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.

Translation ability as a communicative and Language ability is closely interwoven with writing ability in L2. This relationship makes it to be considered as an effective means of learning, teaching and testing L2. This study aims at finding out the relationship between the ability to translate, foreign Language proficiency, and L2 writing ability. It examines the performance of 114 Iranian female and male Language learners on a TOEFL Test, a Direct Composition Test (DC), and a Translation Composition Test (TCT). The findings reveal that Language proficiency and writing ability are highly correlated with translation ability and the relationship between translation ability and writing ability is high and significant. It also maintains that translation is a valid and reliable method as a means of testing writing ability of EFL students.

In early typical Language development, children understand words before they are able to use them in speech. Children with autism spectrum disorders (ASD) generally show impairments in both the comprehension and the production of Language. However, the relative degree of delay or impairment in each of these sub-domains may also be atypical and remains less well-understood.Materials and Methods: This study was a causal-comparative with 30 children (15 girls and 15 boys) with ASD and 30 normal children (15 girls and 15 boys) of 3 kindergartens of Mashhad, and children were elected with random sampling. Kindergartens were selected of areas (1, 4, 6) of Mashhad-Iran. Data analysis was done usingSPSS16 and t-student test.Results: Results of t- tests showed significant differences between the two groups, autistic and normal children in the expressive Language skill, cognitive and received Language skill (P<0.05). There is a big difference between the mean scores of Newsha test in subjects with autism compared to standard scores.Conclusion: According to the findings of the present study, the Language disorder in children with autism compared to normal children is significantly higher.

In an attempt to add to the current body of research on written corrective feedback (CF), the current study reports on a nine-week intervention, which initially focused on the effect of direct written CF on learners’ use of English articles in their writing and then examined the effect of adding metalinguistic explanation to this CF type; and finally, the effect of learners’ Language Analytic ability as an individual difference factor is investigated on Language development through CF. To do so, this study used a pretest-treatment-posttest- delayed posttest research design and involved 57 intermediate female Iranian EFL learners aged 15-18 in three intact Language classes, randomly assigned to the following groups: direct-only CF, direct CF with metalinguistic explanation, and control group. Initially, the findings demonstrated positive effects for direct written CF provided to learners’ writing, though the short-term benefit was more evident and statistically significant. The results also revealed a positive gain pattern through time for learners that received metalinguistic explanation, which supports the provision of such information along with written CF in Language classrooms. Finally, learners’ Language analytic ability was seen to be predictive of short-term and long-term learner gains when received metalinguistic explanation. The findings suggest that metalinguistic explanation provided as part of the feedback to Language learners’ writing is conducive to a higher level of cognitive engagement and leads to better learning outcomes.