1. A Persian speaker of English who produces forms such as “I am feeling thirsty.” and “I am hearing you.” seems to have used the translation strategy, of course only in terms of tense. For him/her, be + ing form of a verb stands for ‘مضارع اخباری’ in Persian.
2. Picking up the strategy of simplification is done by a learner to produce language; i. e. output processing. It can be said that both learning and communication strategies are at work.
3. In my opinion, the teacher’s main work is after the production of the avoidance errors. Nothing further can be done before error production because as we see many works are done but at the end learners commit some sort of errors. Errors seem to be crucial to learning process.
When an avoidance error is committed, then we can make the learner aware of that and tell him the appropriate structure.
6. Teaching strategies can be in form of some tips presented to learners when necessary and appropriate. This is general; i. e. for all the learners in a classroom. For more specific teaching of strategies, we need to get aware of the learners’ personal styles. Then, we can teach each person the applicable strategy she/he needs.
Discussion of the strategies in the class is also beneficial, given that there is enough time.
7. Different factors such as learner’s age, level of motivation, L1, social background, degree of acculturation, and markedness level of L2 can contribute to fossilization.
Different processes can be at work when fossilization takes place. The point lies in the positive feedback the learner faces. Inappropriate positive feedback can lead to fossilization.
8. It is not possible to change an animal fossil or plant fossil into a living creature. Fossilization entails the impossibility of such a change. In the field of language teaching, it refers to a permanent condition in which no change is resulted. Instead, such terms as pseudo-fossilization, cryogenation, and stabilization are introduced to reject the impossibility of the future change.