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The existing gap between research and practice in language testing has posed a huge challenge to language teachers. In particular, this study intended to examine language testing research and classroom testing activities for their degree of interaction from Iranian EFL teachers' points of view. The analysis drew on the questionnaire developed by Nassaji (2012), which consists of quantitative and qualitative sections. The data were collected from 200 language institute teachers in Bushehr, Iran. The findings indicated that most of the teachers confirmed their familiarity with language testing research, while only a few believed that they were able to conduct or publish testing research. Although the participants acknowledged that the information gained from reading language testing could be valuable for their testing performances, they found their experience more relevant than knowledge gained from language testing research. This study also illustrated that there is a growing consensus among teachers in that there should be collaboration between researchers and teachers in testing practices.

The aim of this research paper is to examine Study of English Clauses Errors in Syntactic Structure of Iranian Students at Bushehr Payam Noor University in Bushehr city. The role of error analysis in language teaching is always vital. Error analysis as one of applied linguistics subjects has been discussed among language teachers, syllabus designers, linguistics more than fifty years. They have recognized that it can be used as one of the learning strategies in helping to language teachers and learners in acquiring their target language. In this research work, 30 Iranian EFL students in the age range of 20 to 27 at under graduate level were participated. Outcome of this research paper showed that the number of errors of Iranian under-graduate students in the clause structure test was 594. The results of this article indicated that the learners need sufficient exercises to be conducted in the classroom in order to increase their knowledge of English clauses and reduce their errors. [ABSTRACT FROM AUTHOR]

The aim of this paper is to indicate place of linguistics in English language teaching. This paper investigates how knowledge of linguistics can help to English language teaching in ELT classrooms. Linguistics always plays a vital role in studying language in general and English language in particular in ELT settings. Linguistics shares with human language, even attribute to other sciences can help us to understand our language. Linguistics has been concerned with language. Linguistics can be defined as the study of language. However, linguistics and language are closely intertwined, so discussion of one necessarily involves the other. Linguists, on the other hand, have long been aware of the fact that people learn and use languages. This paper focuses specially on language teaching and discusses the relation between linguistics and English language teaching. [ABSTRACT FROM AUTHOR]

This paper investigates the role of phonetics to the teaching of English language poetry in English language teaching classroom. One of the best ways of the teaching English poetry can be used through phonetics. What we should remember is that phonetics is a branch of linguistics, and thus it has central role in linguistics subject. Therefore, linguistics is the scientific study of language. A good knowledge of phonetics is very useful for English literature learners. In other words, the teaching of poetry along with phonetics rules in ELT classroom provides the English language learners the opportunity to appreciate language. The phonetics of a language can be viewed as a sound system of this language. Any scientific study of a language can be viewed as a theory of the structure of the language. There is, in fact, every language has a special system in understanding of the language. Note that the relationship between English literature and English linguistics can be considered as a bridge in order to develop learner's knowledge of his language. However, by raising English language learners awareness of system of English phonetics can help the learners to understand better how use of their language. In this study, application of phonetics to the teaching English poetry and the effect of phonetics on English literature are investigated and therefore, several conceptions of phonetics and poetry are discussed. [ABSTRACT FROM AUTHOR]

Aim of this paper is to discuss Place of Grammar in English Language Teaching. English Grammar as one of subjects in English setting always plays a good role in helping students of English language in order to have better understanding of their language. Today, the role of English grammar in teaching children at their schools should not be neglected even in England schools, because, grammar represents the students' linguistic competence. The pupils who speak and learn English language should know English grammar in order to use of the English rules to get better meaning of words and sentences in their language. Language is used as one of the important features of human life in order to help human beings to communicate with other people in their society; grammar is a key to their understanding of verbal communication, and grammar helps people understand their selves and how to communicate. In this study, the methods of English teaching grammar will be examined in detail: Deductively and Inductively, with focus on form, and focus on meaning. Thus, this paper examines briefly Descriptive and Prescriptive grammars. [ABSTRACT FROM AUTHOR]

Needs analysis is one of the major topics in the field of language acquisition research. Analysis of language learners' needs is seen as the first step towards preparation of language course. Hakuta and Cancino (1977: 294) stressed that "language provides one of the most readily accessible windows into the nature of the human mind. How children acquire this complex system with such apparent ease continues to fascinate the student of human language." Needs analysis is seen as a device for gathering information about learners and about their needs in language teaching. This paper attempts to describe the use of needs analysis in language teaching and points out the distinction between objective needs analysis and subjective needs analysis. Richards and Rodgers (1986:156) argued that "need analysis is concerned with identifying general and specific language needs that can be addressed in developing goals, objectives, and content in a language program". Hutchinson and Waters (1987) mentioned that learners' needs should be considered in the process of planning the content of a language program. [ABSTRACT FROM AUTHOR]