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.

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.

Bacteriophage is the phage which causes the microbial host to infect and coliphage is the bacteriophage which in fects Escherichia coli. The presence of coliphage in surface waters is the indication of fecal contamination (enteric viruses). The objective of this study was evaluation of enteric viruses recovery from farmed fish using Male specific coliphage (MS2) as an indicator bacteriophage for enteric viruses due to stable connection to surfaces. MS2 coliphage was used to contaminate farmed Salmon fish in three concentrations (103, 105 and 108 pfu/ml) all around Mashhad city. After phage spiked, Coliphage recovery was evaluated using double agar layer technique from three different parts of Salmon fish (gills, skin flesh and interceptive) according to the best procedure (glycine- threonine- polyethylene glycol). The highest coliphage recovery in the lowest spiked concentration (103pfu/ml) was in skin-flesh of Salmon fish while interceptive of Salmon fish had the highest recovery in 105pfu/ml of spiked concentration.

In order to determine the role of the US withdrawal from Joint Comprehensive Plan of Action (JCPA) in 2018 in the evolution and change of the poverty framing, this study analyzes how poverty is framed in two categories of specialized (including leadership, Dolat, Mizan, Icana) and general websites (including Fars, Moj and Young Journalists Club) during 2017, 2018 and 2019. For this, it uses Framing as a theory, and the technique of Pan and Kosicki’s Frame analysis as a research method. Findings are categorized in four groups as syntactical, script, thematic, and rhetorical. The review indicates that 42,302 news and reports are distributed in these websites in the research period that 275 were identified as samples and recorded and analyzed in Maxquda software. The results show that, except for the Young Journalists Club, the way poverty is framed has changed on all cases since the imposition of sanctions, and sanctions highlighted as one of the main causes of poverty in the framing of poverty. In regard of agenda setting, the coverage of poverty news and reports is less than 10%; the poverty news coverage has been declining over the three years under study. The websites of Leadership and Moj have the largest coverage, and Young Journalists Club has the least amount (less than 1%) of coverage. Due to his type of agenda setting, the problem of poverty is marginalized in public opinion. The framing of poverty with emphasis on the US withdrawal from JCPA as the cause of poverty represent poverty as a temporary issue, silences the voice of the poor, and depicts the emergence of a new social form in Iranian society.

This article aims to review the book “, Noam Chomsky: nature and language”, , edited by Adriana Belletti and Luigi Rizzi. Despite all the ups and downs during the past seven decades, generative grammar is still recognized as the dominant language studies approach, particularly in North America. In the course of this book, first, a general outline of generative grammar is introduced. It follows by roots of the generative theory language, its prospects, and the challenges ahead. It then continues with an interview with Noam Chomsky done by the editors of the volume, raising critical issues about generative linguistics and the future of the theory. This article includes an overview of theoretical linguistics, emphasizing the evolution of generative grammar. Next, the structure and content of the book are examined, followed by an evaluation of the appearance and content. At the end of the article, the overall view on this book is concluded.

With the spread of second language acquisition research, third language acquisition has gradually become a new research field. This study aimed at investigating the role of background language transfer in the acquisition of English adjective placement which is similar in Turkmen (i.e., L1) and English (i.e., L3) and different in Persian (i.e., L2). Moreover, the effect of gender on the acquisition of English adjective placement by monolingual Persian and bilingual Turkmen Iranian EFL learners was investigated. Oxford Placement Test (OPT) was given to homogenize and select participants who were in the initial state of L2 and L3 acquisition. The selected participants in the main phase of the study were assigned into two groups namely, Persian learners of English, as well as Turkmen learners of English. The present study was carried out using Grammaticality Judgment Test (GJT) and the Production Test. Two-way Between-groups ANOVA was used to analyze data. The results disconfirmed the findings of the hypothese related to L3 acquisition namely Cumulative Enhancement Model (CEM), and the L2 Status Factor, and confirmed the findings of the L1 transfer. Moreover, the results showed that gender did not have a significant effect on acquisition of English adjective placement by monolingual and bilingual learners. The results have some implications for teaching English in the EFL context.