International Journal

of

Language
and

Applied Linguistics
June 2015
Volume 1 Number 2

ISNN 2383-0514 (Online)

www.ijlal.ir

 2015, Khate Sefid Press

Published by Khate Sefid Press
English Educational Group
www.khatesefid.com

All rights reserved.

No part of this book may be reproduced, stored in a
retrieval system or transmitted in any form or by
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otherwise, without the prior written permission of
Khate Sefid Press.

About Us
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International Journal of Language and Applied Linguistics

IJLAL
2383-0514 (Online)
Quarterly
March, June, September, December
Applied Linguistics; Linguistics; English Language Teaching
Khate Sefid Press
Iran
Standard American/British English
Online
Academic/Scholarly Journals
Yes
Doubly-masked, peer-reviewed
4 to 6 weeks
Free PDF

Acceptable Paper Length:

Submission Types:
Author Fees:
Paper Acceptance Rate:
website:

3,000 to 7,000 words

Research Papers; Review Papers
None
26.08% (in second issue)
www.ijlal.ir

Editor in Chief
Seyyed Mohammad Reza Amirian
(Ph.D. in English Language Teaching, Hakim Sabzevari University, Iran)
Managing Editor
Dara Tafazoli
(M.A. in English Language Teaching, Islamic Azad University, Iran)

Editorial Board Members

Gholam Reza Abbasian (PhD in TEFL, Imam Ali University & Islamic Azad University,
South Tehran Branch, Iran)
Reza Bagheri Nevisi (PhD in ELT, University of Qom, Iran)
Mara Luisa Carri-Pastor (PhD in English Philology, Polytechnic University of Valencia,
Spain)
Christine Coombe (PhD in Foreign/Second Language Education, Dubai Mens College, UAE)
Mohammad Davoudi (PhD in ELT, Hakim Sabzevari University, Iran)
Mahmood Dehghan (PhD in ELT, University of Mazandaran, Iran)
Zohreh R. Eslami (PhD in ESL, Texas A & M University College Station, USA)
Masoomeh Estaji (Ph.D. in TEFL, Allameh Tabatabai University, Iran)
Abolfazl Khodamoradi (PhD in ELT, Farhangian University, Iran)
Mohammad Ali Kowsary (MA in ELT, Khate Sefid English Educational Group, Iran)
Parviz Maftoon (PhD in TESOL, Islamic Azad University, Science & Research Branch, Iran)
Akram Nayernia (PhD in ELT, University of Science and Technology, Iran)
Reza Nemati Moghadam (MA in ELT, Khate Sefid English Educational Group, Iran)
Micha B. Paradowski (PhD in Linguistics, University of Warsaw, Poland)
Margarida Romero (PhD in Educational Technology, Laval University, Canada)
Zari Saeedi (Ph.D. in ELT, Allameh Tabatabai University, Iran)
Mahdi Sarkhosh (PhD in ELT, Urmia University, Iran)
Karim Shabani (PhD in ELT, Allameh Mohaddes Nouri University, Iran)
Shahin Vaezi (PhD in ELT, Iran University of Science & Technology, Iran)
Ivan H. Williams (PhD in Applied Linguistics, University of Wisconsin-Madison, USA)
Reza Zabihi (PhD in ELT, University of Isfahan, Iran)
Amir Zand Moghaddam (Ph.D. in ELT, Allameh Tabatabai University, Iran)
Gholamreza Zareian (PhD in ELT, Hakim Sabzevari University, Iran)

Reviewers of this issue:

Saeideh Ahangari (Islamic Azad University, Tabriz Branch, Iran)
Shima Asadi (Alzahra University, Iran)
Elena Brcena (National University of Distance Education, Spain)
Saidna Zulfiqar A. Bin Tahir (University of Iqra Buru, Indonesia)
Susana A. Cochingco (Caledonian College of Engineering, Oman)
Alfonso F. Daz-Crdenas (Universidad Autnoma de Puebla, Mexico)
Seyed Foad Ebrahimi (Islamic Azad University, Shadegan Branch, Iran)
Maryam Farnia (Payame Noor University, Najafabad Branch, Iran)
Feifei Han (University of Sydney, Australia)
Zahra Hossainpour (University of Tehran, Iran)
Anca Ionesu (Dunarea de Jos University of Galati, Romania)
Naziha Jafri (Emirates Aviation College, UAE)
Hossein Kashef (Islamic Azad University, Urmia Branch, Iran)
Walid Massoud (Umm Al-Qura University, Saudi Arabia)
Salima Maouche-Ketfi (University of Bejaia, Algeria)
Lubna Mohammed (Boston University, USA)
Ogholgol Nazari (Sama Technical & Vocational Training College, IAU, Gorgan Branch, Iran)
Sandra P.M. Ribeiro (Polytechnic Institute of Porto, Portugal)
Elnaz Roohi (Islamic Azad University, Tabriz Branch, Iran)
Mavadat Saidi (Kharazmi University, Iran)
Pir Suhail A. Sarhandi (Free State University, South Africa)
Elena Savu (Politehnica University of Bucuresti, Romania)
Servat Shirkhani (Islamic Azad University, Science & Research Branch, Iran)
Nafisa H. Sirag (Glasgow University, UK)
Ana Lusa Teixeira (Universidade Europeia, Portugal)
smail Yaman (Ondokuz Mays University, Turkey)

June 2015

Vol. 1. No. 2.
ISSN 2383-0514 (Online)

Table of Contents
Editorial Note
Seyyed Mohammad Reza Amirian
A Syllabic Error Analysis of Young EFL Learners' Spelling Tasks
Jafar Dorri Kafrani, Hadi Tat Hesari, Hossein Azizvakili & Azam Aghamohammadi ...1 - 6
The Effect of Product/Process-Oriented Approach to Teaching and Learning Writing Skill on
University Student Performances
Taher Sarhady.......................................................................................................................7-12
Pronunciation or listening Enhancement: Two Birds with One Stone
Saeideh Ahangari, Samira Rahbar & Saeideh Entezari Maleki. 13-19
The Effect of Collaborative Peer- and Teacher-Scaffolding on Iranian EFL Learners
Intentional and Incidental Grammar Learning
Reza Taherkhani & Mohammad Hadi Mahmoodi...20-27
English Spelling Errors in Hindi Speaking Children
Bornini Lahiri..28-34
Team Teaching in the University: Description of a Collaborative Experience between the
Computer Engineering and the English Departments
Mara Luisa Renau Renau . 35-41
Arabic ESL Orthographic Errors in English: Production Difficulty in Comparison to Korean
ESL Performance
Robert J. Deacon.................................................................................................................42-48
The Effect of Task Repetition and Consciousness-Raising on Iranian L2 learners Writing
Performance
Roya Pakbaz & Mohammad Javad Rezai... 49-57

Teachers Difference and Iranian Students Vocabulary Achievement: Learning Together

Model
Zohreh Adeli Jam. 58-64

Editorial Note

Welcome to the second issue of the International Journal of Language and Applied
Linguistics. This journal has been launched to further the study and critical discussion of the
fundamental concepts of language teaching. Our aim is to add a new kind of forum for
language teachers, researchers and practitioners from all over the world for discussing the
concerns, aspirations and issues that have been often ignored in language teaching. The
journal is online, but hopefully the journal format will allow for a more sustained and focused
investigation of language-related topics, while increasing their visibility in academia and in
offline society.
The first issue of the journal dealt with issues that were primarily having a local perspective
reflecting the status of language teaching in Iranian context such as the practice of vocabulary
teaching, learners perception of politeness, mnemonic devices in vocabulary learning,
students research agenda and peer assessment. The variety of papers submitted for the second
issue of the journal permitted us to adopt a more global perspective that can attract and
intrigue the interest of international readership. I would like to extend my gratitude to those
who submitted to their papers for the second issue and our reviewers who kindly reviewed the
papers. Out of a large number of papers submitted to our journal, 9 papers were accepted at
the end by our board of reviewers for publication.

In the first article, A Syllabic Error Analysis of Young EFL Learners Spelling Tasks, the
recurrence of misspelled syllables of students' dictation in EFL classes are investigated. The
authors conclude that most of the mistakes they analyzed had occurred in CVC, CV, and
CCVC syllables.
The second article entitled The Effect of Product/Process-Oriented Approach to Teaching
and Learning Writing Skill on University Student Performances addresses the effect of
product versus process-oriented approach of teaching writing on university student
performances and the conclusion is that a process-oriented approach to teaching writing is
more effective than the product-oriented one.
The authors of Pronunciation or listening Enhancement: Two Birds with One Stone
conducted and experimental study to investigate the effect of pronunciation practice on
listening. They contend that pronunciation practice can significantly improve the listening
comprehension ability of learners.
Then, in the next paper, Reza Taherkhani and Mohammad Hadi Mahmoodi examined the
effect of collaborative peer- and teacher-scaffolding on Iranian EFL learners' intentional and
incidental grammar learning in writing at Bu-Ali Sina University, Hamedan. The authors
found a significant improvement in the subjects performance both in the intentional and the
incidental groups. Moreover the subjects were able to appropriate the grammatical points they
had not known prior to the collaborations.
Afterwards, Bornini Lahiri in the article English spelling errors in Hindi speaking
children reports an investigation of English spelling errors by the students of native Hindi
speakers. It is noticed that most of the wrong spellings were phonologically similar to the
correct spelling. The students wrote what they heard. They knew the alphabets of English and
related these alphabets to some sounds. This seems to be the influence of L1 (Hindi) where

there is one to one correspondence between sound and orthographic symbol. But it is not so in
English. Similarly, Robert J. Deacon examines Arabic ESL orthographic errors in English.
The writers intend to test the hypothesis that Arabic speakers from Saudi Arabia produce
more errors with English orthography than other ESL students who also use non-Romanized
scripts. Their study confirmed this hypothesis and showed that this difference continues
across proficiency levels by comparing the number of errors made by Arabic and Korean
students of both high and low proficiency groups. It was shown that Arabic students
statistically make more errors than the Korean group and that high level Arabic students did
not perform significantly better than low level Arabic students.
Mara Luisa Renau Renaus paper concerns English for Specific Purposes (ESP) examining
team teaching in the university through describing a collaborative experience between the
computer engineering and the English departments. The collaboration results in the design
and implementation of a rubric that is used to assess the compulsory oral presentations in
English in the fourth year courses in the Computer Engineering Degree.
Next, the authors of The Effect of Task Repetition and Consciousness-Raising on Iranian
L2 learners' Writing Performance evaluate the possible effects of task repetition with followup consciousness-raising activities on enhancing the complexity and accuracy of EFL
learners' written output in immediate and delayed post-tests. Their findings reveal that
applying consciousness-raising tasks led to more accurate writing production in the repeated
performance. Furthermore, their results indicate that merely repeating a task is not enough for
creating more accurate writing drafts.
Finally, in the last paper, the effect of difference of instructors is the subject of the paper
The Effect of Teacher's Difference on Iranian Students' Vocabulary Achievement Using
Learning Together Model. Zohreh Adeli Jam reports a study of second-year students of

Tabriz Faculty of Pharmacy. She concludes that the difference of instructors did not have any
significant difference on students' vocabulary achievement.
Once again, I would like to sincerely thank those who helped establish this journal and
publish its second issue, chief amongst which is Khate Sefid Press that took on the Herculean
task of setting up the website and patiently helped us find our way around it. Moreover I
appreciate the hard work of Dara Tafazoli for preparing the papers for online publication and
communicating with authors. And last but not the least, I express my deepest gratitude to the
reviewers for their outstanding work and the writers for their work and fortitude in the face of
delays.

Editor-in-Chief,
Mohammad Reza Amirian