Abstract-Language teachers have always been concerned about the inadequacy of conventional methods of language teaching in education systems. As a result, the language teaching pendulum is swinging from methods to post-method pedagogy, although it still remains in motion. The dual focus on both socio-cultural theories to second language acquisition (SLA) and improvements in technologies wins the attention of practitioners, curriculum designers, and students as the major stakeholders in applied linguistics. This has resulted in greater emphasis on the important role of techniques and technologies in language teaching. Many have tried to find a more innovative direction in this respect (Rodgers, 2000). This article, along with reviewing different predictions made in this direction, takes a more edu-sociocultural-technological perspective to address the potentially important issues in language teaching in future.

The present article reported an exploratory investigation into the nature of the reading comprehension strategies of English Foreign Language learners across proficiency levels. The aim of this study was to probe possible differences between elementary, intermediate, and expert readers' use of cluster strategy in the First Certificate English test. The collected data from 19 participants' Thinking Aloud on the gapped section of the test were analyzed both through content analysis and tabulation. The results indicated that readers at different language proficiency levels did not use a single profile strategy to answer a reading comprehension test item or to process a text, but rather used different combination or cluster strategies. The participants located in the intermediate language proficiency levels used more various strategy types to answer a single reading question than those who were located at the two extreme ends of the spectrum. Hence, focusing on teaching efficient cluster strategies rather than teaching single isolated strategies would be more productive in today's reading classrooms.

Abstract-Cognitively speaking, bilingualism has witnessed so many challenges and developments in practical and theoretical parts. The aim of this article is to describe and study bilingualism from different perspectives of social, individual, cognitive, psychological and political issues. To this end, this article will go through the following stages: What is Bilingual and Bilingual Education and Cognitive Processing? There are several factors which indicate what kind of decision (selective or nonselective) might be made. These include L2 proficiency, language intermixing, task demands, and instruction. Language intermixing refers to whether an experiment contains exclusively items that belong to one language (block presentation) or items from two languages (mixed presentation). Therefore, (1) lexical codes from different languages are activated in parallel on the basis of an input string; (2) selection of the lexical candidate that is identified appears to take place rather late in the recognition process; and (3) several factors affect the ultimately arising result patterns, the most important of which are a participant's L2 proficiency level, the requirements of task, and the blocked or mixed presentation of items from different languages.

Abstract:This study aimed at investigating the possible dynamicity of reading motivation across time. To this end, the reading motivation questionnaire (Mori, 2002) was administered to about 101 BA students twice. The results indicated that reading motivation does not have a fixed construct. Different components of reading motivation might change in nature across time.

Transfer has been discussed from different points of view since the advent of Contrastive Analysis Hypothesis [13], [8]. Mishina-Mori [19] has defied transfer as merging grammatical properties from one language to another. The effect of transfer from a first language (L1) to a second language (L2) or a third language (L3) has been viewed differently in different theories of Second Language Acquisition (SLA). A number of these theories view transfer as having no role, some others as having debilitative effects and still others as having enhancive effects on L2 or L3 learning. This article has reviewed these different views of SLA theories toward transfer and claims that though these theories sound incommensurable in this regard, they can be considered as one tune in a complex dynamic but chaotic system of SLA known as Chaos/ Complex System.