The Effect of Dominant Language of Communication on L3 Learning of Present Tense by Mazandarani-Persian Bilinguals

Hamid reza Ghobadirad; Ali Akbar Jabbari

Volume 4, Issue 15 , October 2021, , Pages 29-39

Abstract
  The present study aimed to investigate Mazandarani-Persian Bilinguals' L3 learning of simple present tense to see whether their L1, L2, or dominant language of communication affect their L3 learning. To this end, 90 male and female students, with the mean age of 14.5 were selected from among the elementary ...  Read More

Learning
The Effect of Academic Context of Learning on L3 Acquisition of Iranian Bilinguals

Fatemeh Khezri; Ali Akbar Jabbari; Ali Mohammad Fazilatfar; Fatemeh Jamshidi

Volume 4, Issue 13 , May 2021, , Pages 7-19

Abstract
  The present study aimed to investigate the effect of learning context on the acquisition of plurality agreement in English noun phrases by Iranian L3 learners of English. To this end, 64 elementary learners of English were chosen from among the students of Arabic language and literature and Persian language ...  Read More

Cross-linguistic Gender Differences in EFL Learners’ Pause Frequency and Duration

Zahra Banitalebi; Ali Akbar Jabbari; Mohammad Hasan Razmi

Volume 3, Issue 9 , May 2020, , Pages 19-27

https://doi.org/10.22034/iepa.2020.239311.1187

Abstract
  The present paper sought to investigate gender differences in the speech pauses made by Iranian bilingual (L1: Turkish and L2: Persian) learners of English as a foreign language (EFL). To this end, the pauses made by males and females were compared. Via an Oxford Placement test, a convenient sample of ...  Read More