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 relationship between Iran and the Arab countries and the divergence of these two languages from each other has led to many similarities in the bilingual language system. One of the important issues in this regard is the phenomenon of "linguistic interference" that occurs when using the Arabic language and affects the process of teaching and learning Arabic. The linguistic interference between these two languages has two effects: 1-Positive effect 2-Negative effect. In addition to the negative effect, interference also has a positive effect, which can facilitate the positive aspects of interference to facilitate the teaching and learning of the Arabic language. In this research, by extracting the similarities in phonology, words and grammar of two languages and putting them together, we want to examine the fact that the interaction between the two languages is not only negative but also positive and the learner knows These linguistic similarities can better learn some concepts (from phonology to grammar) in Arabic. Thus, have deeper and more conscious learning. The results show that many Arabic words in Persian have not undergone a semantic change and have the same meaning in both languages that this lack of semantic change will make it easier to learn some of the words involved. On the other hand, there are some grammatical similarities between the two languages, which facilitate teaching and learning by using Arabic language teachers and instructors of these similar grammatical interactions between the two languages in the teaching process. The second language learner is always looking for a way to make learning easier and more attractive to him, so by using more of these similarities and reminding the learner during the training, his desire to learn Arabic will increase.

Although the existence of common words between Persian and Arabic languages occasionally facilitates learning Arabic for Persian speakers, it also causes numerous problems, including linguistic interference, for language learners putting language skills into action. Overall, language similarities between Persian and Arabic can be classified into two types: structural and lexical. Lexical similarities may have three different major kinds: 1. similarities in the shape of writing and meaning occurring in nouns, verbs, and letters, with the highest frequencies in nouns; 2. similarities in the shape of writing and complete or partial contrast in meaning, which is mostly seen in nouns and occasionally in verbs; and 3. partial similarities in meaning and contrast in form which is typically observed in Arabic and Persian prepositions. In the current research, not taking structural similarities into consideration and employing a descriptive-analytical survey approach, the effect of common words between Persian and Arabic languages on the writing skill of undergraduate students of Arabic Language and Literature was studied. The statistical population of this research consists of 10 state universities, including Arak, Tehran, Bu-Ali Sina, Kharazmi, Al-Zahra, Guilan, Shahid Beheshti, Shiraz, Allameh Tabataba’ i, and Ferdowsi universities. It also includes 199 undergraduate students passing Writing Skill 1 or 3 courses. Since the current study examined the common words between Arabic and Persian languages and the effects of the words on Arabic language learners’ writing from a contrastive perspective, it is considered a pioneer study in this field. The research questions are as follows: 1. How good are the students’ vocabulary skills regarding the common words between Arabic and Persian languages in Writing Skill 1 and 3 courses? 2. How does the time difference of offering writing skill courses affect students’ vocabulary banks? To answer the research questions, we used a self-constructed test including the common words between Arabic and Persian languages. The test was designed in four steps: 1. Collecting language learners’ highest frequency errors and including them in the test. 2. Test verification: After predicting language learners’ errors, the test was designed and 6 copies of the test were given to 6 language skills professors. Modifications were made on the test based on the experts’ comments and then the test reliability was confirmed. 3. Conducting the test: The Writing Skill 1 and 3 tests were given to students in Shahid Beheshti and Allameh Tabataba’ i universities. After examining the language learners’ performance, the test was modified. The reliability coefficients were obtained for both tests. In the next step, the test was given to the students in all the above-mentioned universities. 4. Test analysis: to analyze the test, both quantitative and qualitative methods were employed. According to the quantitative method, the students’ correct answers were marked once (out of 100). The researchers used t-test to determine whether the means of the two universities’ marks in Writing Skill 1 and 3 courses are equal to each other. And to examine the effect of the time of offering the course on these errors, logistic regression analysis was employed. Logically speaking, the signifier with a stabilized signified in our minds causes problems when referring to a different signified. In other words, it is less problematic to relate two different concepts (signified) to two different words in two languages than to relate a common word between two languages to two different concepts and, simultaneously, be cautious enough not to get the different concepts in the two languages mixed up. A lack of awareness of the common words’ semantic and practical differences results in linguistic interference. Given the high frequency of Arabic words in Persian language, mostly with semantic, structural, and practical differences, the phenomenon of linguistic interference is typically expected in the process of learning Arabic language by Persian speakers. To perceive the differences and similarities of the common words between Arabic and Persian languages, a contrastive study was conducted. As for the next step, error analysis, which is the next stage in a contrastive study, was employed because a contrastive study predicts the errors by comparing two language levels and discovering the similarities and differences between two languages, while error analysis either confirms or rejects the predictions. Furthermore, the analysis of linguistic errors, including linguistic interference, provides the researcher with a picture of language learners’ progress and enables him to identify their learning dimensions and address the overlooked aspect of teaching process; by focusing on this aspect in the process of teaching and learning a language, the researcher can help fix the problem. The research results revealed the fact that after passing the writing skill courses, the students’ vocabulary banks were significantly expanded. Also, there is a direct relationship between learners’ language interferences and the semester during which they take the course but this relationship disappears, once they pass the first two writing skill courses and start taking Writing Skill 3. This shows language learners’ capability in using the vocabulary in Writing Skill 3 course. Further, the t-test results highlighted the significance of students’ progress in Writing Skill 3, compared to their abilities in Writing Skill 1 course, in all the above-mentioned universities except Tehran and Kharazmi universities. However, the classification of students’ marks in Writing Skill 1 and 3 courses indicated that this progress was inconsiderable because none of these universities got top marks. This finding showed that despite the students’ progress in vocabulary skills during Writing Skill 3 course, compared to Writing Skill 1, they still had problems determining the semantic differences between common words as well as using the vocabulary in Arabic language. The factors leading to this weakness include vocabulary interference and vocabulary deficit. The domination of grammar-based thinking in the minds of most of the students has made them assume that a correct sentence in Arabic language is the one which is grammatically and syntactically correct. It is likely that the difference in Arabic and Persian grammars, due to their belonging to different language families, causes more problems for Persian speakers trying to learn Arabic language. However, the attitude of Arabic language teaching departments in Iran may have been effective. In other words, in teaching Arabic, the focus is mostly on learning the grammar rather than communicating and conveying a message to any target language speakers.

“Stress” is one of the features of grammar that is visible in both Persian and Russian languages at the level of their terminologies. Since, leaning in Russian language often encounters problems for Persian language learners, especially at the time of pronouncing the words, the current research attempts to focus on the those aspects with an emphasis on important problems including reasons of pronunciation interference of Russian words among Persian speakers.People who are learning a foreign language, unconsciously try to extend the structures of their own mother tongue, to which they are laterally proficient, to the internal structures of the foreign language, hence, causing interference and error in the language learning.Due to the extent of the subject, especially from the view point of differences of opinion among Iranian and Russian linguists, the paper initially propounds theoretical discussions based on the axis of interference of word leaning for Persian learners. Then it tries to focus on the probable applications and interferences such as common words in Russian and Persian languages and their interference with each other, apparently similar words in singular and plural structures of Russian language, two-variant Russian words, Stress being as ambulatory in Russian Language, stress in Russian names in singular and plural conditions, and stress in the words apparently having similar contents in Russian dialect.

Easy access to social media enables users to express their opinions and ideology about various topics like news, videos, and personalities freely, without any fear, and often in an offensive manner. It is a vital task to detect comments with offensive language on social media platforms and relies on a complete and comprehensive tagged dataset. Therefore, in this paper, we introduce and make publicly available PerBOLD, a new Persian comment dataset collected from Instagram as a popular platform among Iranian. We follow a two-level manual annotation process in order to determine whether a comment has offensive language or not and fine-grained tags of different types of offensive language. Furthermore, we present some interesting aspects of data and analysis them.

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.

Human learning is essentially a process in which, error is inevitable and learning a foreign language as a skill is not excluded from this general rule. It is also similar to the first language learning, which is based on trial and error. Some factors affect the error among which, the interference at mother tongue with the target one is the most prominent. Thus, through descriptive analysis, this study examines the effect of negative interference at Persian language on Arabic learner's writing. Participants of this study include 65 students who are in their 7th semester at the universities of Isfahan and Kashan. As an instrument, this study uses a test at writing about the uses of traveling simultaneously at the two universities. Sampling procedure is simple randomizing which finally select 37 students from the University of Isfahan and 28 from the University Kashan. The most outstanding finding at this research shows that the Persian language interference is the most important source at the participants' errors in writing and word -for-word translation is one of its reasons. In another word, thinking in Persian and writing in Arabic intensifies the above interference.