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.

Many books have been written to illustrate the position of the new technologies in teaching and learning a foreign or second language (L2); nonetheless, most of these books have not been successful. The Handbook of Technology and Second Language Teaching and Learning edited by Caral A. Chapell and Shanon Sauro and published by Wiley Blackwell in 2017, provides a comprehensive overview of the various facets of the use of technology in teaching and learning an L2. This book has not been translated into Persian and no critical review has been published for it; accordingly, this study sought to both introduce and critically review this book. The current critical review revealed some advantages including comprehensiveness of the whole book, the expertise of the writers, up-to-dateness, content and format integrity, and the use of valid sources. The main criticisms are the exclusion of some of the very recent technologies, perhaps due to the ever-changing and exponentially volatile nature of the technological improvements and expansions, the introduction of too many technologies at the theoretical level without providing information about their practical use. Generally, the book is an invaluable and academically written source for L2 practitioners, postgraduate students, and researchers.

Over the past 25 years, autonomy has been a popular focus for discussion and increasingly influential in foreign Language education. Most research is concentrated on learner autonomy, while teacher autonomy has been seriously neglected. Recently, however, researchers and experts have realized that to enhance learner autonomy, we must enhance teacher autonomy (e.g., Benson 2000; Little 1995; Little, Ridley & Ushioda 2003; McGrath 2000; Thavenius 1999). Teacher autonomy is now recognized as an important factor that affects the development of learner autonomy in foreign language education. However, it is very difficult for teachers to develop autonomy in the classroom especially when learners are used to traditional methods and techniques that teachers play the main role. The concepts of teacher autonomy and learner autonomy have been introduced and widely discussed as the learning responsibility of learners has been paid more attention to so as to improve the learning autonomy in SLA. Therefore, a comprehensive discussion of teacher autonomy and learner autonomy is of utmost importance to foster a better understanding and application of learning autonomy. Autonomy becomes a need for language learners and a must for language teachers who play a key role in developing learners’ autonomy.

Nowadays, the issue of human communication is one of the most important subjects occupying the minds of linguists, anthropologists, psychologists and philosophers. Since it is the most important means for communication among men, the relation between language and culture and their mutual interactions have high significance, thereby attracting attention. This article tries to cover the establishment of human communications with respect to education of foreign languages. Solving problems associated with language and culture helps to improve the process of foreign language teaching and fulfill the practical goal of teaching, which is mastering foreign languages as a medium for communication by learners of these languages. To achieve the aimed results among linguistic units, the author of this article has selected expressions gained from the research in this field which additionally carry a rich cultural heritage.

To learn a language, it is important to master the four basic language skills. The basis of these skills is teaching and learning vocabulary,since vocabularies are the most important part of language learning. What is very important in today's world is transferring the meaning, which requires the use of lexical knowledge. One of the reasons for lexical teaching is the conceptual expansion of the vocabulary as well as the globalization and expansion of global communication. In the training courses, attempt is made to design the vocabulary section efficiently and includes the assessment of learners' lexical knowledge. In vocabulary teaching, the choice of vocabulary to be taught, the way they are taught, the evaluation of vocabulary knowledge, and the process of development of vocabulary learning are important. The development of language skills is assessed based on test results. Accurate vocabulary assessment reveals the strengths and weaknesses of language skills training and the level of readiness of language learners for further training. In this article, the importance of vocabulary teaching for language skills is shown through conducting library research and case study based on work experience in teaching Persian to non-Persian learners. Also, the importance of evaluating and measuring the learning rate of language learners, as an indicator of the success or failure of the educational plan, is discussed. It can be concluded that one of the most important areas of education is vocabulary training and vocabulary development, which should be achieved through using all four language skills.

This study aimed to investigate the relationship between three foreign language learning emotions: foreign language learning enjoyment, foreign language classroom anxiety, and foreign language learning boredom among high school EFL students in Zahedan, Sistan and Baluchestan Province. In this research 200 male and female EFL learners were selected as participants The sampling was done through convenience sampling. Three research instruments were used as a questionnaire named short-form foreign language classroom anxiety scale, foreign language enjoyment scale and foreign language learning boredom scale. In order to find the relationship between the defined variables, multiple correlation was conducted. The findings revealed that the relationship between foreign language enjoyment and foreign language boredom was negatively significant. Furthermore, the relationship between foreign language anxiety and foreign language boredom was positively significant. Additionally, foreign language enjoyment and foreign language anxiety had a negative relationship. The obtained results bear implications for education in general and EFL instruction in particular.

In the historical domain of linguistics, many studies have been carried out in order to determine the first initiative of man to teach and learn a foreign language. In this kind of research, linguists and language teaching researchers used sources that are centered on the history of different nations. In this research, the first initiative of man to teach a foreign language is variously reported. In the book Twenty-Five Centuries of Language Teaching: 500 BC by Louis G Kelly, the retrospective of foreign language teaching dates back to five centuries before the start of the Christian era; in other documents, to the beginning of the Roman Empire and Antiquity. In Evolution of the Language Teaching: 5000 Years of History, Claude Germain, on the basis of the book History Starts in Sumer (Samuel Kramer, 1956), studies Sumerian civilization and concludes that the teaching and learning of foreign language started fifty centuries ago. Therefore, this study tends to investigate the history of the foreign language teaching at the time of the Sumerians, the teaching of Hieratique language at the time of the Egyptians, the teaching of the traditional Greek in ancient Greece, the teaching of the Greek to the Romans and the teaching of Latin.

Since culture is an integral part of the language, teaching and learning of any existing language, require familiarization with its culture. Indeed, words, behaviors, gestures and mimicry as well as customs and habits of each nation find their origins in its culture; from which derives the diversity of the societies since the unmemorable times.It is by learning a foreign language that one discovers a new world whose values and principles differ from those of his/her own milieu. The new world is first presented to the learner through language teaching methods and, then, progressively, he/she becomes familiarized, with the foreign culture. In this article, the study of the term “culture" and its sub-groups is briefly reviewed from the anthropological, sociological and language teaching point of view. After a short outline on the role of the culture in human being’s life, the importance of this topic is examined in language methods, without forgetting to underline the key function of teaching with regard to the transfer of the foreign culture to its public. Also the article emphasizes the sensitive and key role of the teacher in transferring the foreign culture to the learners, as his/her main duty is to create a relationship between foreign and national culture, a relationship which advocates neither xenophilism nor xenophobia but offers a logical and moderate view point to the learner.