Branch. She is a part-time lecturer and has published some articles and books. She has also attended some national and international conferences. She is a member of the Young Researchers and Elite Club. Her areas of interest mainly lie in Language Testing, Assessment, and Educational Measurement.

Concerning the new field of second language learning, literacy as the outstanding subfield in SLA has influenced teaching and assessment. However, literacy programme in the L1 along with second or foreign languages requires further research. According to Swain [1] "… heritage language use without literacy has little effect". Thus, the current study aims to focus on learning Farsi as the L1, and English as the foreign language of 15 young first grade elementary participants so as to have thick description. In order to observe the rate of success in each language, three features which are number of pauses [2], false starts and repetitions [3] were analysed to tackle the first research question. The results depict no relationship between these three features in pairs except false starts and repetitions but it is not so strong. Considering the second research question among three stated features no one received high mean score, which is noticeable, since their language has not been fossilized. To sum up, the relative contribution of per feature in each language reveals more insights into the nature of each and all languages in order to scaffold the participants to develop firstly literacy in L1, and then to promote the foreign language.

According to Ackerman (1994), Hattie (1985), and Reckase (1990), test dimensionality is defined as the interaction of a set of items and underlying constructs of the examinees. According to Traub and Lam (1985, p. 22) "the assumption of unidimensionality seems inappropriate when it refers to an educational achievement." On the other hand, it should be noted that when different dimensions are measured, Masoud Geramipour et al.

The present article argues that English language teaching specifically grammar is inappropriately premised on an outcome-based approach. Thus, it proposes an alternative, affordance-based approach to teaching, learning and using grammar. It also defines as use, agency, and not just structural manipulation for learning the language. In so doing, changing the environment and reconstruction are highly emphasized. That is to say, implicit learning grammar through interaction and practices may concern as the product of communication since language learners can benefit from opportunities for interaction to physical and social world through active engagement with the environment. In this case, classroom affordance is not the only opportunity for the language learning; thus, changing the environment and reconstruction are highly concerned. In this way, learning language is the matter of acting in the world and act upon as the matter of autonomy and agency. This way of learning can also result in implicit consciousness raising while provided with feedback. Thus, language learners can experience a phenomenon in the process of understanding a particular manner.

Identity is an essential, cognitive, and socialized phenomenon known as discursive one. Identity is relocation from private and cognitive experience to public and other semiotic experience which is discursive system of meaning making. Therefore, it is argued that identity can be found in discourse that entails power and directs individuals. Marx also proposed that identity shapes through the authoritative voice that language carries. On the other hand, Foucault posited the arrangement and practices of social discourse since discourse-based approach indicates identity as a dynamic process that can reproduce or destabilize discursive order. Thus, systematic discourse analysis offers powerful and systematic structures of ideologies although general properties of language and identity are not marked.