The benefits of textual input enhancement in the acquisition of linguistic forms have produced mixed results in SLA literature. The present study investigates the effects of textual enhancement on adult foreign language intake of two English linguistic forms-subjunctive mood and inversion structures-to explore the role of the type of linguistic items in input enhancement studies. It also investigates learners’ trend of development in the acquisition process of these structures. Thirty first year college-level participants were exposed to twelve enhanced texts for subjunctive mood and twelve other texts for inversion structures. The study employed a pretest-posttest-delayed posttest design to explore the effectiveness of instructional treatment in the short term and long term acquisition of the structures. Alongside a pretest and a posttest, three production tests were administered to assess the trend of development in each structure.The results revealed that textual enhancement aided the learning of the target forms. With regard to type of linguistic items, significant benefits of subjunctive mood over inversion structures were found during both short term and long term. This study revealed that textual input enhancement may have differential effects on the acquisition of linguistic forms. Theoretical, methodological, and pedagogical implications are also discussed. تفاصيل المقالة

Maslach and Jackson first introduced the concept of ‘burnout’- a state of physical and emotional exhaus- tion emerging from work conditions- in 1980. The importance of investigations of burn out lies in the fact that it is directly related to the quality of teaching. There are three basic criteria set to predict, evaluate, and prevent burnout: depersonalization, emotional exhaustion, and personal accomplishments. Teachers in Iran are not an exception to developing burnout, and neither are Iranian EFL teachers. To investigate the current situation of teacher burnout in general and the three criteria set by Maslach and Jackson among Iranian EFL teachers, the researchers selected 40 junior high school, 40 senior high school, 40 university, and 40 private English institute EFL teachers, and sought their burnout levels via Maslach Burnout Inventory. The statistical analysis of the data revealed the existence of significant dif- ferences among the burnout levels of these four groups of EFL teachers. Junior high school teachers re- ported the highest degree of reduced personal accomplishment whereas the highest levels of depersonali- zation, emotional exhaustion, and total burnout were reported by senior high school teachers. University teachers reported the smallest degree of burn out. تفاصيل المقالة