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Journal Of Language Horizons, Alzahra University
  
سال:2019 - دوره:3 - شماره:2
  
 
A Comparative Study On Professional Competencies Of Iranian Efl Teachers At Public And Private Sectors
- صفحه:125-146
  
 
Authority Or Impersonality: A Mixed-Methods Study Of Authorial Identity In Iranian Context
- صفحه:105-124
  
 
Corpus-Based Materials And Learning Non-Congruent Idioms By Iranian Efl Learners: Enhanced And Unenhanced Input
- صفحه:9-27
  
 
Exploring Efl Teachers’ Perceptions Of Classroom Video Surveillance: A Qualitative Study
- صفحه:199-214
  
 
Hidden Curriculum In Internet-Enhanced English Education: The Representation Of Iranian Social Actors In Bbc Learning English Program
- صفحه:29-55
  
 
Ideal L2 Self, Ought-To L2 Self, And Efl Learners’ L2 Functional Use
- صفحه:147-164
  
 
Integrating Questioning And Task Planning: Does It Work For Efl Oral Production?
- صفحه:57-78
  
 
On Morphosyntactic Patterns Of Cohesion In Azeri Turkish Narrative
- صفحه:215-233
  
 
Processability Theory: Stage-Like Development Of “3 Sg-S” And “Cancel Auxsecond” In Iranian Efl Learners’ Writing Performance
- صفحه:165-184
  
 
The Relationship Between Perceptual Learning Style Preferences And Depth Of Vocabulary Knowledge
- صفحه:79-103
  
 
Types And Functions Of Linguistic Taboos In Iranian Movies
- صفحه:235-249
  
 
Understanding Indirect Request In Persian Language: Salience And Context Effects
- صفحه:185-198
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