Innovation in Language Learning

Having a marginal role over years at the mercy of rule-based, formulaic speech has recently regained considerable support by researchers. Yet, other scholars attach significance to both systems of rule-based and formulaic speech. To examine this issue in the context of Iran, this study was carried out to evaluate dual-process in the speech of Iranian EFL teachers. To do so, 12 Iranian EFL teachers in non-state language centers were sampled during their holding conversation courses. As to analysis, each session was audio recorded and then transcribed. When completed, two raters evaluated the recorded samples on the basis of a checklist extracted from a range of studied on speech. It was composed of elements of formulaic along with creative speech. The gathered data were analyzed. The results revealed that the most share of the participants' speech was composed of formulaic language as it goes with native speakers' speech. However, the pattern of distribution of the categories under formulaic speech of these participants was found to be different from that of native speakers'. Further, with respect to creative use of language, the findings showed that almost one third of the participant's speech contained grammatical errors. Finally, there are some implications this study presents, both theoretically and practically.