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Well-being includes phenomena such as mental health, life satisfaction, positive attitude and feeling happiness. The present study deals with the relationship between language and well-being and claims that well-being factors are expressed in the words of the language. For example, the happiness factor in a language is reflected by certain words such as happy, happiness and satisfied. The theoretical framework of the present study is ecolinguistics. The method is corpus based. The data is extracted from the research of Secretariat of Emotional Intelligence of Tehran Education in 2017. In this study, the well-being status of 1095 high school students, the first and second period, girls and boys, public and private of District One of Tehran have been evaluated. The students' responses to the question about well-being criteria are the base of the present study. The corpus consists of 1161 words with a frequency of 35,455. The content words associated with the five Well-being factors of engagement (occupation and entertainment), perseverance, optimism, connectedness and happiness were extracted in the framework of the semantic map of Jiaqi Wu et al. (2017), by using top-down method. They were analyzed using Excel and SPSS soft-wares. Some examples of the words that represent the well-being factor of happiness are: “relaxation, facilities, happy, healthy, fun, health, happiness, excellent, pleasant, relaxed, happy, satisfied, faith, satisfaction, enjoyed, happiness, joy, and fun”. The research findings show 6845 words of the corpus (about35.7%) are related to well-being, and there is a significant relationship between well-being factors and produced words

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One of the criticisms that apply to translations of various texts, including the Quran, islexical critique. One of the models presented in this type of critique is based on Garces' theory.
The present study intends to criticize and evaluate the lexical selections of the translation of Mousavi Garmaroudi from Quran based on the semantic level of the Garces pattern. For this purpose, first and briefly, the theory of Garces is introduced, and then, the applicable cases of this theory, based on the examples of the above translation, mentioned under separate titles and in detail.The most important findings of this research, with a descriptive-analytic approach, indicate that the Garmaroudi's translation vocabulary from the perspective of the components of Garces theory can be criticized and evaluated. This translation is regarded as an explanatory translation -explanatory and lexical explanation- which contains countless instances of similarity and equivalence -conventional and unconventional equivalent- lexical expansion and reduction, as well as the transmission of ambiguity.

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While writing a literal or educational text, especially for children, it is very important to know the characteristics of the readers. Children’s literature and educational professionals believe that using difficult vocabulary or structures in a text will eliminate the reader’s motivation, so using simple structures and core vocabulary is very important. Core vocabulary means a list of words that have high frequency in use, and everyone (in an age level) can understand their meaning. In this research, we study the usage of core vocabulary in 20 texts from “Roshde Noamuz” magazine according to Nematzade et al (2011). The results of this research can be fruitful in writing and translating childrenʼs texts. We further aim to find vocabulary that all Iranian children can understand its meaning to use in literal and educational texts.

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S. H. Fatemi.PH.D.
F. Majidi
 
Abstract
One of the profits of research on the poetry books of the past poets is enrichment of the scope of vocabulary. Without studying and making a survey on all the literary works, even the infamous literary works, it is impossible to compile and prepare a comprehensive dictionary of vocabulary. Therefore, the writer of this article, who is working and studying Badr Shervani’s poetry book, a poet of the eight and ninth century A.H in Qafqaz., surveys the words and vocabularies of this poet not mentioned in the Persian dictionaries, and in other cases the meanings are offered in dictionaries such as Dehkhoda’s dictionary of vocabularies; where there is actually no example for it whether in prose or poetry. Efforts have been made to offer examples from Badr complete poetry book for words lacking any concrete example; while words missing in the Persian dictionaries were to be found in other sources including the Arabic and Turkish dictionaries or even through referring to the other poetry books of other poets. Still, some words were not found and as a result these words were given meaning considering the poet’s poetry.
 

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The present article takes a critical and analytic look at various dimensions of studying vocabulary in academic texts, hence providing a quite clear prospect of the requirements, methods and challenges of this line of inquiry. The basic focus of the article is however to draw attention to the paucity of corpus-informed research on Persian academic texts as well as the linguistic productions of Persian speakers in other languages. In the first section, a holistic picture as to the significance of learning academic vocabulary is drawn. Then, some academic word and phrase lists and some academic corpora are briefly introduced. In the next section, different aspects which should be taken into consideration (e.g. collocation, lexical bundles, intra and inter-text lexical variation) in such type of research are elaborated and some of precautions to be taken by researchers are discussed. In the final section, some of the challenges and limitations of this type of research are mentioned and a scheme of the ecology of “studying academic vocabulary” is given. The scheme is supposed to act as a synoptic road map for interested researchers who are at the beginning of their academic endeavor.


 

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A.Mirbagheri Fard,PH.D.
L.Mirmojarabian
 
Abstract
Savaneh al-Ashshaq of Ahmad Gazzali is the most outstanding and first spiritual and independent work that speaks about love in the Persian language. The language of this work is one of a particular mystic eloquence that often employs appropriate discourse from Qur’anic verses or Hadith. Meanwhile, linguistic principles have associated and adjusted two axis causing projection and distinction of the language. Elements of lingual accretion that has been analyzed and studied in the current paper is the most projecting factor of Savaneh with regard to its associating that has created balance and order in different layers of this book. Among these factors, more than others, author has paid attention to balance accrued from vocabulary repetition especially its defective repetition.
In this work, the frequent remarkable application of this lingual technique (vocabulary repetition) and was up and down in the text is a kind of internal resemblance that is being seen in the language of Ahmad Gazzali. As such, balance of Savaneh is more based on vocal resemblance which is not only the axis of lingual association rather in substitution too has led to the application of types of simile instead of metaphor.
 

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This article aims at estimating core vocabulary of preschoolers with intellectual disability in Tehran. Stratified matrix sampling was used for choosing and grouping the 90 informants.  Three groups (each group 16 boys and 14 girls) were selected among the preschoolers less than 9 years. Based on Nematzadeh et.al (2005) two subtests were modified and developed: Perceptive and Lexical factors which assessed understanding of 694 and 830 words have been respectively evaluated. 14 informants were chosen for filling the lexical subtest among the teachers. Since there were lots of items in perceptive subtest, from different parts of speech (noun, adjective and verb) 1/3 of them were selected and the students have been told to answer them in 2 different sessions. The data were analyzed using descriptive analytic method. If a word was recognized by 80% of the informants, it was decided to be a core vocabulary (24 out of 30 in perceptive subtest and 4 out of 5 in lexical subtest). 219 and 81 words were listed to be among core vocabularies based on perceptive and lexical subtest respectively. 54 words were common in the lists. So, 246 words were estimated to be core vocabulary of educable mentally retarded preschoolers in Tehran.
 

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This quasi-experimental study aimed to investigate the effects of five different glossing conditions (i.e., full gloss, inference-gloss-gloss, gloss-retrieval-gloss, inference-gloss-retrieval-gloss, and gloss-retrieval-gloss-retrieval) on English as a foreign language (EFL) vocabulary retention. To this end, 140 MA students of Teaching English as a Foreign Language (TEFL) were selected. The participants were randomly assigned to one glossing condition to read an English text. Within the text, five target words were glossed twice or three times in the text margin. For instance, in the inference-gloss-retrieval-gloss condition, the participants were expected to infer word meaning in the first encounter; then the word’s meaning was provided in the form of gloss in the second encounter; in the third word occurrence they were expected to remember word meaning; and at the last word encounter the word meaning was again provided in the form of gloss. To ensure the participants’ attention while reading, a multiple-choice reading comprehension test was administered after reading the text. Four weeks later, two vocabulary tests (i.e., form retention and meaning retention) were administered. The obtained data were analyzed through one-way MANOVAs and post hoc Scheffe tests. The results revealed that the gloss-retrieval-gloss-retrieval condition group outperformed the other four groups in both form retention and meaning retention posttests.

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Rasā’el are the six prose pieces by Sa’dî which are usually published in his oeuvre. Since the first attempts to publish the scientific edition of his oeuvre, the question of these writing’s authorship was central to the topic. Different researchers have done some study on these six treatises and given some answers to the problem of their authorship attribution. It is meant in this dissertation, to quantitatively analyze the Rasā’el using stylometry and authorship attribution techniques and compare it with Golestān - the known work of Sa’dî. We have used two different techniques to do our analysis. The first technique used is characteristic curves proposed by Mendenhall. The second is a quantitative model to explain the repetition and distribution of vocabulary in each piece of writing. Ultimately, our answers fit with the Forughî’s guess about these writings. Three of these writings (Nasîhat ul muluk, Aql o eshq, and ankîyāno) are surely written by Sa’dî. Taqrîrāt-e salāse and dar taqrîr-e dîbāche are not written by Sa’dî. Majāles-e panjgāne’s author isn’t Sa’dî, but it is possible that the content is Sa’dî’s speeches for people.

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Although the existence of common words between Persian and Arabic languages occasionally facilitates learning Arabic for Persian speakers, it also causes numerous problems, including linguistic interference, for language learners putting language skills into action. Overall, language similarities between Persian and Arabic can be classified into two types: structural and lexical. Lexical similarities may have three different major kinds: 1. similarities in the shape of writing and meaning occurring in nouns, verbs, and letters, with the highest frequencies in nouns; 2. similarities in the shape of writing and complete or partial contrast in meaning, which is mostly seen in nouns and occasionally in verbs; and 3. partial similarities in meaning and contrast in form which is typically observed in Arabic and Persian prepositions. In the current research, not taking structural similarities into consideration and employing a descriptive-analytical survey approach, the effect of common words between Persian and Arabic languages on the writing skill of undergraduate students of Arabic Language and Literature was studied. The statistical population of this research consists of 10 state universities, including Arak, Tehran, Bu-Ali Sina, Kharazmi, Al-Zahra, Guilan, Shahid Beheshti, Shiraz, Allameh Tabataba’i, and Ferdowsi universities. It also includes 199 undergraduate students passing Writing Skill 1 or 3 courses. Since the current study examined the common words between Arabic and Persian languages and the effects of the words on Arabic language learners’ writing from a contrastive perspective, it is considered a pioneer study in this field. The research questions are as follows:
1. How good are the students’ vocabulary skills regarding the common words between Arabic and Persian languages in Writing Skill 1 and 3 courses?
2. How does the time difference of offering writing skill courses affect students’ vocabulary banks?
To answer the research questions, we used a self-constructed test including the common words between Arabic and Persian languages. The test was designed in four steps:
1. Collecting language learners’ highest frequency errors and including them in the test.
2. Test verification: After predicting language learners’ errors, the test was designed and 6 copies of the test were given to 6 language skills professors. Modifications were made on the test based on the experts’ comments and then the test reliability was confirmed.
3. Conducting the test: The Writing Skill 1 and 3 tests were given to students in Shahid Beheshti and Allameh Tabataba’i universities. After examining the language learners’ performance, the test was modified. The reliability coefficients were obtained for both tests. In the next step, the test was given to the students in all the above-mentioned universities.
4. Test analysis: to analyze the test, both quantitative and qualitative methods were employed. According to the quantitative method, the students’ correct answers were marked once (out of 100). The researchers used t-test to determine whether the means of the two universities’ marks in Writing Skill 1 and 3 courses are equal to each other. And to examine the effect of the time of offering the course on these errors, logistic regression analysis was employed.
Logically speaking, the signifier with a stabilized signified in our minds causes problems when referring to a different signified. In other words, it is less problematic to relate two different concepts (signified) to two different words in two languages than to relate a common word between two languages to two different concepts and, simultaneously, be cautious enough not to get the different concepts in the two languages mixed up. A lack of awareness of the common words’ semantic and practical differences results in linguistic interference. Given the high frequency of Arabic words in Persian language, mostly with semantic, structural, and practical differences, the phenomenon of linguistic interference is typically expected in the process of learning Arabic language by Persian speakers. To perceive the differences and similarities of the common words between Arabic and Persian languages, a contrastive study was conducted. As for the next step, error analysis, which is the next stage in a contrastive study, was employed because a contrastive study predicts the errors by comparing two language levels and discovering the similarities and differences between two languages, while error analysis either confirms or rejects the predictions. Furthermore, the analysis of linguistic errors, including linguistic interference, provides the researcher with a picture of language learners’ progress and enables him to identify their learning dimensions and address the overlooked aspect of teaching process; by focusing on this aspect in the process of teaching and learning a language, the researcher can help fix the problem. The research results revealed the fact that after passing the writing skill courses, the students’ vocabulary banks were significantly expanded. Also, there is a direct relationship between learners’ language interferences and the semester during which they take the course but this relationship disappears, once they pass the first two writing skill courses and start taking Writing Skill 3. This shows language learners’ capability in using the vocabulary in Writing Skill 3 course. Further, the t-test results highlighted the significance of students’ progress in Writing Skill 3, compared to their abilities in Writing Skill 1 course, in all the above-mentioned universities except Tehran and Kharazmi universities. However, the classification of students’ marks in Writing Skill 1 and 3 courses indicated that this progress was inconsiderable because none of these universities got top marks. This finding showed that despite the students’ progress in vocabulary skills during Writing Skill 3 course, compared to Writing Skill 1, they still had problems determining the semantic differences between common words as well as using the vocabulary in Arabic language. The factors leading to this weakness include vocabulary interference and vocabulary deficit. The domination of grammar-based thinking in the minds of most of the students has made them assume that a correct sentence in Arabic language is the one which is grammatically and syntactically correct. It is likely that the difference in Arabic and Persian grammars, due to their belonging to different language families, causes more problems for Persian speakers trying to learn Arabic language. However, the attitude of Arabic language teaching departments in Iran may have been effective. In other words, in teaching Arabic, the focus is mostly on learning the grammar rather than communicating and conveying a message to any target language speakers.
 
 

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While there is a substantial body of research on the role of glosses in fostering reading comprehension and vocabulary acquisition, the findings on relative efficacy of first language (L1) and second language (L2) glosses are conflicting. This study investigates the impact of Farsi (L1) and English (L2) paper-based glosses with different presentation formats (in the margin and at the bottom of page) on intermediate-level English as a foreign language (EFL) learners' vocabulary retention and recall. During a two-month treatment, the participants read the passages under one of the four conditions: L1 gloss in the margin (L1-margin), L1 gloss at the bottom of the page (L1-bottom), L2 gloss in the margin (L2-margin), and L2 gloss at the bottom of the page (L2-bottom). Following the treatment, a vocabulary post-test and a month later, a delayed post-test were administered to gauge any vocabulary gains. Results of repeated measures ANOVAs showed the superiority of L1 over L2 glosses (L1-margin> L1-bottom>L2-margin>L2-bottom) in the post-test. The delayed post-test scores revealed the better performance for marginal glosses, regardless of the language of the gloss (L1-margin = L2-margin > L1-bottom > L2-bottom), suggesting that how learners process and retrieve lexical items may vary depending on both language and location of the gloss.

1. Introduction
Considering the importance of vocabulary skill in second language acquisition (SLA), second language (L2) scholars and researchers have used numerous instructional strategies to provide optimal conditions for the incidental vocabulary acquisition. Amongst different strategies adopted are hypertext glosses which serve as an effective learning aid. Glosses or annotations (used interchangeably in this paper) are supplementary information ranging from textual explanations to pictorial cues and animations which are used in electronic web-based or printed paper-based formats (Abuseileek, 2011). Rather than looking up the meaning of unknown words from dictionary, glossing affords immediate access to the meaning of the word with no or minimum interruption. This study aims to extend the current knowledge on glossing literature by exploring the relative efficacy of L1 and L2 gloss with different presentation formats (in the margin and at the bottom of the page) on vocabulary acquisition of L2 learners.
 
2. Literature Review
The impact of glossing on L2 reading comprehension and vocabulary learning has been documented in a number of studies. Most of these studies (e.g., Abuseileek, 2011; Chen & Yen, 2013; Khezerlou, Ellis, & Sadeghi, 2017; Ko, 2012) have centered on the gloss type (textual, verbal, visual, or a combination of them), with few studies (e.g., Choi, 2016; Miyasako, 2002; Yoshi, 2006) touching the gloss language (whether the gloss is offered in L1 or L2). The few existing studies on L1/L2 glossing have reported mixed findings, and more research is required to arrive at more robust evidence on clear superiority of either gloss. Apart from gloss type and language, new interests and concerns have been recently aroused regarding the presentation format of the gloss (the location of gloss in relation to the glossed word), with no conclusive evidence on relative effectiveness of different locations of the gloss. Accordingly, this study aims to extend the current knowledge on glossing literature by exploring the relative efficacy of L1 and L2 gloss with different presentation formats (in the margin and at the bottom of the page) on vocabulary acquisition of L2 learners. The following research questions were specifically addressed:
1. Do learners who have access to paper-based L1 and L2 glosses while reading an L2 passage perform differently on vocabulary retention and recall?
2. Does the presentation format of glossing (in the margin of or at the bottom of the page) result in significantly different vocabulary gains?
3. What are the learners' perceptions toward hypertext glossing?
 
3. Methodology
3.1. Participants
A total of 176 (112 males and 64 females) intermediate-level non-English-majored freshman and sophomore students studying at the University of Bonab (located in East Azarbaijan province, Iran) participated in this study. The participants were native speakers of Farsi with the mean age of (M = 19.3, SD = 3.21) and an average of 6.3 years of formal English learning prior to their entrance to the university.
 
3.2. Instruments
Three versions of a multiple-choice vocabulary test (pretest, post-test, and delayed post-test) and a questionnaire were used as instrumnets. The vocabulary test included 30 items chosen from the passages covered during the treatment. The tests were scored by the teacher (researcher), and each correct response was awarded 1 point, for the maximum test score of 30.
The questionnaire was administered to elicit the participants' attitudes towards glossing type and location, a five-item survey questionnaire was designed. It included three open-ended questions (checking the participants' preference for gloss/no gloss, the language of the gloss, and the location of the gloss) and two multiple-choice items which required the participants to choose how often they consulted the glosses and how they perceived glossing.
 
3.3. Procedure
The treatment lasted for two months, 13 sessions of 45 minutes. Three sessions were allocated for administering the pretest, post-test and delayed post-test. During each of the remaining 10 sessions, one passage (a total of 10 passages) was covered from the students' textbook, Read This 3 (Savage, 2010), published by Cambridge University Press. Each passage is approximately 350 words. Twenty keywords introduced prior to each passage were adopted as the glossed words.
 The teacher adapted the passages by marking each of the glossed words in boldface and by creating four versions of hypertext glossing based on the type and location of the gloss: (a) L1 glossing in the margin (L1-margin), which offered the L1 translation of the glossed word in the text margin; (b) L1 glossing in the bottom of the page (L1-bottom), which listed L1 translations of the keywords at the bottom of the page; (c) L2 glossing in the margin (L2 margin), which presented the L1 translation of the word in the margin of the text, and (d) L2 glossing in the bottom of the page (L2-bottom), where L2 translations of the keywords appeared at the bottom of the page.
The five classes were randomly assigned to L1-margin, L1-bottom, L2- margin, L2-bottom, and control groups. While the experimental groups read passages with glossed words, the control group read the same texts with no access to glosses. The day after the last instructional session, the post-test and one month later, the delayed post-test were administered.
 
4. Results
After ensuring the normal distribution of the data (p > 0.05). A series of repeated measures analysis of variance (ANOVA) s and paired comparisons were conducted on vocabulary retention and vocabulary recall test scores. The findings provided supportive evidence for the effectiveness of gloss over no-gloss in L2 vocabulary learning. As for the type and location of the glosses (the focus of research questions 1 and 2), the trend was L1-margin> L1-bottom > L2-margin > L2-bottom in the post-test and L1-margin = L2-margin > L1-bottom > L2-bottom in the delayed post-test. Concerning learners' perceptions toward glosses (research question 3), the results of survey questionnaire revealed their favorable attitudes.
This findings contribute to the existing literature on vocabulary glosses by verifying the positive role of L1 and L2 glosses with different annotation formats in incidental vocabulary learning. The superiority of gloss over no gloss conditions supports the theoretical underpinnings of consciousness raising and input enhancement. Boldfacing the glossed word draws learners' attention to the word and its corresponding glossing, whether in the form of L1, L2, synonyms, definitions, and explanations. This entails learners' noticing (Schmidt, 1990) of form-meaning connections and as a result facilitates conversion of input to intake. The overall superiority of L1 glosses supports the concept of lexical representations (Levelt, 1989). Based on this concept, L1 and L2 glosses represent different types of form-meaning mappings at encoding and retrieval stages (Choi, 2016). As suggested by Yoshi (2006), at lower levels of language processing, the associations made by learners between an L2 form and its corresponding concept is far stronger than the associative links created between L2 forms and concepts. That the participants derived more benefit form marginal in comparison to bottom-of-the-page glosses may be attributable to the physical proximity of the gloss and the glossed word. This is in line with the studies by Chen (2016) and Abuseileek (2011) who found better vocabulary gains associated with using glosses embedded in the text or as close to the glossed word. The findings suggest techaers and educators to make use of paper-based, as well as e-glosses. Effectively designed glosses, in addition to clarifying the meaning of L2 words, may promote learners' knowledge of different facets of the word

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The present study is an attempt to contribute to the L2 acquisition research through finding an appropriate answer to the question usually asked by both language teachers and learners, namely how to learn vocabulary and how to retain meanings in memory over time. We have chosen to discover the effects of two major types of productive exercises, writing and oral production exercises, on the remembrance of word meanings over time: 24 hours, one week, and one month after learning the vocabulary. For this purpose, two linguistically homogeneous L2 classes received ten sessions of treatment each: in one of these classes, 100 vocabulary items were practiced through controlled writing exercises and the other class practiced the same items through controlled oral exercises. The preliminary results indicate the positive influence of oral production exercises on meaning rememberance over time, i.e., after one month, while the two exercise types did not show any significant differences in their effects on in class vocabulary learning processes.

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Working memory as a cognitive system is considered as one of the sources of individual differences in second language learning by many researchers. In order to examine the relationship between the capacity of two components of working memory (as one of the sources of individual differences in learning) and learning English vocabulary and grammar (as basic components in learning a second language), and also to explore the effect of instructional method as an effective variable along with working memory capacity, a convenience sampling method research was conducted. Subjects of this study were 74 female language learners selected from children between 9-12years old. These learners were at the beginner level in terms of English language proficiency. In order to determine the phonological loop capacity, non-word repetition test and digit recall test were used and, counting recall test and backward digit recall test were employed to determine central executive capacity. Based on the scores of these tests, language learners were divided into two homogeneous groups. The first group received inductive instruction and the second group underwent deductive instruction. Linear regression and two sample independent t-test were used for data analysis. The results indicated that both the phonological loop capacity and the central executive capacity had a significant effect on English vocabulary and grammar learning. Moreover, deductive teaching method significantly leads to better results in terms of grammar learning compared to the inductive teaching method.
 

1.  Introduction

Second language teachers observe significant differences between language learners regarding learning speed and final achievement in classrooms. Many factors can lead to such individual differences in learning a second language. Working memory as one of these sources of individual differences has been the focus of attention by many researchers over the past three decades. Learning a second language depends on a set of cognitive processes and systems, and working memory is one of these cognitive systems. Accordingly, this study attempts to find the effect of working memory on second language learning in children and under various instructional methods as a subject that has remained almost untouched, especially in Iran. Baddeley’s model of working memory was adopted as the theoretical framework of this study.
Research questions:
Q1- Do the capacity of the phonological loop and the capacity of central executive as two components of working memory have a significant effect on learning English vocabulary and grammar in 9-12-year-old children?
Q2- Does the deductive instructional method compared to the inductive method have any more significant effect on learning English vocabulary and grammar in 9-12-year-old children with almost the same level of working memory capacity?

2. Literature review
Working memory is a term that has grown out of memory studies and refers to the active processing system that manipulates information, explains our ability to remember information, and often occurs despite distracting information that we have to ignore (Alloway & Alloway, 2010). According to Baddeley (2015) to explore the role of working memory in learning a second language, which is a relatively new research field, it is necessary to conduct more extensive researches in different languages, different age groups, and different environmental and educational conditions. The greater the number of studies, the more accurate the results and findings will be. A number of studies have confirmed that the phonological loop capacity plays an important role in vocabulary learning. Martin and Ellis (2012), Kormos and Sáfár (2008), French (2006) and O'Brien et al. (2006) are examples of these researches. Moreover some studies indicate that working memory plays an important role in the production and processing of second language such as Trude &Tokowicz (2011), Gass and Lee (2011), Finardi and Weissheimer (2009), Leeser (2007), French (2006) and Sunderman and Kroll (2006).

3. Methodology
This research is a quasi-experimental classroom research. Convenience sampling was used in recruiting the subjects of this study. The study was carried out at Lesan English language institute in Gorgan, Iran. The age of the participants ranged from 9  to 12. The participants consisted of 74  language learners who were beginners in terms of English language proficiency level and had almost no knowledge of English writing, speech, vocabulary, and grammar. Initially, the students took 4  subtests of "working Memory Test Battery for Children". To determine the phonological loop capacity, two tests of non-word repetition and digit recall were used, and to determine the central executive capacity, two tests of counting recall and backward digit recall were taken. Learners were divided into two homogeneous groups according to their working memory test results. 36 of these language learners were taught inductively (-rule-explanation, +production-practice, self/pair-correction) and 38  were taught deductively (+rule-explanation, +production-practice, teacher-correction). Both groups completed 21 instructional sessions. During the instructional sessions, both groups took four classroom written tests and four oral tests, and the average scores of the subjects in vocabulary and grammar were considered as a criterion for their learning. The relationship between the phonological loop and the central executive capacity and the scores of English grammar and vocabulary as a learning criterion were examined to determine whether there is a significant correlation between them or not. First, the reliability of collected data and data distribution normality were checked and confirmed. Then the effect of the phonological loop and the central executive capacity was first examined separately and then in combination with the learning of English vocabulary and grammar.

4. Results
The results revealed that both independent variables, namely the phonological loop and the central executive capacity (both separately and in combination) have a positive and significant effect on the dependent variables, English vocabulary, and grammar learning, in children. The capacity of the phonological loop has a greater impact on learning English vocabulary, and the central executive capacity has a greater impact on learning English grammar. Considering the second hypothesis, the results of this study indicated that there is no significant difference in learners’ performance regarding vocabulary learning in inductive and deductive instructional groups, but the learners of the deductive group performed significantly better in grammar learning than the inductive group. This may be due to the fact that attention is one of the functions of the central executive component and by reducing the pressure on working memory, or in other words, by reducing the need for simultaneous attention to form and meaning, better results can be achieved in learning grammar (specially for learners with poor working memory).
 

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Technology has become a quintessential component of educational practice over the past years. Research in this area has shown that the integration of various technologies positively contributed to language education and facilitated learning different language skills. Despite the extensive application of computer assisted language learning for adults, little research has examined Young Language Learners’ (YLL) language development through technology. In this regard, the current study investigated the impact of using a mobile technology on YLLs’ (age range: 6 to 8) vocabulary development. Seventy-one learners participated in the study who were divided into a control (N = 32) and an experimental (N = 39) groups. Data were collected using a vocabulary test in three rounds of pre-test, post-test, and delayed post-test. The collected data in terms of vocabulary test scores were analyzed using mixed between-within subjects analysis of variance. The results revealed that the experimental group who used mobile devices for vocabulary learning outperformed the control group in the posttest and gained significant improvements in the delayed posttest. The study provides implications for various educational stakeholders including teachers, learners, and material developers to exploit the affordances of technology in effectively contributing to YLLs’ vocabulary development.



 

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With the global spread of English as the lingua franca for academic publishing, non-native researchers and university students are constantly facing linguistic barriers including insufficient vocabulary knowledge in writing for publication. This persistent need motivated the development of a good number of corpus-based word lists for frequently used academic and technical words in research articles across disciplines. Nevertheless, despite its importance in corpus-based study of language for word list development, replication research has received far less attention in this line of inquiry. The current study aimed to address this gap and replicated two published studies that investigated the use of academic vocabulary in applied linguistics research articles. To this end, research articles published from 2010 to 2020 in 20 well-known journals in the field were collected, and a corpus with around 48 million words was compiled and analyzed. The findings indicated that academic vocabulary accounted for 11.46% of the corpus, which is similar and close to the reported coverage of the AWL in replicated studies. However, regarding the frequently occurring academic and non-academic content words, the findings showed considerable variation with respect to the results reported earlier. In light of these findings, the study highlighted the importance of replication research to test the reliability of corpus-based vocabulary studies that developed field-specific academic word lists. Finally, the study developed an updated version for applied linguistics academic word list, that might be regarded as a resource and guide for the vocabulary learning component of the relevant EAP programs in the field.

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Advances in science and technology have made it no longer acceptable to have works with a dubious author. Stylometry is a method that uses statistical analysis to determine the author of a literary work. Author attribution methods rely heavily on writing style; assuming that each person has unique style. Author identification is used in areas such as plagiarism, criminology, and unspecified author identification. Due to the fact that many factors are involved in identifying the author of texts, a method with 100% accuracy has not been presented so far, and researchers are still trying to find a way to minimize computational errors. One of the methods that is claimed to have good accuracy is Yule’s theory. In this article, Yule's theory and four other theories have been combined to compare the vocabulary richness of the Munajat Khams 'Ashar and the prays of Al-Sahifa al-Sajjadiyya. Then, Using descriptive-analytical method and explanation of statistical datas, the correctness of the attribution of Munajat Khams 'Ashar to Imam Sajjad (PBUH) has been investigated. The results show the high accuracy of the calculations and the independence of the output of the theories to the length of the text. Also, due to the slight difference between the vocabulary richness of the Munajat Khams 'Ashar and the prays of Al-Sahifa al-Sajjadiyya, its attribution to Imam Sajjad (PBUH) is confirmed.

1. Introduction
The issue of attributing a text to someone who did not really write it, has always been the focus of researchers. With the advancement of science in the twentieth century, the need to prove the accuracy of attributing a text to a particular author has intensified, and with the advancement of information technology, the popularity of intelligent methods of author recognition has increased. Today, to identify the author of a text, various methods are used, one of the most important methods is study the writing style.
The study of writing style is a subset of the new rhetoric. The new rhetoric aims at adding formal logic a field of reasoning, and applies whenever action is linked to rationality (Perelman, 1971). In stylistics, using text reasoning and analysis, characteristics are considered for the author's style.
A variety of methods for attribution have been proposed. There are three main approaches: lexical methods, syntactic or grammatic methods, and language-model methods, including methods based on compression (Zhao & Zobel, 2005). In this article, the lexical method will be used. One of the most practical lexical methods to achieve the author's style is the "vocabulary richness" method. Unfortunately, the output of many methods depends on the length of the text. Therefore, a method should be used that has the least dependence on the length of the text. In this paper, we have combined five theories to calculate vocabulary richness to achieve the most accurate results.

Research Question(s)
1. How accurate and reliable are the results of the five equations used in this research?
2. How much does the output of the theories depend on the length of the text?
3. What is the difference between the vocabulary richness of Munajat Khams 'Ashar and the prays of Al-Sahifa al-Sajjadiyya?
2. Literature Review
Authorship attribution (AA) is the process of attempting to identify the likely authorship of a given document, given a collection of documents whose authorship is known (Bozkurt et al., 2007). The accepted assumption behind AA is that every author writes in a distinct way; some writing characteristics cannot be manipulated by the writer’s will, and therefore can be identified by an automated process (Howedi & Mohd, 2014).
One of the fundamental sub-problems of AA is the extraction of the most suitable features to represent the writing style of each author. This problem is known as “stylometry” (Howedi et al., 2020, p. 1334). stylometry is defined as those techniques that allow measure the style of an author by the identification of its features of style (stylemas). Those stylemas, also called style markers, are obtained from textual measurements normally calculated by statistical methods (Escobedo et al., 2013, Stamatatos, 2009).
Some researchers have used a combination of some lexical richness functions to achieve better results, namely: K proposed by Yule (1944), R proposed by Honore (1979), W proposed by Brunet (1978), S proposed by Sichel (1975), and D proposed by Simpson (1949) which are defined as follows (Stamatatos et al., 2000): 
      
     
     
     
     
where:
Vi : is the number of words used exactly i times
N: Total number of words
V: Number of non-repetitive words
α: usually is fixed at 0.17
The final output for calculating vocabulary richness is obtained by combining these five equations.
Since the series of narrators and the document of Munajat Khams 'Ashar is not mentioned completely in the available sources, attributing it to Imam Sajjad (PBUH) needs to be proved, so in this research, using stylometry techniques, it is examined.

3. Methodology
In the present article, the correctness of attributing Munajat Khams 'Ashar to Imam Sajjad (PBUH) is examined by sampling the prays of Al-Sahifa al-Sajjadiyya and comparing his vocabulary richness with the Munajat Khams 'Ashar. Since, according to the claim, the output of the theories is not dependent on the length of the text, two statistical populations are selected: the first consists of prays which 80 words have been selected, and the second consists of prayers With different number of words; Therefore, in addition to comparing the vocabulary richness of the samples, the dependence of the equations on the length of the text will also be examined. Also, From Munajat Khams 'Ashar, we chose the first, fifth, tenth and fifteenth prays as samples.

4. Results
The results show that: 
1. The accuracy of the calculations is very high and therefore the output of the theories is reliable.
2. The output of the theories was not dependent on the length of the text and did not increase in proportion to the increase in the number of words.
3. There is not much difference between the vocabulary richness of Munajat Khams 'Ashar and the prays of Al-Sahifa al-Sajjadiyya in both statistical populations; Therefore, the correctness of attributing the Munajat Khams 'Ashar to Imam Sajjad (PBUH) - from the perspective of stylometry techniques - is proved.
 

 

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Few studies have addressed the interaction among reader and text variables in reading comprehension. This research probed the role of aspects of lexical knowledge to the TOEFL reading comprehension of passages with low and high lexical cohesion. The extent of this contribution was checked for five types of TOEFL reading test items: Main Idea, Stated Detail, Inference, Reference, and Lexical Inferencing. For this purpose, 60 Iranian English as a Foreign Language (EFL) took the New Vocabulary Levels Test (NVLT), Word Associates Test (WAT), and TOEFL reading comprehension tests with low and high lexical cohesion determined through the computational tool Coh-Metrix. Results of Wilcoxon signed-rank tests revealed that the students outperformed on three types of TOEFL reading items (Main Idea, Inference, and Lexical Inferencing) for texts with high lexical cohesion. Multiple linear regression analyses further showed that vocabulary depth was a stronger predictor of the participants’ scores on Lexical Inferencing item of TOEFL reading texts with high lexical cohesion, while vocabulary size predicted the same item performance for the low-lexical-cohesion subtest. Moreover, vocabulary depth could significantly predict performance on Main Idea test item of TOEFL high-lexical-cohesion subtest over and above the low-lexical-cohesion subtest. The implications for teachers, test designers, and materials writers are discussed.

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Frequent quizzes followed by feedback on students’ strengths and weaknesses may enhance learning. Hence, the possible effect of weekly quizzes on language learning might be of interest in Iranian EFL context, especially in high schools. In order to understand the importance of weekly short quizzes, 88 students from four classes of high school second graders were selected through available sampling to form the experimental and control groups. The treatment went for twelve weeks during which the experimental group received 10 weekly quizzes while the control group did not have any quizzes. The study was carried out through a pretest- posttest- delayed posttest control- experimental intact groups. The results, analysed through Mixed Models ANOVA, revealed that both within and between group’s differences were in favour of the experimental group. It is safe to claim that weekly quizzes improve students’ performance on vocabulary and the effect of the treatment is durable.