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.

Background: Dendritic Cell (DC) is an important antigen-presenting cell that present tumor antigen to CD8+ and CD4+ T- Lymphocytes and induce specific anti-tumor immunity. In order to induce effective anti-tumor response, an option is increasing the efficiency of antigen presentation of dendritic cells and T cell activation capacity. The aim of the present study was to investigate the effect of dendritic cell maturation with protein components of toxoplasma gondii on cytotoxic T lymphocyte activity and their infiltration in to the tumor.Methods: For DC generation, bone marrow cells were cultured in the presence of GMCSF and IL-4 for five days. After that, LPS, protein components and whole extract of toxoplasma gondii were added to the culture media and incubated for another two days for DC maturation. To generate tumor, mices were injected subcutaneously with WEHI-164 cell line. For immunotherapy 106 DCs matured with different compounds were injected around the tumor site. Infiltration of CD8+ T cells were determined by flow cytometry and cytotoxic activity was measured by LDH detection kit.Results: Immunotherapy with DCs treated with protein components of toxoplasma gondii led to a significant increase in the activity of cytotoxic T cells and infiltration of CD8+ T cells in to the tumor. Immunotherapy using protein components of toxoplasma gondii significantly improved the survival of the mice compared with other groups (p<0.0001).Conclusion: Protein components of toxoplasma are able to increase DC capability in induction of CTL-mediated anti-tumor response and increase infiltration of these cells in to the tumor.

Whereas other species communicate through ritualized and repetitious songs, calls, or gestures, humans have developed linguistic systems that can express a literally infinite variety of separate and distinct thoughts.The main question is "How have they got this ability?" Though we should not forget mathematic as another special ability of human being, unfortunately, I could not assess it in this paper. The article is review of literature, which tries to answer the above-mentioned questions, raising some assumptions, which may encourage more curiosity and desire in the era of evolutionary psychology.It starts by reviewing some anatomical and physiological systems of brain, and examining activities and this terminology. For example, it is true that different activities of humans are divided between the two hemispheres of the brain, why do we call the work of one hemisphere dominant?  Scientists believe that the center of Language (receptive, verbal productive, expressive writing, and controlling the sensory motor of the other side of body) is in dominant hemisphere. They also say the centre for music, perception of intonation and prosody, and mathematics is in non-dominant hemisphere, and they exchange their information through corpus callousum and anterior and posterior commissure. Do you think domination is a proper term? There are a lot of doubts about the centre for music! Later on Language acquisition will be explained: 1- Language as a spandrel; 2- Language as an adaptation; 3- Language evolution. Chomsky’s theory will be discussed in more details. Discussion about similarities between music and verbal Language is emphasized. It may emerges most probably music is older than verbal Language. Evolution and Neo-Darwinism is another topic. By historical view, we see a mathematician in Greek and some in Egypt tried to show the Language of nature is numerical, which only painters understood them after 1000 years and used it as perspective in their work. Considering Paige’s theory, the abstract thinking is the last level of development of intelligence, but looking at the dynamism of human creations it seems there must be some revision. Abnormal psychology is briefly explained.

To achieve a true translation, one must understand the spirit of the literary work. In the film version of the novel Mouchette, by Georges Bernanos, Robert Bresson has been successful in understanding the spirit of the story; both in form, and in content. Bresson has turned the specific literary expressions into cinematic expressions; and has regarded the ideology of Bernanos throughout the way. Searching for God over human pain and sufferings is the common goal of the writer and the filmmaker; so is the lack of psychological aspects in the dialogues. This is how a work of art has been manifested in cinema; a work of art which is an adaptation from the world of literature.  

In this paper the parasitic gap in Persian Language is explained by using the explanations provided by two proposed approaches in the Minimalist Programme namely as “ Sideward Movement” and “ Symmetric Merge” . In “ Sideward Movement” the parasitic gap is considered as a NP which after valuing its uninterpretable feature in the adjunct clause, moves to the main clause to value its uninterpretable feature again and then moves to the specifier of the CP. This explanation is problematic since the uninterpretable features are checked and deleted after being valued. In the “ Symmetric Merge” approach the parasitic gap is considered as a shared NP between the adjunct and main clauses by having the same case feature in two clauses. This approach cannot explain the parasitic gap in Persian Language since in some example the moved NP has two different case features. After reviewing other examples from the old, middle, and new Persian Languages and finding that the parasitic gap has particular characteristics such a grammaticality of the sentence even when we have pronoun in the situation of the real gap, it is concluded that the Persian Language is a Language without parasitic gap.

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.

The present study is an attempt to investigate the relationship between creativity, Language learning strategies and Language proficiency. To measure these three variables, Nelson Quick Check Test, Strategy Inventory for Language Learning (SILL), and Creative Personality Measurement Questionnaire (CPM) were administered. These tests measure Language proficiency, learning strategies, and creativity respectively. The results showed that creativity and degree of strategy use and also creativity and Language proficiency were significantly correlated; but the degree of strategy use and Language proficiency did not show any relationship. As far as the participants' strategy use scores were concerned, no particular difference among high and low creativity subjects was discovered. But they were significantly different with respect to their Language proficiency. The preferred strategy type for both high and low creativity groups was the metacognitive strategies and the least preferred strategy type for both groups turned out to be affective ones. The subjects were also divided into two groups of high and low proficiency. The favorite strategy type for the high proficiency group was the compensation strategies and the favorite strategy type for the low proficiency group was the metacognitive strategies. Both high and low proficiency groups preferred the affective strategies least of all.