With the increasing impact of technology on different aspects of human life, the production of new educational tools and their use expanded. It is clear that one of the areas that have been significantly affected by the impact of technology is the field of language education. In addition, learning a foreign/ second language through technology is very important. Therefore, the conditions for facilitating language learning in this way must be provided. Accordingly, this study attempted to produce and evaluate the core vocabulary of Farsi Language educational software. In order to evaluate the software, the initial version and the questionnaire was indirectly sent to 15 Farsi learners of the Sa’ adi Foundation social network via Email. Moreover, in order to receive and apply software experts’ comments, the software and the questionnaire were given to 15 software experts by the researcher. The results of the questionnaire showed that the software has greatly interested the learners and the experts.

This study sought to probe the efficacy of interactive whiteboard-mediated corrective feedback versus conventional corrective feedback for Iranian EFL learners’ target language vocabulary development. To this end, a sample of 80 EFL learners at the intermediate proficiency level was selected based on scores obtained from a language proficiency test. The participants were then randomly divided into three groups: two experimental and one control. The first experimental group (n = 30) was taught the target vocabulary items while receiving interactive whiteboard-mediated corrective feedback, and the second experimental group (n = 25) was taught the target vocabulary items while receiving conventional corrective feedback; the control group was taught the target words receiving no feedback of either kind. The ANOVA test results indicated that conventional corrective feedback slightly improved target vocabulary learning by the participants. Interactive whiteboard-mediated corrective feedback, however, proved to be significantly effective in this respect. The findings can be said to provide innovative insights into the area of CALL and new techniques in L2 pedagogy.

To learn a language, it is important to master the four basic language skills. The basis of these skills is teaching and learning vocabulary,since vocabularies are the most important part of language learning. What is very important in today's world is transferring the meaning, which requires the use of lexical knowledge. One of the reasons for lexical teaching is the conceptual expansion of the vocabulary as well as the globalization and expansion of global communication. In the training courses, attempt is made to design the vocabulary section efficiently and includes the assessment of learners' lexical knowledge. In vocabulary teaching, the choice of vocabulary to be taught, the way they are taught, the evaluation of vocabulary knowledge, and the process of development of vocabulary learning are important. The development of language skills is assessed based on test results. Accurate vocabulary assessment reveals the strengths and weaknesses of language skills training and the level of readiness of language learners for further training. In this article, the importance of vocabulary teaching for language skills is shown through conducting library research and case study based on work experience in teaching Persian to non-Persian learners. Also, the importance of evaluating and measuring the learning rate of language learners, as an indicator of the success or failure of the educational plan, is discussed. It can be concluded that one of the most important areas of education is vocabulary training and vocabulary development, which should be achieved through using all four language skills.

This study aims to provide foreign language professionals with a sound methodology for selecting a suitable lexicon apropos of their students’ level in the language. The justification of said selection is, herein, rooted in a cognitive argument: If we are able to observe the manner in which words are organized within the mind, we will be better able to select the words needed for the natural process of communication. After analyzing over lists of lexical availability compiled by previous analyses, this study puts forth a glossary filtered by way of an objective procedure based on the mathematical concept known as Fuzzy Expected Value. I begin first by rigorously defining the concept of lexical availability and then thoroughly examining and explaining the manner in which I have obtained the results. Next, I employ the cognitive theory of prototypes to expound upon the organizational apparatus which arranges words within speakers’ minds. Subsequently, and in accordance with objective criteria, a lexical selection is proposed. To end, I contemplate and muse upon the significance of a program that would enable us to identify the most appropriate vocabulary according to the students’ level of linguistic competence. In order to further substantiate this study, it will be juxtaposed with the specific notions outlined by the curriculum of The Cervantes Institute. Moreover, it will relate to the teaching levels proposed by the American Council on the Teaching of Foreign Languages (ACTFL) and Common European Framework of Reference for Languages (CEFR).

This study is intended to report the effect of age of acquisition on lexical decision latencies in a group of Persian- English bilinguals. Forty freshman university students were requested to perform the lexical decision task in a counter-balanced design using DMDX software on laptop. Forty five English words and several pseudowords as fillers were selected for the stimuli. The stimuli were selected based on three different levels of AOA, and were checked against the Persian version of Snodgrass and Vanderwart Naming Battery. Thirty words were matched in their AoA in both Farsi and English, and then divided into early acquired (Group 1) and late acquired words (Group 2). The third group consisted of 15 words, which were later acquired in Persian but early acquired in English. In so doing, we wanted to explore whether processing of L2 words was dependent on the first language AoA of the same words or not. The findings revealed that the second language (L2) age of acquisition had an effect on lexical decision latencies regardless of the age of acquisition of words in Persian. The means of both groups (1 and 3) pertaining to the early acquired words in English were significantly lower than those of the late acquired group (2), implying that perhaps L2 mental lexicon has its own system of representation and processing in beginner bilinguals contrary to the majority of models on L2 mental lexicon and theories, supporting a critical period in learning a second language. The findings of this study have implications for form-meaning interface and dissociation of declarative vs. procedural memory in bilingual mental lexicon research. Accordingly, future research should take into account the important role of AoA in foreign language mental lexicon representation and processing.

Research has indicated the importance of vocabulary knowledge and background knowledge in second/foreign language (L2) listening comprehension. However, previous studies treated these two factors separately, and no study has examined the simultaneous contribution of these two factors to L2 listening comprehension. Therefore, the aim of this study is to examine whether background knowledge moderates the relationship between vocabulary knowledge and L2 listening comprehension. To this end, one-hundred and fifty-one L2 learners participated in this study and completed instruments measuring constructs of vocabulary knowledge (breadth and depth of vocabulary knowledge), background knowledge, and listening comprehension. Results of the study indicated that, first, measures of both breadth and depth of vocabulary knowledge contributed to the listening comprehension while vocabulary breadth was a stronger predictor. Second, findings of the moderation analysis revealed that background knowledge moderated the relationship between vocabulary knowledge and listening comprehension. These findings suggest that background knowledge can help language learners to have a better performance in listening comprehension tests only if they have high levels of vocabulary knowledge.

Teaching words is nowadays considered as a language skill which is necessary to be brought into sharper focus. Also, vocabulary plays an important role in language which enhances learners‟ knowledge of language and considerably impacts all skills including speaking, listening, reading and writing. That is why teachers should adopt an appropriate method for teaching the words. To do so, different methods are introduced which among them pictorial method is one of the most popular ones. The paper study aims to examine the effectiveness of the pictorial method in teaching words to Persian learners of elementary level. The sample of research included 30 Korean speaking Persian learners who were studying in Persian language or Iranian studies language. They were randomly selected and divided into control and experimental groups. At first, a test was given to applicants to determine new words; then a pretest was conducted, based on the results of which it was revealed that both groups performed almost identically. Afterwards, experimental groups received the treatment in which passages were taught through pictures, whereas the control group received passages without any pictures. Having implemented the posttest, the scores of both groups were compared using statistical analysis. Results of t-test showed that experimental group outperformed the control group. It could be concluded that using pictures in teaching words would considerably improve the Persian knowledge of learners.