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.

While through the concept of dialogism, Mikhail Bakhtin decenters authors from their authoritarian position in Dostoevskian polyphonic novels (pp. 67-68), the authors of this book, David Bloome, George E. Newell, Matt Seymour, and Theresa Thanos, propose dialogic TEACHING as an approach to displacing teachers from their authoritarian position as the sole “dispenser of an academic tradition” in English language arts classes (p. 125). As Bakhtin argues, Dostoevsky's heroes are “not only objects of authorial discourse but also subjects of their own directly signifying discourse” (p. 7). In a similar vein, in Dialogic Literary Argumentation (henceforth DLA) students are subjectively involved in their own learning process by interactive inquiry with their peers, the teacher, and the text. Comprising eight chapters along with a Foreword written by Richard Beach and an Afterword by the authors, TEACHING LITERATURE Using Dialogic Literary Argumentation introduces dialogic approach as an alternative method of TEACHING and learning LITERATURE in secondary schools in the U.S. Each chapter elaborates on various dynamics of this approach by examining different classroom activities. 

There is a twofold relationship between the LITERATURE and language learning. On one hand, one of the ultimate goals of language TEACHING is enabling learners to comprehend a literary text independently. On the other hand, LITERATURE is a means of TEACHING languages and improving linguistic skills. This aspect of language TEACHING has attracted a scant attention in Iran, which motivated the current study to address this issue. In this regard, 13 literary approaches to language TEACHING were collected from reliable sources and then theoretical aspect of each approach was elaborated and analyzed using relevant examples from Novin Persian TEACHING book series (one of the main sources of TEACHING Persian language to non-Persian speakers in reliable language centers). The obtained results of the current study were indicative of the influential role of LITERATURE in TEACHING Persian language, which can open new horizon in this regard.

A foreign language TEACHING method is supposed to take into account the real communicative needs of the foreign language learner. Using literary texts is a suitable way not only to teach a foreign language but to consider particular facts that relate to human and cultural needs of learners. Using the humanistic-oriented literary texts as an authentic document in the foreign language course allows learners to develop their affective and creative motivations, causing also potential effects on language TEACHING qualities. Literary texts are a reflection of social facts and they can effectively be sufficient means to transmit the linguistic subtleties in a foreign language course. A Literary text forms an outstanding cultural aspect of a society and its methodological application in a foreign language course may accommodate the language learning process by means of presentation of fine cultural points of the target society that could enable the language learner to become competent and useful in his social being-ness. On the other hand, the Iranian learner is, and has been, in constant contact with his own literary culture; this latent contact makes him naturally inclined to an untroubled connection with the literary texts in the target language. This article will address the above issues.

In order to make use of modem methods of TEACHING in the field of TEACHING Arabic to non-native Arab speakers, this study employed communicative approach for the TEACHING of contemporary Arabic LITERATURE. Thus, this study aimed at investigating the impact of using communicative approach in TEACHING contemporary Arabic LITERATURE on the speaking ability of Iranian university students of Arabic as a foreign language. In this experimental study, the researchers used test of speaking as an instrument. The participants in this study were 20 intermediate students studying at University of Isfahan. These 20 students were divided equally into two groups, one experimental & one control. The selection of the students was done randomly. In the experimental group, the students were taught according to communicative approach & in the control group, the traditional method was used. A pre- test was given to make sure about the homogeneity of the two groups in their speaking ability. The researchers also re-tested in two phases to monitor the development of communicative ability of the research sample in speaking. Data was analyzed by using T- test. It was found that the two groups had statistically significant differences. These differences can be related to the impact of communicative approach in improving students' speaking skills.

The purpose of this study was the phenomenological study of the use of PowerPoint software in Persian language TEACHING. In this research, qualitative research method and phenomenological type was used. The statistical population includes all teachers of Persian language TEACHING in the second period of high school and high school students in the field of humanities. Therefore, based on purposive sampling method, semi-structured interviews with teachers and students in Razan city continued until the data obtained from the participants in the study reached saturation. Based on the data obtained from the interviews with teachers of Persian LITERATURE, 6 main themes and 21 sub-themes, and in the interviews with students, 6 main themes and 17 sub-themes were obtained. The findings showed the positive and negative experiences of teachers and students in the use of PowerPoint in the TEACHING of Persian LITERATURE. Finally, based on the experiences of teachers and students, the desirable model of using PowerPoint in TEACHING Farsi LITERATURE was extracted. In the presented model, the TEACHING-learning activities of the Persian LITERATURE lesson are presented by using PowerPoint in five sections: poetry, prose, recitation, rules and rituals of writing.