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.

Introduction: This study was aimed at evaluating the effect of learning English on the severity of different types of Stuttering in native Language (Farsi) and English among monolingual Farsi-speaking subjects.Materials and Methods: In a quasi-experimental study (single group with pre-test and post-test), 15 persons with Stuttering were randomly recruited from the available population of 12 to 23 year-old clients referred to speech therapy centers in Isfahan-Iran. Prior to initiation of the study, the subjects were assessed in terms of severity and type of Stuttering they represent through SSI-3 test.Results: The effect of English Language learning on functional- and content-word Stuttering of stalling type in English was not significant as compared to these types of Stuttering in Farsi but it has a significant influence on decreasing functional- and content-word Stuttering of non-stalling type in English Language when compared to Farsi. Moreover, learning English significantly decreased total Stuttering in English Language (P=0.05).Conclusion: According to the results of this study, learning English does not have any positive or negative impact on treatment and recovery of Stuttering in Farsi. Also, after learning to speak in English, the severity of Stuttering in English is less than that in Farsi.

Objective: The goal of this study is to compare the verbal interaction between mothers and Stuttering and non-Stuttering children. Method: The subjects were 40 Farsi speaking mother-child pairs, including 20 mothers with Stuttering children and 20 mothers with non-Stuttering children. The subjects were matched according to age, gender, sensory health, and some psychological variables. The subjects had interaction with each other for 10 minutes and with the experimenter for 5 minutes while completing a puzzle. The interactions were audiotaped. Results: The results showed significant differences for all communicative items. The mothers of Stuttering children use more words (p< 0.5), the Stuttering children also use more words (p< 0.5). Conclusion: The results lend tentative support for the notion that the interaction between these two groups are different in some aspects, which must be taken into consideration in treatment.    

Purpose: Many theories have been raised about the relationship between Stuttering and Language development. Some researchers have studied the effect of linguistic factors in Stuttering. The aim of the present investigation was to compare syntactic features of receptive and expressive Languages between children who stutter and normal children. Methods: The present study is a case-control study. Participants included 21 stutter and 21 non-stutter children aged 4 to 9 years. The evaluation of syntactic features in the two groups was done using the Syntax section of Test of Language Development (TOLD). Kolmogorov-Smirnov test was used to verify the normality of the data. After confirmation of the normality of the data, independent t-test was used to compare the sub-tests measured between Stuttering and non-Stuttering groups. The value of p<0. 05 was considered significant. Results: The mean standard scores in grammatical understanding subtest between the two groups were similar and showed no significant difference. However, the mean of standard scores in sentence imitation and grammatical completion subtests between two groups were significantly different (p ≤ 0/005). Conclusions: According to the results of this study, children who stutter have lower expression Language than normal children. This finding is corresponded with this fact that Language proficiency level is effective on the incidence of Stuttering.

Objective: The impact of learning English on self-esteem and Stuttering pattern of different kinds both in the mother tongue and the second Language.Method: The population included all Stuttering people ranging from 12 to 23 who came to speech therapy centers in Isfahan. As a sample, then, 15 were chosen randomly. The research method was quasi-experimental and the research design was a single-group with pre-test and post-test. Prior to the study, the subjects were tested in terms of patterns and kinds of Stuttering with SSI3 test with Howell, et al., and self-esteem test based on Cooper and Smith Scale.Result: In comparing Stuttering pattern, second Language learning effect on stalling and non-stalling Stuttering in the second Language was significant as compared with the first Language, but it was not significant in the second Language as compared with the first Language. Also, it was significant in increasing self-esteem.Conclusion: After second Language learning, Stuttering pattern in the mother tongue is the same as other stutterering, while Stuttering pattern in the second Language is the same as for children. Also, there was an increase in self-esteem during learning English.