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.

Background and purpose: Along with the progress and development of science and technology, there have been changes in the content and METHODs of education. This research was conducted with the aim of comparing the effect of participatory TEACHING METHOD and traditional TEACHING METHOD on the learning of biology lesson of female students of six and seven districts of Tehran.METHODology: The statistical population of this research is all female students in the second year of high school in six and seven regions in 1400-1401. Random sampling is a multi-stage cluster. Therefore, after balancing the subjects, two second grade students were studied, one in the form of traditional learning in the number of 30 students and the other in the form of participatory TEACHING in the number of 30 students in the biology course. Educational progress test was used to measure the learning rate of the groups. It was used to determine the content validity of the questionnaire from the point of view of experts and teachers. Analysis of covariance test was used to analyze the statistical data about each of the research hypotheses.Results: The results of the present study showed that there is a significant difference in academic achievement in the comparison between cooperative TEACHING METHODs and traditional TEACHING METHODs, but there is no significant difference in the motivation for improvement.Conclusion: It seems that the participatory TEACHING METHOD had an effect on increasing students' learning and was more effective than the traditional TEACHING METHOD.

Sitting in the classroom for rather a long time, listening to the teacher and other students, and having occasional responses are what typically happen in the English TEACHING classrooms around the world. ETS, a big hall with at least three sites as language learning zones, brings about a dynamic METHOD which environmentally simulates communicative occasions to provide the learners with an exciting and intensive practice on the current conversations through role-playing. In this study, the efficiency of ETS was evaluated in an experimental research design. To do so, 34 students of English Language and Literature at Semnan University were taken as subjects in two conversation classes. Upon the completion of the course for 10 sessions, a T-test was applied to see if the METHOD makes any significant improvement. The result showed that ETS was significantly better than the traditional METHOD. To see the students’ opinions about the METHOD, a questionnaire was also conducted with the results revealing students’ positive feedback toward the METHOD.

The purpose of our research in this article is to achieve the goal of TEACHING chemistry better by providing a model based on exploratory TEACHING METHOD and comparing the effect of lecture TEACHING METHODs with exploratory TEACHING METHODs and students' attitudes toward TEACHING chemistry. First, we discussed the importance of different TEACHING METHODs and the impact of each on students' learning, and then presented a model based on TEACHING the exploratory METHOD. We have described the different stages of TEACHING this model in detail in each session, and finally, after TEACHING through lecturing and exploratory TEACHING METHODs in a few sessions, we found that students learn concepts by exploring and asking questions. If they learn, they will remember much more than we can teach them the same content in other ways. Examining the mean scores of post-test and pre-test students in the exploratory TEACHING group, the results indicate that there is a significant difference between the mean scores of pre-test and post-test in the two TEACHING METHODs and a significant difference in the exploratory TEACHING METHOD. It has faced a great growth, and this indicates that the exploratory TEACHING METHOD plays an essential role in students' learning.

More than necessary attention has been given to METHODs of translation skills in literary texts, and its emphasis on transmission in reading and writing as a primary necessity of language TEACHING. This METHOD has now as a TEACHING mode gradually come under critical attack. Changes and reforms of the 20thc. and its effects upon the goals of education required a new METHOD to meet the taste of language learners and also fulfill the requirements of TEACHING goals. By using study phonetics as a branch of linguistics and the priority given to listening and speaking in language TEACHING, a new METHOD by the name of Direct Learning has been set up. This METHOD has so far been used in conventional TEACHING classes. This paper aims to present a comparative analysis between Direct learning in the conventional system and Direct learning in electronical approach.

Introduction. Selecting the TEACHING METHOD is an important stage in educational designing. After selecting the content and before determining the mean, teacher should determine the policy of TEACHING and in this decision should notice to "nature of learners", "subject content" and "time limits". One of the long historical METHOD of TEACHING in educational systems is lecture. Presented the principles, concepts and facts by instructor and verbal learning, listening and take notes from comprehensive are the fundamentals of this METHOD; explaining and describing the phenomena by the teacher has a major role.Lecture METHOD has the stages of readiness, introduction, content, text and conclusion that if this processes took place well, skillful and motivative will have high impact on learners.Conclusion. Considering the nature of the subject METHODs of lecture, student interest, ability of learners and time limitations, teacher should somehow involves the students in class discussions to achieve the dynamicity and activity of the class.

The purpose of this research is to compare the effectiveness of the concept mapping TEACHING METHOD with the lecture TEACHING METHOD in biology education. The research used questionnaire and test METHODs to assess the level of learning. The statistical population in this study consisted of two groups, the control group and the experimental group, including 72 male students from two twelfth-grade experimental science classes in Tabriz. The lecture METHOD was used for the first group, and the concept mapping TEACHING METHOD was used for the second group. The effectiveness of these two METHODs in TEACHING the subject was evaluated through pre-test and post-test assessments. The data were analyzed using the SPSS statistical software. Based on the results, the performance of students in the post-test scores of the experimental group was better than that of the control group. Learning and retention following the concept mapping TEACHING METHOD were significantly higher (p<0. 05). According to the findings, TEACHING using the concept mapping METHOD not only increased the level of learning and retention of students, but also helped in establishing connections between different concepts and organizing the logical flow of useful concepts. Therefore, this TEACHING METHOD is recommended for educators in TEACHING.

The main purpose of the current study was to compare effectiveness of TEACHING METHODs, Lecturing and group discussion, on students, educational achievement and their communicative skills. A Semi–experimental research METHOD was used for this study. Four classes were chosen, two as control classes and two as experimental classes. In an academic semester two classes were taught by lecturing METHOD and the other two classes were administered by group-discussion METHOD. Scores of communicative skills and also educational achievements of students were compared between the two groups. All results were analyzed by inferential statistic techniques (Covariance analysis test, MANOVA, and independent “t”). In general, research results indicated that group-discussion TEACHING METHOD was more effective than lecturing TEACHING METHOD. Furthermore, group-discussion was more effective than the other METHOD for male students, regarding educational achievement but there was no significant difference between male and female regarding their communicative skills.

In this study, new TEACHING METHODs in primary schools have been investigated. Although the use of old and traditional TEACHING METHODs such as question and answer METHOD, lecture, demonstration, etc. still has its own uses, but with the advancement of science and technology, there is a need to use new TEACHING METHODs are felt more and relying only on traditional TEACHING METHODs will not have the necessary effectiveness and efficiency in the TEACHING and learning process. In modern METHODs and education, students' activity in class and their all-round growth is more important. Traditional TEACHING METHODs were the result of a one-dimensional view of education, and the teacher was considered as the only provider of information and its transfer to the student. In these METHODs, the emphasis was on obtaining a better situation in the output of students. Concerning the continuous changes and progress of knowledge every day, and on the other hand, the increasing importance of individual capabilities along with scientific information, TEACHING METHODs in the elementary school must be changed. In the following, we have explained some of the best METHODs of TEACHING elementary school, which you can learn using various workshops and training courses. On the other hand, it should be noted that despite the advantages of these METHODs, a single model cannot be used in education for all courses.

Introduction: Effective TEACHING requires METHODs that can develop appropriate knowledge and skills in students. This study aimed to assess the effect of inquiry-based TEACHING METHOD in medical education through reviewing the related literature. METHODs: In this Narrative review study, using the keywords clinical education, inquiry-based TEACHING METHOD and medical education, all articles published between 2010 and 2018 were searched in Magiran, Google Scholar, PubMed, and Medical Teacher. The articles were assessed according to the fields of medical education and after reviewing the articles and removing the duplicates, inquiry-based TEACHING METHODs and their fields were classified and ultimately 15 articles were extracted. Results: The review of 15 articles on the application of inquiry-based TEACHING METHOD in medical education showed that this METHOD is responsible for favorable educational and training impacts on students. Conclusion: According to the results of the study, it is recommended that faculty members of theoretical and clinical courses should use inquiry-based TEACHING METHOD for their classes. Faculty deans also should lay the groundwork for application of this TEACHING METHOD.