nowadays almost one seventh of people all over the world speak in "English" and numerous of the rest, learn it as a second or foreign language. Teaching and learning of this language is very important from political, social, cultural, scientific and international point of view. So, English as a subject has been embedded in curriculum of many formal educational systems. Teaching English in the formal educational system of Iran is started from guidance school and continued until pre-university. Word learning has an important role in foreign language learning process, because most of differences among languages refer to their word domain and many of them as Persian and English have very similarities in grammar domain. Learners to learn words for a long time may use many strategies that rehearsal (or rote memorization) seems to be the most prevalent of them. But, research has shown that this strategy is not so effective. Hence, researchers have examined more effective strategies such as mnemonic devices, for example keyword and mental imagery that effectiveness of them has been proved many times in different countries. The aim of this research is to examine the effectiveness of these two strategies in learning and retention of meaning of the English words in comparison to rote memorization among Guidance school pupils.

The following article comprises certain rules concerning the stress of words in English language. Due to the user-friendly arrangement of words under various categories, it can be of interest not only for the students of basic English, but also for those whose main concern is that it is difficult to learn the stress of words so easily. In the course of this study, an attempt has been made to consider first the stress of words in every multisyllabic word, presented in this article, and then in sentences, in another article. To this end, our special attention has been paid to the selection of an easy way as far as possible

One of the most important problems of text processing systems is the word mismatch problem. This results in limited access to the required information in information retrieval. This problem occurs in analyzing textual data such as news, or low accuracy in text classification and clustering. In this case, if the text-processing engine does not use similar/related words in the same sense, it may not be able to guide you to the appropriate result. Various statistical techniques have been proposed to bridge the vocabulary gap problem; e. g., if two words are used in similar contexts frequently, they have similar/related meanings. Synonym and similar words, however, are only one of the categories of related words that are expected to be captured by statistical approaches. Another category of related words is the pair of an original word in one language and its transliteration from another language. This kind of related words is common in non-English languages. In non-English texts, instead of using the original word from the target language, the writer may borrow the English word and only transliterate it to the target language. Since this kind of writing style is used in limited texts, the frequency of transliterated words is not as high as original words. As a result, available corpus-based techniques are not able to capture their concept. In this article, we propose two different approaches to overcome this problem: (1) using neural network-based transliteration, (2) using available tools that are used for machine translation/transliteration, such as Google Translate and Behnevis. Our experiments on a dataset, which is provided for this purpose, shows that the combination of the two approaches can detect English words with 89. 39% accuracy.

Research on the scope and spread of Persian words in other languages is known as a significant issue in the field of etymological studies. The findings of such studies have led to publishing various papers and dictionaries nationally or internationally. In this case, for some reasons the English language has attracted much attention. Among the works which has studied the Persian loanwords in English, Mirfazaelian (2005) work entitled "The Dictionary of Persian Words in English" is the one which has been critically reviewed and criticized in this paper. In short, the deficiencies of this work have been descriptively and analytically studied in six categories. The findings show that the introduction of non-Persian words as Persian ones, the introduction of wrong examples, the presentation of incorrect equivalents and false meanings, the presentation of wrong transfer from Persian to English and so on are the main shortcomings seen in this etymological dictionary.

Based on the findings of linguists, Alamuti dialect can be divided into the subgroup of North-Western languages of ancient Iran. Iranian languages can also be examined in the form of the large "Indo-European" language family. The horizon of comparison and connection of Alamuti dialect with English language in the beginning and origin in terms of form, phonetic and semantic structure, expands a wide range of research before the eyes of researchers, still many words with its old form and phonetic construction are used in the language of Alamuti speakers. In this article, some ancient morphological features of this dialect will be briefly mentioned. According to the research method which is descriptive and analytical, to prove the above attitude, twenty words and three suffixes that overlap with some English words in terms of phonetic form and meaning are examined and compared; First, he explores the words in the ancient origins and roots of Iranian languages (Pahlavi and Avestan), then he compares the words in a deeper view in the context of the Indo-European language family, and to these questions He answers that: What are the semantic and phonetic similarities of some words of Alamuti dialect with the words of the English language in their roots and origins? Are these similarities coincidental or does it indicate a common origin in a large language family?  Based on this research, the ancient identity and originality of this dialect can be seen in the collection of Iranian languages and its connection with the family of Indo-European languages.

Textbooks play a pivotal role in language learning classrooms. The problem is that among a wide range of textbooks in market which is appropriate for a specific classroom and a group of learners. In order to evaluate ELT textbooks theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. This study evaluates a series of ELT textbook, namely, American English File by the use of Littlejohn’s (1998) evaluative framework to see what explicit features of the book are, what pedagogic values it has, whether it is in line with its claimed objectives, and what its merits and demerits are. Littlejohn believes that we should evaluate a textbook based on its own pedagogic values and we should see what is in it not what teacher and evaluators think must exist in it. Consequently his framework is claimed to be devoid of any impressionistic ideas and it is in-depth and objective rather than being subjective. Nine ELT experts and ten ELT teachers helped the researcher rate the evaluative checklists. The results of the study show that although a number of shortcomings and drawbacks were found in American English File, it stood up reasonably well to a detailed and in-depth analysis and that its pedagogic values and positive attributes far out-weighed its shortcomings. The internal consistency between ratings was computed via the statistical tool of Cronbach’s alpha that indicated a desirable inter-rater reliability.

Nowadays compounding is a source of many English neologism, so comprehension and translation of new compound words or phrases is a controversial issue in English language translation. The aim of this study was to provide answers to some teasing questions such as: the extent to which compound words are problematic for Persian translators of English, the causes of these problems, the strategies which were utilized and finally, proposing an effective model for translating the compound words. Thirty participants, both male and female, who were studying at semesters seven and eight of English translation at Islamic Azad University of Bondar Abbas were selected for this study. Sixty compound words from different newspapers, dictionaries and books were selected. Two elicitation instruments were also devised to measure comprehension and translation of compound words. Thus each subject was administered two tests of M/C and production formats. Not only aimed tests at assessing the variables such as: syntactic, semantic and cultural reference ambiguities that affected comprehension of compound, but also the strategies utilized by subjects to translate them were also taken into the consideration. Data were collected and the answer to each question was examined closely, both in terms of difficulty and underlying strategy. Findings suggested that comprehension of some compound words were problematic due to decontexualization, idiomatic and syntactic ambiguity.Results indicated that the subjects utilized figurative strategies in dealing with idiomaticity, which in turn supported "Direct Access Hypothesis" claiming: free translation is available in reaching idiomatic meaning. It means translators should not assume that primary meanings are transferred, but they should look at idiomatic meaning in both elements.