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 widely accepted that today’s technological world is moving in a much more speed than the past, which requires the skill of keeping up with the pace of Change. This Change and innovation is a must for all organizations. According to Shen (2008, p.73), this Change is trickier in the educational context, where "the nature of the knowledge, skills, and attitudes of those involved and the way that these are expressed in action" is of much significance. The need for innovation in education derives from the fact that they are, according to a study of the European Union reported in Popescu and Crenicean (2012, p.3982), "among the most important skills that employers seek." Therefore, the book under review in this paper is about a topic that needs constant attention...

Interfacing the domains of second Language (L2) writing and assessment, Assessing Change in English Second Language Writing Performance authored by Khaled Barkaoui and Ali Hadidi purports to advance our understanding of the nature and outcome of instruction on L2 learners’ writing development over an extended period of time. In this succinct volume, the authors present a writing assessment model and then describe a study that set out to validate the proposed model. As L2 writing teachers and researchers, we are constantly faced with the choice of how best to assess learners’ writing development.  As such we were keen to review a book which provides a model that identifies and evaluates a number of different measures of writing dimensions.

The present paper seeks to propose a justified scenario for the evolution of the patterns of showing non-accusative alignment in Hamwrami in terms of Constructionalization. Drawing on purely synchronic features of the marked construction like the pattern of subject marking and also embarking upon the general patterns of alignment Changes in Iranian Languages, it is argued that marked construction in Hawrami is in fact created out of another type of construction with a different schema. The increasing use of the clitics as the marker of transitive subject, which is one of the hallmarks of non-accusative alignment in most of the new Iranian Languages, is assumed to be the enabling factor of the constructionalization of marked non-accusative construction in Hawrami.

Easy access to social media enables users to express their opinions and ideology about various topics like news, videos, and personalities freely, without any fear, and often in an offensive manner. It is a vital task to detect comments with offensive Language on social media platforms and relies on a complete and comprehensive tagged dataset. Therefore, in this paper, we introduce and make publicly available PerBOLD, a new Persian comment dataset collected from Instagram as a popular platform among Iranian. We follow a two-level manual annotation process in order to determine whether a comment has offensive Language or not and fine-grained tags of different types of offensive Language. Furthermore, we present some interesting aspects of data and analysis them.

Explaining the meaning of “Clear Arabic Language” (Arabic: لسان عربیّ مبین) in the Holy Quran according to the opinions of the commentators (the scholars who interpret the Holy Book of Quran) and the semantic functions of the words is the main issue of this research. Differences of opinion of commentators (Arabic: مفسّر; plural: Arabic: مفسّرون, Romanized: mufassirūn) and citing their views for different reasons necessitated this research. The present article has been studied and evaluated the opinions of the commentators in interpreting the verse and considers their views about “Clear Arabic Language” (Arabic: لسان عربیّ مبین) in four parts. These include: Taḥaddī (Arabic: تحدّی, The Quranic Challenge), the Language of the audience and the place of revelation, the honor and capacities of the Arabic Language, the eloquence and explicitness of the specific Language of the Qur'an. The results of the research show that the “Clear Arabic Language” beyond the opinions of the commentators is a common understanding that has revealed the superhuman Language of revelation through human conversational style and considered the universal characteristics, transhumanism, transhistorical of the Holy Book of Quran while considering the conditions and understanding of the audience. Paying attention to the Quranic meaning of related words and narrations as well as Saussure’s linguistic point of view can confirm the recent meaning.

The beliefs a teacher carries into the classroom are a strong predictor of behaviour and, thus, have educational implications. With more English Language Learners (ELLs) worldwide, in mainstream classrooms in English speaking countries and in content-based classes in other countries around the globe than ever before, it is essential that preservice teachers’ beliefs about these students are understood and, when possible, altered to ensure positive and productive educational experiences. This study examined the initial Language learning beliefs and attitudes toward ELLs among 354 pre-service teachers in a large public university and compared it to their beliefs after their ESL related coursework. The findings demonstrate beliefs about ELLs can be Changed, influencing preservice teachers’ practices in future classrooms. Survey data collected before and after specific coursework revealed a significant shift in preservice teachers’ beliefs, indicating more alignment with current research and sound educational practice. Semi-structured focus-group interviews provided supporting evidence. These findings suggest pre-service teachers need evidence-based coursework in Language development and Language learning processes to overcome misconceptions regarding ELLs.