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.

Shortly after gulf war (G.W) thousands of war veterans referred with sign and symptoms of an unknown disease called G.W illness. Despite multiple studies undertaken by several non-governmental and governmental centers this illness remains unclassified and can not be coded by international classification of disease (I.C.D). The etiology has not been found and the illness appears to be multifactorial and basically related to use of depleted uranium (D.U) weapons, chemical warfare (C.W) and biological agents. This article reviews this illness and the adverse effects of D.U and B.c.W agents in the G.W battlefields.

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.

The notional-functional approach is one of the most influential theories in the field of foreign Language teaching and almost all English, French, German, Italian, Spanish and even Arabic, Hebrew and Turkish Language teaching resources, have considered the principles of this approach, in order to produce educational contents. The key principle of this approach is to create purposeful and communicative based balance between the Language notions and functions and the real situations. Nevertheless, regretfully not much attention to this approach is paid in the authentic teaching Farsi to the foreigners’ resources. In this study, first the notional-functional approach and the foremost Language notions and functions in the framework of this approach are presented. Then, the representation rate of these notions and functions in let’s learn Persian (Zolfaghari & Etal., 2002) and Persian Language (Safarmoqadam, 2007) teaching series were evaluated. This evaluation have been made through a self-developed checklist. This checklist consists of 10 basic questions on the content of courses and 6 default responses: at all, very low, low, medium, high and very high with respectively 0, 1, 2, 3, 4 and 5 points assigned to each question. According to the results, the let’s learn Persian series gained 35 and the Persian Language series gained 16 points out of 50. Although the overall result of this project suggests the superiority of the let’s learn Persian series, but the rate of Language notions and functions diversity and distribution in both series, lead us to purposeful planning for teaching Farsi based on Language notions and functions.

Expletives are dummy pronouns, which refer to nothing in real world, so they are used to satisfy syntactic requirements. This article considers expletives and their distribution in Persian Language. It was claimed that there is some structures in which expletive is used in Persian Language. These pronouns can be used in subject position. Since Persian is a Pro-drop Language, this expletive can be deleted in subject position. Goal: This paper aimes to study expeletive in Persian Language.

The aim of this study is to use the knowledge of professors who in recent years have been tasked with teaching Persian to non-Persian students to recognize their attitudes towards different approaches to teaching Persian to non-Persian students. The importance of this research stems from the need to improve Persian Language teaching methods and, as a result, to expand Iran's cultural sphere of influence outside the country. The statistical population are professors who have been teaching Persian Language abroad for many years. This research was conducted using the “ Q” methodology, thus, after examining the different approaches to educate Persian Language to non-Persian students, a questionnaire with 50 items was prepared and given to all professors in the statistical population in total. The data was analyzed by a computer program and it was concluded that teachers believe in a “ communication approach” to teach foreign Language. According to this approach, the presence of the teacher in the class as an active member, promotes their motivation and using teaching aids, is a must for educating non-Persian Language. In communication approach, focus is on the ability to communicate, and this ability means that the learner can use Language to communicate successfully and effectively. The results also showed that from the point of view of experienced teachers, starting Language with reading and writing skills, relying on teaching grammar rules and relying on learning Vocabulary is absolutely, forbidden in teaching Persian to non-Persian speakers.

Controversial games and tricks in the field of Language of postmodern sonnet is what has been examined in present study. We have tried, avoiding prejudice, to study the course of Language and its games that goes sometimes to the border of waggery and dysphasia. The noticeable point is that the poet confronts Language differently in the postmodern way of thinking, and the researcher faces the overcoming of Language and form on meaning and content, respectively. In this view, "Language" does not serve meaning definitely, but Language and aesthetics can be the ultimate goal of the author, what does not coincide with the aesthetic criteria of traditional scholars. But the most important question about the pathology of postmodern sonnet becomes: "How justified is the abnormality or norm-confronting of postmodern poets and their departure from Language rules? " It has been tried, in present research, to study the common Language games in Iran's postmodern sonnets to find the answer of above mentioned question.

This descriptive study investigates formulaic Language in Persian. There are two types of formulae: prefabricated (situation-bound) formulae (PFF); and semi-prefabricated formulae (SPFF); they have fixed elements as well as open slots to be occupied with words of given lexical categories. The data is taken from linguistic corpora, soap operas, personal observations, and web materials. This study addresses these questions: a. What contexts are formulae used in? b. What socio-cultural meanings do formulae convey? c. How can learning formulae help overcome the problem of fluency of Persian Language learners? Formulaic sequences are used in all socio-cultural contexts and mostly in idiomatic meaning. To analyze the data, the author used his own intuition as well as other native speakers’ along with consulting various dictionaries. In the following ‘ dual process model’ is employed to demonstrate the interaction of PFF and SPFF as well as novel Language. The implications in teaching involve that introducing the situation and meaning of PFF to learners helps them produce idiomatic native like expressions in a given situation and analyzing the SPFF and identifying their underlying formula, meaning, and restrictions (deductively) and presenting different examples (inductively)to learners they can generate infinite number of native like expressions in Persian.

Background: In verbal communication in addition of semantic and grammatical aspects, includes: vocabulary, syntax and phoneme, some special voice characteristics were use that called speech prosody. Speech prosody is one of the important factors of communication which includes: intonation, duration, pitch, loudness, stress, rhythm and etc. The aim of this survey is studying some factors of prosody as duration, fundamental frequency range and intonation contour.Materials and Methods: This study is performed with cross-sectional and descriptive-analytic approach. The participants include 134 male and female between 18-30 years old who normally speak Persian. Two sentences include: an interrogative and one declarative sentence were studied. Voice samples were analyzed by Dr. Speech software (real analysis software) and data were analyzed by statistical test of unilateral variance analysis and in depended T test, and intonation contour was drawn for sentences.Results: Mean of duration between kinds of sentences had a significant difference. Mean of duration had significant difference between female and male. Fundamental frequency range between kinds of sentences had not significant difference. Fundamental frequency range in female is higher than male.Conclusion: Duration is an affective factor in Persian prosody. The higher fundamental frequency range in female is because of different anatomical and physiological mechanisms in phonation system. In addition higher fundamental frequency range in female is the result of an authority of Language use in Farsi female. The end part of intonation contour in yes/no question is rising, in declarative sentence is falling.