ARABIC LANGUAGE has etperienced many threats from the very time of the advent of Islam up to now. These threats are doubled in the modern time. Among these threats we can refer to the we of colloquialism or writing in latin alphabets forwhich somer have reactrd positively. Specially in chatting. The output of this process haslead to creation of a LANGUAGE called .the LANGUAGE of chat. Microsaft corporation has produced a program called maren which helps to write ARABIC in Latin. The other threats on the Internet endangering the ARABIC LANGUAGE is the registeration of some websites in latin orthography and the entrance of some English terms in the ARABIC LANGUAGE the present article tries to study these threats under the trem cultural invusion against Islam and ARABIC LANGUAGE

LANGUAGE always is considered to be one of the manifestations of the culture and the civilization of every society-especially those who believe that LANGUAGE is conventional.At the present time, with the growth of women movements, some of the gender-oriented critiques have been focusing on the structure and usage of LANGUAGE especially in ARABIC LANGUAGE. It is claimed that the ARABIC LANGUAGE and its grammar is of gender -oriented with male domination. Regarding the structure and usage of ARABIC LANGUAGE, the present research highlights two aspects: firstly, the main building of lexical and syntactic structure with respect to logic and general philosophy dominating on syntactic rules and then the usage of words and the specific usage of masculine and feminine in different situations.In this discussion, the usage of the lexical is specifically emphasized while the literary usage -that can be affected by the social structure of the nations is not considered.Finally, the intuitive harmony of LANGUAGE with the features of man' and woman and the status of para-genderism in linguistic rules have been emphasized.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign LANGUAGEs, culture and LANGUAGE are interwoven in a way that it is not possible to present LANGUAGE without its culture. However, until a new method of teaching LANGUAGE, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and LANGUAGE classes. This method intends to create situations in the classroom in which foreign LANGUAGE can be used as naturally and authentically as the native speakers of target LANGUAGE use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign LANGUAGEs are taught with different and varied objectives. Is it necessary for all foreign LANGUAGE learners to get familiar with the culture of foreign LANGUAGE they are supposed to learn? As Schumann (1984) claims, is it true that second LANGUAGE learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign LANGUAGE community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign LANGUAGE are put forward.

It is Necessary to know that the curriculum of teaching a LANGUAGE isn't a local science, so we must utilize these new Teaching methods in the world. The old methods need to be developed and changed constantly so that we may not be faced with the challenges of the new methods. For example, learning the second LANGUAGE according to the old methods like Grammar Translation Method is out of date in the world but we still use this method in spite of knowing the fact that it is useless. A glance at the English books and comparing them with the modern books indicates that there are attempts to modernize it. This essay tries to draw a picture of the desired situation to learn ARABIC LANGUAGE in Iran. This aim can't be reached unless we know the situation of this LANGUAGE in Iran and its methodology in order to establish its practical bases.We must understand the defects of our educational systems and the reasons why our students can't speak ARABIC fluently.

Major derivation is one of the most important subjects in ARABIC linguistics. The present article discusses derivation considering different approaches. It first introduces derivation and then presents different types of derivations. In the end, it discusses whether theses derivations undergo any rules or no?

Ever since the rise of Islam the Arab lingusits have done tremendous researches on the ARABIC LANGUAGE, specially in the fields of philology, morphology, and rules regulations concenins the development and prinsiples of vocabulary. These researched have led to the recognition of various kinds of vocubulary, along with the rules concerning alterations in the realm of vocabulary. The results of these researches are made manifest in the rise of morphology and lexicography, in the process of which the rules of the ARABIC etymology are established. These paper in the light of old and new sources, endeavars to define and elucidate etymology along with its various kinds and rules and regulations concerning etymology.

The purpose of this study is to explain the lived experiences of ARABIC LANGUAGE teachers on the inefficiencies of teaching ARABIC LANGUAGE. This research is a qualitative research and phenomenological study that was conducted using purposeful sampling and based on expert sampling and through deep interviewing with 20 ARABIC LANGUAGE teachers. The interviews were recorded and analyzed by Sterbett and Carptener(2003) method. The findings of the Arab teacher's experiences of ARABIC LANGUAGE ineffectiveness is identified in five main themes: student-related barriers, teacher-related barriers, community and culture barriers, and educational and curriculum barriers And "barriers to educational evaluation" and 11 sub-themes. Eliminating these barriers requires reviewing the goals, content and methods of the ARABIC curriculum and changing the attitude of society, parents and students about the importance of this foreign LANGUAGE.

Displacement is one of the characteristics of LANGUAGE and common phenomena in the ARABIC LANGUAGE. Not only is this phenomenon limited to ARABIC poetry and prose, but it is also broadened, so we can see examples of this in the Qur'an. Because of this phenomenon extensively in ARABIC literature and also because of its essence that leads to the transmission of the elements for the first visibility to the other visibility in the sentence and sometimes had to change the grammatical role of the words, its identify helps us in a better understanding of text and the correct translation of it and protects the reader from mistakes. This paper in the descriptive analytical approach tries studying of the phenomenon of the displacement in the ARABIC LANGUAGE and bringing its instances in ARABIC poetry and prose as well as verses contained in the Holy Quran, to show that through the types and characteristics in the ARABIC LANGUAGE and to response to several questions, including: how important is the displacement and what is its types in rhetoric, and the reasons of the displacement, and etc...? Of the most important results of this study may refer to the undeniable role of the displacement as a rhetorical method to better understanding of the texts including: one of the most important reasons of the displacement in the use of LANGUAGE is to improve speech verbally and morally, and violation of the standard LANGUAGE and create a poetic atmosphere, and the recognition of the occurrence of the phenomenon of displacement in the ARABIC LANGUAGE that uphold different interpretations remote and estimates when faced with the displacement in the text and help us to understand it.

The Holy Qur’ an, in a brief but comprehensive definition, is the Word of Allah. Such a definition has never been uttered by the followers of the religions other than Islam, concerning their holy Books. The Qur’ an introduced itself after its descent and the Prophet Muhammad (PBUH) taught it in a wise way so that it was spread in a broad arena during a short period, and then affected deeply on the ARABIC LANGUAGE, as it served and promoted it. However, an imagination has been come to be emerged from the beginning, saying that between the Qur’ an and ARABIC there is a kind of “ unity” ; ARABIC and its rich literature, being emerged after the revelation of the Qur’ an under some certain circumstances and grounds and its rules are not necessarily compatible with the word and logic of the Qur’ an, has been considered as entry to the comprehension of the Qur’ anic message. Accordingly, some believe that Islam is the religion of Arabs and Bedouins of Arabia and some state that to have a good connection to Islamic text one needs to be either originally Arab or has learned ARABIC for a long time. The present Article argues that the Qur’ an is not enclosed of certain time and place and its ARABIC is not the mother tongue or specific to a nation, but rather its ARABIC is the Divine clear langue dressed by human LANGUAGE, which was descended in an ARABIC region, due to some especial reasons. This state provides neither any privilege nor any privation for somebody.