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Abstract-Second language learners encounter communication problems when they attempt to use the target language. One way to overcome the problems is using effective strategies. Thus, L2 learners can benefit from teaching communication strategies to use them effectively. However, teaching and teachability of CS is a controversial issue. In this paper, it is discussed that teaching CS is useful and feasible and that techniques can be introduced to teach them. It is claimed that the Bottom-Up Approach is the framework within which such techniques can be put to use and create an atmosphere of easy communication and learning.

There has been a controversy over the usefulness of the written corrective feedback (WCF) on the accuracy of ESL/EFL learners' writingespecially after Truscott's assertion that grammar correction is pointless and harmful (1996). This study presents the findings of an investigation of the impact of WCF on 90 intermediate Iranian EFL students. The participants were separated into three groups; then they randomly received direct, indirect or no correction feedback. They created three pieces of writing, pre-test, immediate post-test and delayed post-test. Simple past tense errors were brought into focus in the feedback. The results showed that the recipients of WCF achieved more than those in the control group -suggesting the effectiveness of both kinds of WCF. Therefore, the provision of WCF should be regarded as a potentially valuable technique in instructing writing to EFL learners.

In Iran, many changes have been made in English language teaching. In academic grounds it is important to know the correlation between the expertise of students in English and their scores in different scientific subjects, before applying any further curriculum reform. The present study was designed to determine the correlation between English language proficiency and the achievement of medical students in their national comprehensive basic science exam (NCBSE). One hundred and fifty six students admitted in the academic years of 2008 and 2009 (60% female and 40% male) were enrolled for the present study. The results of General English and Scientific language courses, the average marks in five consecutive semesters and the NCBSE scores were extracted from their educational files. Data was analyzed using appropriated tests such as ANOVA, Pearson's correlation and liner regression. The present data indicated that proficiency in English could significantly influence academic achievement of medical students. Furthermore, changes of policy in the students' selection or teaching styles without preparation of necessary backgrounds including increasing their English knowledge could not significantly alter the achievement of Iranian medical students.

The present study aimed at comparing the effect of a series of static images with that of condensed paraphrased scripts accompanying verbal stimuli in listening comprehension tests supplemented with visual or textual input. It utilized three batteries of IELTS listening tests: one sampling 58 participants to carry out the study with, another with supplemented visual or textual aids, and the other without such aids. The participants were then divided into higher proficient listeners group (HPL) and the lower proficient listeners group (LPL) on the basis of their performance on a general listening module of the IELTS examination. The HPL was subsequently divided into two groups: one receiving static images with verbal stimuli, another receiving script presentations with the same verbal stimuli. The LPL was also divided into two groups with the same procedure. The analysis of results showed that listening tests with static images yielded better performance than script presentations, visual aids were more advantageous to lower proficient listeners while textual aids were more advantageous to higher proficient listeners, and tests with more static images yielded much better performance than those with fewer static images