the constructive whereas teacher interruptions and turn completions made up the obstructive sides of teacher talk respectively. Findings are used to maintain that there is a greater need to highlight the significant relationship between teacher talk quality and learner contributions in EFL contexts; and, to argue that through reflective teaching EFL teachers' verbal behaviors can gradually enrich and flourish in terms of teacher talk and learner contributions standards.

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Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers' views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.