Pragmatic instruction has received momentous attention in Second Language Acquisition (SLA) over the last decades. In order to scrutinize the effectiveness of L2 instruction, meta-analyses are warranted; nonetheless, meta-analyses have been largely neglected, despite the fact that they provide a systematic explanation of the findings from the previous studies. Since meta-analysis is flourishing by leaps and bounds in each and every field, pragmatic studies are not the exception, and among miscellaneous constructs and units of analysis in pragmatics, the speech acts of request, apology, and refusal are investigated in this book. To bridge this gap, this book mainly presents the variables which can moderate the effectiveness of L2 instruction such as age, gender, proficiency, outcome measures, psycholinguistic features, research design, and treatment types. The first chapter of the book outlines the theoretical underpinnings of the study, accentuating the importance of conducting meta-analysis in this field of study. The second chapter elaborates on the empirical studies and a thorough review of the relevant research. The third chapter deals with the design of the study in which the inclusion and exclusion criteria, effect size calculation, coding of the variables, and reliability have been outlined while chapter four presents the obtained outcomes and results of the study. The last chapter describes the final remarks of the study, the limitations, implications, and the directions for future research in the field of pragmatics instruction. 

This book argues that, in line with the tenets of positive psychology in SLA and the rhetorical/relational goal theory, positive teacher-student interpersonal relationships are deemed to be of great significance for empowering students to accomplish favorable academic outcomes and to successfully learn a second/foreign language (L2), whether at its affective, behavioral, or cognitive levels. Therefore, understanding the role of teacher interpersonal behaviors and their effect on students' learning gains in the domain of SLA is of utmost importance, particularly as this line of research is at its nascent stage of development, and, as a result, available empirical evidence is still inconclusive. To address this issue, drawing on the mixed methods design, this book mainly aims to, first, empirically scrutinize the role of "5Cs" positive teacher interpersonal variables (i.e., care, clarity, closeness, confirmation, and credibility) in L2 students' affective, behavioral, and cognitive learning outcomes through the mediation of student-perceived learner empowerment in the L2 context of Iran. Second, it is intended to show how L2 teacher educators, teachers, and materials developers, among other key educational stakeholders, can facilitate the provision of interpersonally rich language learning environments with the ultimate goal of enhancing students' L2 learning.

Vocabulary knowledge is deemed by both first-language and second-language researchers to be of great significance in language competence, and learning sufficient amount of vocabulary knowledge seems to play an indispensable role in EFL and ESL contexts, so new ways of enhancing this process should be sought. One of these ways is the overwhelming and innovative Mobile Assisted Language Learning (MALL) technologies which have inspired students, teachers and researchers; therefore, the present book has a great potentiality to contribute to TEFL not only from the theoretical perspectives but also from the pedagogical vantage points. Its significance can be predicated on the assumption that with a limited amount of in-class teaching time, it sounds crucial to look for other ways which conveniently provide language learners with substantial language learning experience, and since there is a little empirical research on learning vocabulary via text-messaging, its contribution and significance can be of great use.

English Reading for EFL Students is a textbook developed for non-native speakers of English.In this book motivating reading passages serve as springboards for reading skills development, idiomatic expressions and quotations, vocabulary building, grammatical analysis and practice, and thought-provoking discussions. Key features: Reading skill instruction, Provocative topics, Idiomatic expressions & quotations, Vocabulary logs& vocabulary building skills, and Grammar focus

Topic-based Listening & Speaking is a coursebook for intermediate to upper- intermediate levels and designed to promote the oral language skills of English language enthusiasts from all walks of life including academic and institutional circles. The book which is accompanied by an audio CD which is accessible by cliking on the following link (http: //sharif.edu/ alemi/LSM.html), capitalizes on a collection of audio clips extracted from high- profile TV networks through the mediation of various tasks designed in a hierarchy of three main sections (Previewing, Viewing and Postviewing). It aims to inspire and engage learners in genuine, context-embedded communication with topics that are of high interest, authenticity, and informativeness to learners of all tastes. Abundant pair and group work activities, vocabulary practices and discussion-provoking questions accompany the clips with due attention to both form and content. The clips have been selected from various genres and will expose learners to a valuable mother lode of language input coupled with tasks that will elicit learner output or production in the target language as well.