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Abstract-The literature asserts that when a foreign language is learned after puberty, the fossilized pronunciation problems of adult FL learners cannot be remedied. However, to the best of knowledge there was no empirical evidence to support this belief. Therefore, the present study aimed to investigate whether or not non-native English teachers' fossilized pronunciation mistakes on /ae/ vowel phoneme of the British English language can be cured through treatment. First, a diagnostic test as a pre-test was used before the treatment phase to identify participants' pronunciation problems and the same test was repeated after treatment to check out any difference. As the data revealed from repeated measurements, the Wilcoxon signed-rank test was used and the results displayed a significant difference (z= -3.527, p< .05). That is, the application of the cure programme developed using the audio-articulation method facilitated participant teachers to cure their pronunciation problem on /ae/ vowel phoneme of the British English. In brief, this study has proved this case and cured non-native English teachers' problem. All in all, this study recommends non-native language teachers to improve language teaching materials with explicit pronunciation exercises especially for adult learners using similar methods.

Although language teachers are aware of the benefits of using literature in language classrooms in theory, they do not use it "consciously" practically. For this reason, the purpose of the present paper is to "re-highlight" the use of literature in language classrooms and make teachers use it "consciously" in classes. Wherefore, this study was conducted in 2010-2011 education year, at a private language school in Turkey by the participation of 14 students having A2 level English proficiency. Data collection of the study was twofold as descriptive and experimental. The descriptive part was made of an attitude questionnaire towards the use of literature, namely theatrical plays, in language classrooms. The experimental part was conducted in ten-week period. There were two groups as one experimental group which had equal students. While the students of the control group had the lessons of the traditional curriculum of the private language school, the students of the experimental group had the literature, specially theatrical plays, integrated lessons together with the traditional curriculum of the private language school. A vocabulary test was applied to both groups to figure out the vocabulary learning levels of the students. The findings of the attitude questionnaires and vocabulary tests were analyzed by SPSS programme. It was found that there were positive attitudes towards literature integrated lessons and that the use of literature affected students' vocabulary levels. The findings of the present study may be useful for language teachers, text book writers, syllabus designers and language learners.

In the last few years, interest on teacher self-efficacy studies has been accelerated as one of the major determining factor in classroom instruction. However, little is known about how learners perceive their academic capabilities and how this effects their academic achievement. Thus, -efficacy perceptions linked to their writing performance. First, a questionnaire is administered and statistical analysis displayed a significant difference (p= .000). Second, gender difference is tested and reve analysed and a positive correlation is found (r=.652). In short, it is confirmed that selfplays a key role in writing courses therefore especially writing teachers need to be aware of these strong perceptions.12 Published by Elsevier Ltd.

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