There is a twofold relationship between the literature and LANGUAGE learning. On one hand, one of the ultimate goals of LANGUAGE teaching is enabling learners to comprehend a literary text independently. On the other hand, literature is a means of teaching LANGUAGEs and improving linguistic skills. This aspect of LANGUAGE teaching has attracted a scant attention in Iran, which motivated the current study to address this issue. In this regard, 13 literary approaches to LANGUAGE teaching were collected from reliable sources and then theoretical aspect of each approach was elaborated and analyzed using relevant examples from Novin Persian Teaching book series (one of the main sources of teaching Persian LANGUAGE to non-Persian speakers in reliable LANGUAGE centers). The obtained results of the current study were indicative of the influential role of literature in teaching Persian LANGUAGE, which can open new horizon in this regard.

In this article, by accepting of this fact that the LANGUAGE has a very long history and that spoken LANGUAGE takes priority to written LANGUAGE, the author assumes that during the teaching and learning Persian LANGUAGE especially in primary schools some difficulties occoure that have not any relationship with the intelligence and abilities of the aquisition of the students, but they depend on shortage and problems of persian LANGUAGE. FARSI, like most of other LANGUAGEs have problems and difficulties that cause learning FARSI difficult.

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.

Syntactic and semantic word segmentation and labelling in a given text of a large corpus, is one of the basic research activities to produce a linguistic database for the sake of LANGUAGE modelling. In this paper, the author explains the difficulties encountered to manage such an activity in the project "a feasibility study for FARSI LANGUAGE modelling". Several linguistic criteria and one engineering criterion were used to handle the difficulties. Finally, based on an n-state markov process (n=0, 1,2,3), a software package is written to extract FARSI words conditional probabilities distributions for both labels-dependent and independent cases.

Talking is defined as the application of oral LANGUAGE for direct interaction with others and speaking is the academic form of it. There are two types of speaking: informal and formal one. Informal speaking does not require lots of direct instruction, however, the formal type requires intensive direct instruction.The first aim of this research was developing the indicators of speaking instruction at national LANGUAGE curriculum at elementary level. The second aim was clarifying the strong and weak points of "the guide to FARSI curriculum of Iran at elementary level" according to the objectives of speaking instruction. To achieve these aims, the content of the LANGUAGE arts curriculum at elementary level of America (the state of New Jersi, 2004), England (2007), Singapore (2006) and Iran's (2009) was qualitatively analysed. Findings showed that within the framework of "the guide to FARSI curriculum of Iran" at elementary level, speaking is something that is taken for granted, as there is no obvious definition for it and also its sub-skills is not introduced. The lack of conceptual framework for this LANGUAGE art leads to ambiguous and inconsistent educational objectives for different grades at this educational level.Careful analysis of this curriculum showed that, here speaking instruction is not planned in accordance with context (situation). Also, it is not planned to be instructed critically, and if formally considered, there is no operational definition and no practical strategy for its instruction. Also, speaking instruction is not planned through the use of information and communication technology.

Speech emotion can add more information to speech in comparison to available textual information. However, it will also lead to some problems in speech recognition process.In a previous study, we depicted the substantial changes of speech parameters caused by speech emotion. Therefore, in order to improve emotional speech recognition rate, in a first step, the effects of emotion on speech parameters should be evaluated and in the next steps, emotional speech recognition accuracy be improved through application of suitable parameters. The changes in speech parameters, i.e. formant frequencies and pitch frequency, due to anger and grief were evaluated for FARSI LANGUAGE in our former research. In this research, using those results, we try to improve emotional speech recognition accuracy using baseline models. We show that adding parameters such as formant and pitch frequencies to the speech feature vector can improve recognition accuracy. The amount of improvement depends on parameter type, number of mixture components and the emotional condition.Proper identification of emotional condition can also help in improving speech recognition accuracy. To recognize emotional condition of speech, formant and pitch frequencies were used successfully in two different approaches, namley decision tree and GMM.

The present study attempts to compare the concept of “Politeness” in FARSI and Korean. Data gathering happened in a two year study in South Korea, and Korean students in Korea and Iran were interviewed. Politeness is a culturally-rooted universal concept. However, it appears differently in various LANGUAGEs. Persian and Korean, though from different linguistic families, have both applied signs and elements of Politeness and this is their common aspect. There are some aspects of historical, religious, and cultural similarities between Iranian and Korean societies which may account for this. Social hierarchy and Confucianism play an important role in the system of politeness in Korean society. Politeness construction used to be very complicated in the Korean LANGUAGE, but nowadays it is less complicated; as a result, the seven level system of expressions is transformed into a four-level one, emphasizing formality, politeness, intimacy, and simplicity. No sentence in Korean could be expressed unless one of politeness elements are involved. These elements are usually verbal suffixes included in all Korean verbs. Furthermore, as in the Persian LANGUAGE, there are some special words in Korean which exclusively express deference.

Due to the importance of research-based comparison of different LANGUAGEs and the impact of the discovery of the connection linkages LANGUAGE and therefore, the intellectual and cultural development of LANGUAGE users, this study adopted the method of analysis and interactive discussion of subordinate clause in FARSI LANGUAGE, investigated response and its expression manner in Arabic, then deals from the perspective of comparative order to express the position of each function in both Persian and Arabic, therefore the expression manner and function of subordinate clauses in Persian LANGUAGE and its equivalent and consonants in Arabic LANGUAGE will appear. In addition, Similarities and differences of the two LANGUAGEs will appear. Among the achievements of this paper is that the type of expression in Persian and Arabic with significant similarities, have some disagreements too. So that subordinate clause in Persian LANGUAGE With the same in Arabic expression manner from the perspective of Persian and Arabic Scholars, expresses with two different names. the importance and result of these content and research will appear in Translation of Arabic into Persian or in converse.