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.

The Theory of Language games is the key notion of Ludwig Wittgenstein's latter philosophy. This theory has been crafted against The Picture Theory of Language as the core of Wittgenstein’s Tractarian vision.According to The Picture Theory of Language, Language has merely one function: picturing reality. We can grasp the truth of World through grasping the truth of Language. Indeed, this latter theory is a representative of a Modern view of Language. On the contrary, according to The Theory of Language games, Language is a Multidimensional phenomenon, hence, we could never understand it from an Essentialist point of view. Indeed, Language consists of a body of different Language games: Linguistic Functions. Each of such Language games is connected with a special Form of Life. Thus conceived, understanding a Language game essentially implies understanding the very Form of Life within which the Language game occurs. The Theory of Language games is a Postmodern Philosophical Standpoint of Language. And, in this article, our main goal is to analyze different aspects of this latter remark.

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.

Educational research believes that one of the most important methods of teaching Language is to present it in a communicative form in the light of its use. Technology has helped change teaching methods to suit individual differences. traditional teaching methods. Language games are considered one of the most important options presented to bring about change in the educational process and to present the Language in an interesting and fun way; That is why educational scholars paid great attention to it and it became an important element and an essential component in teaching methods. Because it is characterized by presenting the educational material in an interactive way between the learner and the tool used. It is an effective tool in facing individual differences among learners. Computer programming has helped these Language tools, according to their capabilities and capabilities, in learning Language skills.Language teaching programs for native speakers and non-native speakers benefited from Language games, due to their importance in providing the learner with a lot of linguistic vocabulary that enriches his spoken Language, providing him with experiences and knowledge, and helping him interact with the world around him, and expressing his feelings and feelings, and this is indicated by educational and psychological studies. Which confirms the results of employing positive Language games in the educational process, and its success in attracting learners, creating suspense in the educational environment, eliminating learning difficulties, especially among students who need encouragement to communicate with others, developing memory, speed of thinking, and retaining the effect of the educational process for a longer period. so the activity continues; To involve the senses in the education process.

An oath is an ethical and internal solemn promise with a causative arproach affected by rites and beliefs as well as by both emotional and religious practices of which a variety of different literary genres have been found in religious sources (books), historical texts and poetical works (Divan) of most poets. The most common types of it, has been reflected among the Persian poets in the form of "written oaths" or "offidatives". So that, a variety of these genres would be seen in most poetical works and books of other poets. However, there are many poets whose poems lack a considerable amount of such oaths, yet they take many oaths (verbally). Sheikh-e-Ajal, Saedi, is one of those poets whose works involve a variety of sereval oaths especially in his Ghazal (lyrics). Amony his works, "Boostan" has got very limited oaths, but "Golestan" as it was expected does not have enough oaths and it does not exceed more than two. On the contrary, his lyries contain a large amount of oaths. In Saedi's artistic style, most of these oaths have both terrestrial and emotional manifestation, and are mainly romantic ones. In other words, the fraquency of both emotional and romantic oaths in Saedi’ s words are more than his religious and ideological oaths. The present stady focusing on Saedi’ s works and in connection with “ lingual enactment” a ttempts to investigate the function of oaths taken in his (Ghazal) lyrics and to compare its quality with Sheikh-e-Ajal’ s other poems and written works.

Passing from the modernism conditions to the postmodernism situations has become a subject of discussions and debates. The aim of this paper is firstly to give a definition of postmodernism, and secondly to show that postmodernism is not a new view compared to modernism, but it is the natural result of modernism and represents the same idea in a more clear way. Postmodernism tries to show shortcomings of modernism but it does not represent an alternative idea.

This article both describes and explains the nature of system simulations—the generation of (non-)numeric models representing characteristics, behaviors, or functions of physical or abstract systems/processes under study. For ease of presentation, I first present some of the most pressing theoretical-practical considerations concerning implications for the gamification of education in general and foreign/second Language education in particular. Structural, cognitive, and content affordances of gamified learning are reviewed next, and the relevant knowledge, skills, and dispositions related to the purposeful design and development of digital gaming and game-like activities for classroom or personal use are noted as needed, including the learning behaviors deemed critical in second Language acquisition. Thereafter, I discuss how such behaviors are discerned and actualized in the entertainment/education software collectively named system simulations, the pedagogical benefits attained through their judicious use, and the key features of some notable reacting games, (real-time and turn-based) strategy games, simulation “sandbox-style” games, and, finally, single-player simulation computer/video games. I conclude the article with a brief summary of propositions deemed best to harness the power of gaming in foreign and second Language education. Evolution, curiosity, and discovery are but three closing constructs I ask readers to heed in the months and in the years ahead.

Using games is a basic strategy in Language learning and includes all students regardless of their Language level. games play an important role in the development of children, as they lead them to discover their motor and intellectual skills. It is also related to the theory of multiple intelligences presented by Gardner. And it helps to relieve stress and create fun in the classroom. Educational games significantly support learning in the classroom and promote social interaction among peers. This project aims to observe the effectiveness of creating an educational board game and the presence of fun environment in improving children's English skills in relation to the following criteria: spelling, vocabulary, and creating sentences. The subjects were the teachers, parents, or guardians of children aged five to nine, and 21 students with 1 teacher from a kindergarten. The results show that creating a fun way to strengthen children's English skills is highly effective and helps students to understand better and become interested in learning.