When studying Russian morphology, one can distinguish two CATEGORIES. These CATEGORIES are "grammatical" and "lexico-grammatical". Grammatical CATEGORIES can be specified through a series of grammatical features of words. Considering different criteria, Russian grammarians and linguists divide grammatical CATEGORIES of their LANGUAGE into different types. In determining lexico-grammatical types, in addition to a series of grammatical features, they also consider a series of lexico-semantic features as well. The lexica-grammatical type is determined in the different forms of parts of speech.

вид, translated most often in Russian linguistic texts as aspect, is one of the grammatical CATEGORIES of verbs in the Russian LANGUAGE. вид manifests the process of an action from the resultative or inresultative, continuity or incontiuity and so on point of view. вид is formally expressed by some morphological instruments such as suffixes and prefixes inside the finite form of verbs. In the Russian LANGUAGE аспект, being a functional-meaningful category, just as вид may express the process of an action However, it is able to be expressed not only by morphological instruments but also by other instruments such as syntactic instruments, lexical meaning.

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.

The central issue of the present paper is the study of the causes of the mother tongue decline in the Sahne city in Kermanshah province. The issue of LANGUAGE is beyond the dialect of people and is refer to the form of life and the matter of macroeconomic and political relations. From this perspective, the form of life and the LANGUAGE associated with it explain the praxis of the members of the society. The appropriate method of examining the problem should be able to analyze the justification of agents to their situation, that is why Grounded Theory is chosen as the method of this research and data analysis is taken from abduction reasoning. The results of the analysis introduced the CATEGORIES of globalizing, modernizing, de-use of LANGUAGE, economic necessity and the government as the most important factors of local LANGUAGE fading. In this essay the meaning of globalization is the globalizing of special type of economic relation that explain other CATEGORIES role in the process of fading of LANGUAGEs.

According to the asymmetrical view that has its roots in Aristotelian philosophy, there is a close correspondence between syntactic CATEGORIES and ontological CATEGORIES, and the reference of the subject term and predicate term belong to different ontological types of objects. This asymmetry is defended by Frege and his philosophy of LANGUAGE in a different way. On the other hand, some believe in a symmetrical interpretation of subject and predicate relation. Suppose there was no ontological difference between the subject and predicate. In that case, we could have neutral LANGUAGE in which we can change the position of the subject and predicate terms without any change in the proposition's meaning. However, as we show in this paper, this LANGUAGE would be syntactically inconsistent and produce some contradictions. Moreover, the scientific generalizations would become nonsense in semantic analysis, and all the existential sentences would be true. Therefore, the neutral LANGUAGE does not have the expected adequacy, and the symmetry of the subject and predicate could not be defended accordingly

Introduction: According to Tulving, semantic memory is one of the sub-types of memory which is the ability to recollect concepts and semantic words. The hierarchy of the generated exemplars of the given concepts is one of the typical measures for this type of memory. Except for the Farsi LANGUAGE, there are mass studies in preparation of the conceptual CATEGORIES; therefore the present study is aimed to prepare category norms for the Iranian students.Method: The method of study was descriptive. The target population includes all of the current students at the universities of Iran. The studied sample consisted of 200 students, recruited from the universities from five geographical zones by convenience sampling. For data collection, the original method of Battig and Montague (1969) is employed where the conceptual stimuli are presented in 30-second intervals.Results: After eliminating the incomplete responses, the valid generated exemplars of 165 participants for 51 concepts as extracted from the original Battig and Montague study, are analyzed. The measures of potency, rank, and the total number of generated exemplars are extracted for each of the exemplars. In addition, the percentages’ measures of the total number for each of the exemplars and the percentage of the generated exemplars as the first response are extracted.Conclusion: The extracted category norms can be used as a valuable tool for the studies of semantic memory in different scientific areas.

Explaining the meaning of “Clear Arabic LANGUAGE” (Arabic: لسان عربیّ مبین) in the Holy Quran according to the opinions of the commentators (the scholars who interpret the Holy Book of Quran) and the semantic functions of the words is the main issue of this research. Differences of opinion of commentators (Arabic: مفسّر; plural: Arabic: مفسّرون, Romanized: mufassirūn) and citing their views for different reasons necessitated this research. The present article has been studied and evaluated the opinions of the commentators in interpreting the verse and considers their views about “Clear Arabic LANGUAGE” (Arabic: لسان عربیّ مبین) in four parts. These include: Taḥaddī (Arabic: تحدّی, The Quranic Challenge), the LANGUAGE of the audience and the place of revelation, the honor and capacities of the Arabic LANGUAGE, the eloquence and explicitness of the specific LANGUAGE of the Qur'an. The results of the research show that the “Clear Arabic LANGUAGE” beyond the opinions of the commentators is a common understanding that has revealed the superhuman LANGUAGE of revelation through human conversational style and considered the universal characteristics, transhumanism, transhistorical of the Holy Book of Quran while considering the conditions and understanding of the audience. Paying attention to the Quranic meaning of related words and narrations as well as Saussure’s linguistic point of view can confirm the recent meaning.