European Journal of Scientific Research ISSN 1450-216X Vol.58 No.2 (2011), pp.285-295 EuroJournals Publishing, Inc. 2011 http://www.eurojournals.com/ejsr.

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Good Language Learners' Qualifications and Social Promotion: A Case Study in the Iranian Context
Mehrdad Amiri Science and Research Branch, Islamic Azad University, Tehran, Iran E-mail: m2002amiri@gmail.com Kaveh Jalilzadeh Baghchejoughi Science and Research Branch, Islamic Azad University, Tehran, Iran E-mail: kaveh_j2004@yahoo.com Abstract Research in the area of characteristics of good language learners have been the home of choice for SLA researchers since mid 1970. In this regard, both learning and learner variables have been researched (see Griffiths, 2008). Yet, one of the features almost left intact in this scope is the relationship between the characteristics of good language learners and the promotional feedback they receive through their social achievements. The present qualitative study has focused on two successful language learners achieving moderate social and professional promotions. These subjects had received almost high scores in the IELTS academic module. They were interviewed to see which strategies they usually pick up in their language learning development. Since the researcher was familiar with the participants for years the previous observations also were taken into consideration. The subjects also were asked to write down about what has made them successful language learners and the significant points in this regard. The interviews, observations and writings cited above were organized and analyzed. The results presented the researcher with a tentative perspective about the characteristics of these two language learners. Then these characteristics were compared with the ones cited in the good language learners' literature (Griffiths, 2008) to see their novelty or commonality. The results revealed good language learners make use of similar strategies already cited in the related literature. The only new factor which the language learners of the case study presented was that the job promotion, social achievement, and even educational development of these cases were highly bound to and affected by their second language development and their self- initiating strategies in L2 learning. Since this factor might be highly related to instrumental or situational motivation, it can be concluded that some good language learners are highly potential to make use of their second language development to find better jobs and achieve more privileged social achievements.

Keywords: Good language learners; promotional feedback; characteristics; tentative perspective; L2 learning

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Introduction
Learning a second language involves variety of social, cognitive, affective and educational setting factors. A lot of individual develop a very well-organized L2 experience and a lot more are not successful second language learners. Rubin (1975) implies that the successful second language learners enjoy specific characteristics which might be helpful, providing us with strategies and insights which probably could be helpful for the poorer learners of the second language. To decipher the essence of good language learners' characteristics the two familiar concepts of "learner variables" and "learning variables" should be taken in to consideration. Among the learner variables one can refer to motivation, age, learning styles, personality traits, gender, autonomy, meta-cognition strategies, culture, beliefs, and aptitude of good language learners. The learning variables which can be labeled as the linguistic or language part of the discussion could be also studied in terms of language skills and language components. Instructed SLA also has focused on strategy instruction and good language learners (Chamot, 2008). The relationship between culture and good language learners has been discussed and surveyed (Finkbeiner, 2008; Griffiths, 2008) in the SLA research. The present qualitative study aimed at finding the relationship between the characteristics of good language learners and those parts of their social achievements which pertains to their second language development.

Context of the Study

Second language learners developing their inter-languages in a non native situation, where learners do not employ the second language in the immediate concerns of their daily life might find it really difficult to improve their abilities and reach the high mastery levels in the target language. Iranian students receive seven years of formal second language education both in English and Arabic. These students, meanwhile neither develop Arabic nor English language as their second language in this educational trend. There are a lot of English language institutes and some Arabic language learning centers where the interested learners could attend the conversation classes and develop their desired second language. Characteristics of good language learners could be reviewed and made use of to be employed in case we intend to provide poor language learners with successful habits and strategies to improve their own abilities and enhance their achievements.

Research Questions
Considering effective features of good language learners recorded in the literature and the assumed relationship between good language learners' experiences and their social and educational development the following research questions were developed: 1. Which aspects of good language learning affect the learner's social promotion? 2. Is there any relationship between the characteristics of good language learners and their educational advancement?

Hypothesis
According to the research questions mentioned above the null hypothesis was set as follows: There is no relationship between good language learners' characteristics and their socialeducational promotion.

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Method
Participants The participants of the study were two Iranian girls who had recorded high scores in the IELTS academic module. One of them (Bostaneh) was the researcher's sister who was an M.S. in computer software engineering and worked as the sales manager in a famous company. Her total score in IELTS academic was 8.The other subject (Noushin) was a pervious student of the researcher who had studied M.S. in biology and worked as researcher for a pharmacology research center affiliated to the UN and she had received a 7 in IELTS academic. Instruments The instruments employed in this qualitative study were interviews, both controlled and open ended (free) types, observations, and free writing of the participant. The questions of the controlled interview were developed based on the characteristics of good language learners worked out and reported in the literature. The features of good language learners found through the cited instruments were compared with chart of characteristics of GLL by Griffiths (2008). Procedure To be line with the principles of qualitative studies the procedure designed for the present study was a controlled one as much as possible. The participants were briefly informed about the purpose of the research and they were asked to set suitable times and dates for separate interview sessions. They were requested to answer the predetermined questions as well as emerging ones throughout the interview. They were also asked to write the reasons of their success and its relationship to their present job and social status and deliver it to the researcher in a two- week interval. Since the researcher knew both of the participants well enough from childhood he partially relied on their past records as well. The interviews, observations, and writings were organized and analyzed. The findings were compared with the fourteen prominent characteristics of good language learners recorded in the literature (Griffiths, 2008). The significant points which were new to the literature were classified and reported.

Review of Related Literature

Good language learners' features and strategies have been the home of choice for researchers in the SLA domain mid 1970s. Most of early the studies in the field of language learning strategies focused on identifying the characteristics of good language learner. Identifying and discussing the strategies used by good language learners were considered as a good way to make the learners aware of the notion of language learning strategies. The findings provided insight into how successful learners learn, and, subsequently, teachers tried to teach the strategies used by successful learners to those who were unsuccessful with the hope the strategy training could help them become successful. Rubin' seminal article (1975) is considered as one of the early studies in pursuing the characteristics of good language learners. She stated that if we knew more about what the successful learners did, we might be able to teach these strategies to poorer learners to enhance their success record (p. 42). By observing students in classrooms in California and Hawaii, by observing herself and by talking to other good language learners, and by eliciting observations from some second language teachers, she identified seven characteristics of the good language learner. These characteristics are: The good language learner is a willing and accurate guesser The good language learner has a strong drive to communicate, or to learn from a communication The good language learner is often not inhibited

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In addition to focusing on communication, the good language learner is prepared to attend to form The good language learner practices. He may practice pronouncing words or making up sentences The good language learner monitors his own and the speech of others The good language learner attends to meaning. (Rubin, 1975, pp. 45-47) She noted that the employment of these strategies was affected by a number of factors such as L2 proficiency, age, situation, and cultural background. Later, these characteristics were extended by Rubin and Thompson (1982, cited in Brown, 2007). They summarized that the good language learner can find their own and take charge of their own learning, organize information about language, are creative, make opportunities for practice, tolerate ambiguities, use mnemonics to recall, make errors work for them and not against them, use linguistic knowledge, use contextual cues, learn to make intelligent guesses, learn chunks as formalized routines to help them perform beyond their competence, learn how to keep conversation going, learn certain production strategies, and learn different styles of speech and writing. Similarly, Wong Fillmore (1982, cited in Griffiths, 2006), in a study on the use of social strategies, found that the good language learners spent more time during class time socializing and minding everyone elses business and constantly were involved in the affairs of their classmates. This characteristic was one of those reported by Rubin (1975). At around the same time as Rubin, Stern (1975, cited in Griffiths, 2006) provided a list of language learning strategies used by the good language learner. He claims that the good language learner is characterized by positive learning strategies, an active approach to learning, a tolerant and outgoing approach toward target language, willingness to practice, willingness to communicate, critical self-monitoring, and ability to develop the target language as a separate system while learning to think about it. Another important study, The good language learner (The GLL), was carried out by Naiman et al (1978, cited in Ellis, 1994). They concluded that the good language learner make use of a number of studies: active task approach, realization of language a system, realization of language as a means of communication, managing affective demands, and monitoring their performance in L2. Norton and Toohey (2001) argue by examining the experiences of adults and children defined as good language learner by themselves, by their teachers, or by performance on language proficiency measures, the intent of The GLL was to discover if successful learners had particular constellations of personality characteristics, cognitive styles, attitudes, motivations, or past learning experiences that were different from those of less successful learners (p. 309). The emphasis of The GLL on both cognitive and social aspect evoked the interest in sociological and anthropological aspect of SLA, especially in terms of sociocultural, postultural, and critical theory. Based on their own study, Norton and Toohey (2001) proposed that the explanation of the success of good language learners should be done on the basis of their access to a variety of conversations in their communities rather than on the basis of their control of a wider variety of linguistic forms or meaning than their peers or on their rate of acquisition of forms and meaning. They argue that in addition to individual characteristics, the context in which learning takes place has profound effect on the learners success or failure. Lightbown and Spada (2006) believe that the characteristics of good language learners can be classified into several categories: motivation, intellectual abilities, personality, and learning preferences. Gardners studies have shown that learners with positive attitude toward second language learning and its speakers and high integrative motivation (the desire to become a valued member of target community) correlate with successful language learning. Gardner saw motivation as either integrative, related to a desire to integrate into the L2 community, or instrumental, related to learning so as to use the L2 as an instrument to achieve a goal. Motivation can also be seen as either intrinsic or extrinsic (Brown, 2007). Findings from different studies have suggested that both integrative/instrumental and intrinsic/extrinsic constructs correlate with successful language learning,

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but integrative and intrinsic motivation exert stronger positive effect on L2 learning. Studies have also indicated that some personality factors affect second language learning. For example, inhibition discourages risk-taking (a critical factor in L2 learning). Learner anxiety also has been found to affect L2 learning. A certain amount of anxiety, of course, can have positive effect and can facilitate learning. Another personality characteristic considered by Lightbown and Spada (2006) is extroversion and introversion. Common belief is that extroverts learn quicker than introverts, however the research is inconclusive Factors such as ambiguity tolerance, reflectivity/impulsivity, and field dependence/independence also affect L2 learning success (Brown, 2007). Ambiguity tolerance is a learning style that has been correlated to student achievement. It allows the learner to temporarily disregard some perceived contradictions or confusions, not get frustrated, and thus proceed with learning. However, too much tolerance to ambiguity may result in the learner failing to integrate newly learned material. People with reflective styles tend to take longer but make fewer errors, while those with impulsive styles are quicker but make more errors. It appears that being neither too reflective nor too impulsive is the most beneficial to second language acquisition. Another learner style is field dependence and field independence. People who are field dependent are less able to isolate individual items from the larger context, but are more able to see the larger context itself clearly. People who are field independent are more able to see the details within a larger picture, but may not see the larger picture as clearly According to (Brown, 2007) while some people are biased toward one side or the other, this is a continuum and individual tasks require some amount of both field dependence and independence. By summarizing numerous studies on the characteristics of the good language learner, Ellis (2008) concludes that there are five major aspects of successful language learning: (1) a concern for language form, (2) a concern for communication (functional practice), (3) and active task approach, (4) an awareness of the learning process, and (5) a capacity to use strategies flexibly in accordance with task requirements (p. 546). He argues that good language learners attend to meaning, show active involvement in the learning process, are thoughtful and aware of their behaviors in relation to L2 learning, and make use of meta-cognitive knowledge to help them asses their needs, and evaluate their progress. The good language learners take conscious decisions and follow their own preferred learning styles. They also take responsibility for their own learning by identifying and pursuing their goals. Griffiths (2008) based on Rubin & Thompson (1982) mentions the following characteristics for GLLs: 1. Good language learners find their own way and take charge of their learning. They determine the methods that are best for them as individual learners. They learn from others and experiment with different methods. 2. Good language learners organize their study of the language, and they organize information about the language they study. 3. Good language learners are creative. They understand that language is creative. They experiment with the language and play with grammar, words, and sounds. 4. Good language learners make their own opportunities for practicing the language inside and outside of the classroom. 5. Good language learners learn to live with uncertainty by focusing on the meaning of what they can understand, by not getting flustered, and by continuing to talk or listen without necessarily understanding every word. 6. Good language learners use mnemonics and other memory strategies to recall what they are learning. 7. Good language learners make errors work for them and not against them. 8. Good language learners use linguistic knowledge, including knowledge of their first language, in learning a second language.

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9. Good language learners use contextual clues to aid their comprehension of the language. They maximize use of all potential contexts around the language attended to for enhancing comprehension. 10. Good language learners learn to make intelligent guesses. 11. Good language learners learn chunks of language as wholes and formalized routines to help them perform beyond their competence. For example, they may learn idioms, proverbs, or other phrases knowing what the whole phrase means without necessarily understanding each individual part. 12. Good language learners learn certain tricks that keep conversations going. 13. Good language learners learn certain production techniques that also fill in the gaps in their own competence. 14. Good language learners learn different styles of speech or writing to learn to vary their language according to the formality of the situation. (Pp.53-54) Ehrman (2008) focuses on the concept of personality and good language learner. The results of Ehrman's study reveals that reaching the highest levels of good language learning abilities is very difficult but not impossible. Actually he comes to the point that high second language development requires endeavors beyond the classroom settings. Ehrman contends that "For the FSI sample at least, intuition, especially introverted intuition, is over-represented among those who achieve very high levels of language proficiency. It is probably related to pattern recognition and analysis, receptivity to direct and indirect input, inferences, tolerance of ambiguity, orientation toward meaning, and sensitivity to universal aspects of language. Thinking appears to be another critical element, but only in combination with intuition: it seems to contribute sharpening tendencies that make possible the kinds of differentiation that promote precision of language. Sensing is under-represented in this sample, and it is possible that this may be at least in part a result of a literal, factual approach that is less oriented to meaning than is intuition". (p. 69) Ehrman also asserts that personalities are significantly over-represented among the top language learners. He suggests that teachers might help their learners by not insisting on participation in extraverted activities such as group work against students' natural inclinations, and by providing variety and alternatives in classroom activities to suit students' different personalities. Teachers might help their students to develop intuition by encouraging guessing and extracting meaning from context, to develop thinking by means of analyzing linguistic information, and to develop judging by bringing order into study activities such as scheduling and sequencing (Ehrman, 2008). In an overview of research into strategy training, OMalley and Chamot (1990, cited in Nunan, 1999, p.57) finds indications that more effective learners differed from less effective ones in their use of strategies. In particular they found that students who were designated by their teachers as more effective learners use strategies more frequently and use a greater variety of strategies than students who were designated as less effective. Griffiths (2006) however mentions that it is probably unlikely that learning strategies will prove to be a magic wand to solve all language learning problems any more than any of the other eagerly-seized new ideas have proven to be in the last 50 years. But, used eclectically, in conjunction with other techniques, learning strategies may well prove to be an extremely useful addition to a language learners' tool kit. In Griffiths' view various aspects of good language learning and characteristics of good language learners should be taken into consideration.

Data Analysis
Analyzing the interviews, observations and writings of the participants presented the researcher with the following results which represented good language learners' characteristics: A) Personality features: Language learners of the study showed to be 1. Tolerant 2. Extrovert

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3. Responsible for their own learning 4. Intutionists 5. Feeling Type 6. Mostly perceiving B) Strategies used: The strategies the participants mostly employed were as follows: 1. Using monolingual dictionaries. 2. Listening to tapes, news, and stories in English. 3. Watching films attentively and looking up the new word in case needed. 4. Speaking in English with friends and practicing the new things learned in various contexts. 5. Being very interested in talking to the native speakers whenever possible( in the meetings, seminars, and conferences or while travelling abroad. 6. Concentrating on what other successful learners say. 7. Being open to criticisms to minimize their problems and also eradicate them. 8. Consulting with teacher of English and putting to application the suggestions made. 9. Reading a lot of issues in English, specifically the books and articles in their majors. 10. Trying to write in English and asking teachers of English or friends to check their writings. 11. Keeping a portfolio of their notes to be reviewed in case required. 12. Seeking for the differences between British English and American English accents. 13. Creating an imaginary interlocutor to talk to. 14. Trying to say everything in English, including whatever observed in the immediate environment. 15. Transcribing news, dialogues, short stories, etcto improve listening comprehension. 16. Concentrating on the content of films, narrations, and books and discussing them with friends. 17. Being interested to work with the foreign companies, the claimed reasons are social prestige as well as well paid jobs. 18. Concentrating on the articulation of sounds through watching films, listening to the tapes and asking for help from teachers of English. 19. Discussing the English words with friends and comparing it with the native culture. 20. Using English vastly in their jobs. Besides the characteristics and strategies mentioned above both subjects of the present study highly claimed that their familiarity with English helped them find good employment in well-known companies or organizations. One of them claimed that some of her very knowledgeable classmates and friends had been rejected for the very position she was handling just because he was week in English. The other subject claimed that because "she knew English well she could pursue the contracts of the company with the foreign companies and had been both personally, financially, and socially well benefitted. It seems that there is a high correlation between good language learning and further social and educational progress. Therefore the null hypothesis is rejected and it cab ne concluded that good language learners exist and they are able to emerge their own characteristics.

Discussion
The findings of the present study assert that acceptable insights into describing a good language learner may come from strategy research that seems to suggest that those who can employ more strategies effectively are better language learners. The very point has been certified in the quantitative and qualitative researches accomplished in the SLA domain (Griffiths, 2008; Kohonen, 2006; Lund & Pedersen, 2001; Sewell, 2003). While some personality characteristics such as being willing to take risks and being inquisitive seem to be useful in describing the good language learner, a number of other characteristics like motivation, attitude, aptitude, instruction, willingness to communicate, meta-cognition strategies, and

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autonomy seem to very effective factors which could be further researched (see Griffiths, 2008). Learning styles seem to be really useful in describing the good language learner. With some learning styles like ambiguity tolerance-intolerance, reflexivity-impulsiveness, and field dependenceindependence, it seems that the good learner is the one who is between the two extremes of the constructs. For other styles like deductive-inductive or visual-auditory, there does not seem to be any clear evidence that one style is better than the other. It seems that there is a high correlation between good language learning and further social and educational progress. According to the findings of the present research second language learning provides the learner with a new identity which energizes the learner to be an effective member of the organization or system where s/he is working. Another significant point referred to by the participants is that all the good language learners are aware of the importance of learning by doing and practicing. The idea of good language learners should be taken into consideration and implemented in the classroom. As Stevick (1982) points out the best teaching is the teaching from which the students get the most benefit, whatever that may be.

Conclusion and Pedagogical Implications

The present qualitative study has been limited to seek for the characteristics of good language learner in the Iranian context. It, therefore, does not seem to be able to make generalizations, meanwhile the researcher can conclude that good language learners exist, meanwhile creating a definition of the best language learner is a potentially impossible task. Language learning may turn out to be a perpetually evolving skill, with learners always one or a few steps away from some ideal for their situation. Thus, the good learner may simply be the learner who has an open mind, the willingness to honestly try new learning strategies and is always learning how to learn. The teachers' job may be to give students a toolbox of styles and strategies that appear to be beneficial along with the ability to select which work for them. Understanding the issues relating to good language learners is an important step in helping students learn more efficiently. Once these concepts are understood, the potential for learner training can be explored and teachers can approach their students with helpful well designed tasks to help their students become better language learners. Good language learners are likely to improve their second language abilities and reach high degrees of mastery in the second language they are learning. This way they are likely to achieve higher social and educational positions and be benefitted from the outcome of their own perspective, belief, strategies and styles in developing the second language.

References
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Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education. Chamot, A. U. (2008). Strategy instruction and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp.226-281). Cambridge: Cambridge University Press. Ehrman, M. (2008). Personality and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp.61-72). Cambridge: Cambridge University Press. Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: OUP Finkbeiner, C. (2008). Culture and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp.131-141). Cambridge: Cambridge University Press. Griffiths, C. (2006). Language learning strategies: Theory and research. ILI Language Teaching Journal, 2 (1), 1-29. Griffiths, C. (Ed.). (2008). Lessons from good language learners. Cambridge: Cambridge University Press.

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Mehrdad Amiri and Kaveh Jalilzadeh Baghchejoughi Kohonen, V. (2006). On the notions of the language learner, student and user in FL education: building the road as we travel. Retrieved March 12, 2010 from www.ecml.at/mtp2/Elp.../VK%20The%20language%20learner.pdf Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press. Lund, K., & Pedersen, M.S. (2001). What is good language teaching? SPROGFORUM, 19, 6265. Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35 (2), 307-322. Nunun, D. (1999). Second language teaching and learning. Boston: Heinle &Heinle publisher. Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly, 9 (1), 4150. Rubin, J., & Thompson, I. (1982). How to be a more successful language learner. Boston: Heinle & Heinle. Sewell, H. D. (2003). The good language learner in second language acquisition. Language and Learning, 23, 26-31. Song, X. (2005). Language learner strategy use English proficiency on the Michigan English language assessment battery. Spann Fellow Working Papers in Second or Foreign Language Assessment, 3, 1-26. Retrieved April 10, 2010, from www.lsa.umich.edu/UMICH/eli/.../spaan_working_papers_v3_song.pdf Stevick, E. (1982).Teaching and learning languages. New York: Cambridge University Press.

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Appendix
Bostaneh's Self Report My job, a sales manager, and my field of profession as a software engineer demand a constant and continual learning and development of knowledge and skills. Each and every day I have to go through various references, all of them in English. Considering the fact that almost all first-hand technical documents in the fields of engineering are published in English, its clear that making a career in these fields is highly dependent on ones language knowledge. Im constantly invited to attend negotiation meetings with our foreign partners and clients. I am also frequently consulted for the interpretation of documents. Due to my mastery over English, I have become a reputable and reliable figure in the company for which Im working. This is definitely a huge motivation for an adult in learning a foreign language: career and professional progress. Unfortunately, this is certainly not a good drive for a child. As it is generally accepted, childhood is the best time to start learning a second language, and if this period is used properly, it will provide a very strong foundation for the persons future development. As a child, I had enough self-discipline to study myself, both in English-classes and in school. Yet not all the children are so easily motivated. In this case, its a significant responsibility of the parents and the teachers and educational instructors to clarify the importance and necessity of learning English for the children, or even better, to turn the learning process into a source of fun and pleasure for them. Before proceeding to explanation of my own techniques for enhancing my language skills, I want to address the issue of age of exposure, or the best age for the child to initiate learning a foreign language. I started learning English at the age of ten, and for a period of six years I constantly attended language courses. At that age I had absolutely no previous acquaintance with this language, I didnt even know the alphabet. There were several other students in my class who had started at a much younger age, nevertheless did not demonstrate any specifically outstanding performance. Indeed, some were considered to be the slow learners in the class. My personal belief is that starting sooner does not necessarily result in better outcomes. The adopted approach is of utmost importance in teaching preschool and elementary school children. In this stage the educational plan should be delicately

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devised, and it should also be highly modifiable according to the abilities of each individual child. Hence, I find a methodical approach for teaching a class of young children not as productive as expected, if not a total waste of time and energy! In any foreign language, the learners level of proficiency is assessed by four basic skills: Reading, Writing, Speaking and Listening. Reading is undoubtedly my strongest skill. In both internationally recognized language tests I have taken, i.e. TOEFL (2005, PBT) and IELTS (2010, Academic), I received full marks in Reading sections. What is the mystery? None! What should you do to improve your reading skill? Simply keep on reading! In university, whenever possible, I would try studying original textbooks in English, even if the Persian translation was available. Also, Internet provided a great deal of reading material. The learners should be driven to use specially this source wisely and effectively. Using a monolingual lexicon is highly advisable. Not only does it provide a collection of synonyms, but also inherently includes a reading practice for every single word the learner tries to find the meaning of. This has somehow become a clich, and of course all teachers encourage their students to use English-English dictionaries, yet many learners are reluctant to do so, and prefer the bilingual ones, to save some time and effort. Honestly, if I were granted the authority, I would definitely have all those bilingual dictionaries burnt! The availability of electronic dictionaries in form of PC applications has made their use even more convenient. Especially the versions including pronunciation of the words aid the learner to develop a flawless and precise pronunciation, as a main component of speaking skill, which I will address next in detail. To acquire the speaking skill in a proficient level is somehow the most difficult, since its generally believed to improve in group courses and by speaking to a partner. While this is generally true, there are several ways for an individual to enhance his or her speaking even without a partner. I have personally tried talking to myself, sometimes in front of a mirror, or even thinking in English! Of course the learner must be advanced enough to be able to spot his own mistakes and to correct them if he would want to use these or similar techniques. Furthermore, all these four skills are closely interrelated and one may improve his speaking simply by listening to English materials. While watching movies in English, if I hear a complicated or strange structure in a sentence, I pause the movie, listen to that part a few times and repeat it over and over. This is the classical method of memorization and repetition and I believe in it, though many educationists may find it ineffective. In addition, it seems to me that memorizing and learning sentences or phrases helps a lot more with speaking, than learning single words may do. I also believe that the learners should be taught how to use the phonetics in dictionaries in the very first stages of learning to avoid adopting mistaken pronunciation of the words. To speak with a good accent, I have tried listening to and imitating native speakers, from actors to newsreaders. As for listening, I have tried unconscious listening, and I find it quite helpful. While I am busy doing other stuff, I listen to news without really focusing on it. Nowadays, internet has provided a spectacular source of listening materials in form of podcasts. Every day I download a couple of podcasts I have subscribed to and listen to them on my way to work, or back home. The advent of new forms of media and World Wide Web has brought extremely fantastic opportunities for the learners of a second language. Exploiting these possibilities, I have managed to immerse myself into English. I have also used all these techniques and methods in learning German, which I have been studying for the past five years. Knowledge of a foreign language has affected my life in many ways. A second language is the key to know a new culture and lifestyle, a brand new world! It has given me new perspectives; thereby I have gained a better critical view towards the culture of my people, as well as many other nations and countries. It has given me a sense of self-confidence; therefore I feel no anxiety when I have to face a foreigner. On the contrary I enjoy communicating with non-Persian speakers. I am well aware of the possibilities that my English knowledge has brought about, and Im grateful for them: higher education and graduate courses, even the opportunity to practice engineering

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abroad. Also the social prestige I have attained so has helped me a lot, especially in my profession, as stated before. I have made most of my career thanks to my linguistic skills along with my technical and professional qualifications. However, I totally understand that learning a foreign language is a lifelong process, and I enjoy that.