between the mind, the body and the environment. The proponents of this view of language claim that the mind is in the body and the body is in the world and so, these are not separated but interrelated. (Atkinson, 2010). This study tried to identify the existence of one of the sociocognitive phenomena “in which language learners reuse their friends and counterparts’ expressions, structures, and pronunciation patterns during conversations and co-operations, called interactive alignment” (Pickering & Garrod, 2004) in the pronunciation of Iranian EFL learners. 90 EFL learners studying English in language institutes in Hamedan took part in the study. The researcher provided some interactive tasks in which the aimed sounds were placed and the learners interacted with each other, pronouncing the same sounds in their sentences. The results of three paired-samples t-tests revealed that there were alignments in the pronunciation of these sounds after the learners interacted with the proficient learners. However, the results of three other paired-samples t-tests showed that there were no retention in the alignment of such sounds after a period of two weeks passing the interactions. Furthermore, the results of a one-way analysis of covariate (ANCOVA) indicated that there existed a significant difference among the interactive alignments of the three groups of the participations with the long vowel group aligning better than the other groups. Language teachers may plan to have tasks with interactions among the proficient learners and the other learners with mispronunciations.
