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.

Introduction: Academic faculty members need to emphasize ethical principles in order to improve higher education, with the understanding of this importance, the current research was conducted with the aim of designing the ethical model of academic faculty members in Iran's higher education. Material & Methods: This research is a type of qualitative study that uses foundational data theory. The participants, including experts and faculty members of the country's public universities, who were responsible for the promotion of academic members, were selected as key informants through a targeted sampling method of 45 people. Data were collected through semi-structured interviews. The reliability and validity of the data were obtained from the two methods of reviewing the participants and recoding by experts. Data were analyzed by open, central and selective coding. Results: The results showed that the moral model of faculty members in Iran's higher education is explained in 10 main categories and 27 subcategories. Major and core categories in the form of 6 dimensions of causal conditions including (individual factors, organizational factors), core (cultural-educational, educational ethics, research ethics, scientific-executive), background conditions (higher education policies, moral activism), intervening conditions (environmental factors), strategies (micro level-university, macro level-higher education) and consequences (individual and organizational) were elevated to a higher abstract level and finally the research paradigm model was presented. Conclusion: The regulations for the promotion of academic staff members in Iran require a detailed revision of the content with an ethical and qualitative approach in order to make the indicators of the promotion regulations efficient and effective.

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.

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.

District 1 of Tehran had experienced many changes during the past few decades and many of these changes had included few tangible matters, and never considered the public‟ s concept of urban system Pattern. The present study tried to explain the Pattern Language system of district 1 of Tehran, based on Christopher Alexander‟ s theory of Pattern Language and adapt this theory to the public‟ s concepts. This purpose was done by examining different theories belonging to prominent theoreticians, interviews, and maps obtained from the public and adapting them to the data of district 1 urban geographic system, live Patterns were obtained according to Pattern Language theory. According to the findings of the research, among five major indexes of perceptual organization (node, edge, landmark, path, and district) from Kevin Lynch‟ s view, nodes had more importance to the people of District 1, and other indexes stood at lower levels of importance. Based on a 4-page format that was used for the first time Nafeh in her thesis at Waterloo university, in field study format, these nodes were surveyed and analyzed by interviewing team on the pages, and consequently, 37 graduals and reticulated live Patterns were obtained. Since these 37 Patterns were based on the public‟ s concepts, they had the characteristics of being live and natural as well.

The purpose of the present study was to investigate the effect of generative learning teaching based to Pattern cognitive Load on the memorization math of 7th grade students of in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test with four groups: two control group and two experimental groups. The statistical population of the study consisted of all 7th grade male and female students of District 2 of Mashhad city that 112 person sample was selected by single stage cluster sampling method. The subjects in the experimental group involved in generative learning based to cognitive Load in 16 sessions and the control group did not receive any interventions. The research instrument consisted of a 20-questions researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative learning teaching based to approach cognitive Load have a positive and significant effect on 7th grade students' memorization math. Based on the findings, it can be concluded that one of the effective training on math memorization students is the use of generative learning on the based load cognitive Pattern.

Background and purpose: The Persian Diagnostic Aphasia Battery (P-DAB-1) is one of the tests available for screening and determining the severity of aphasia. The test classifies the patients in seven major diagnostic classes based on the extent of the impairment in different linguistic modalities. The present study aimed to describe the Pattern of linguistic impairment in four aphasic patients according to the P-DAB-1 and compare that with the classical view of aphasia. Materials and methods: The study was done in four Persian-speaking aphasic patients who were selected by convenience sampling. Inclusion criteria were being fluent in Persian and right-handed. Patients with severe untreated visual or hearing impairments and neurological diseases affecting cognition were excluded from the study. The P-DAB-1 test was used to determine the severity and type of aphasia. Results: In this research, the participants had moderate aphasia quotient, of whom three had transcortical motor aphasia and one had conduction aphasia. The patients did not show some symptoms of a specific category according to the classical view. Conclusion: This study proves the efficiency of P-DAB-1 test and also provides evidence for the deficiencies of the classical view in determining the types of aphasia.

Since the advent of amendatory or revolution in the grammar-translation method in late 19th century, the processes dominating the second Language have changed considerably in the western world. In teaching Arabic Language to Persian speakers, however, it is often focused on the grammar-translation method: generally, reading and comprehension and, in fact, lingual ability of the students.In this study, we try to represent an appropriate model named ATN-D in the three areas of Language learner, teacher, and style to develop communication ability in terms of needs and challenges using descriptive-analytic method. ATN-D is acronym of four methods: Audio-Lingual Method; Task-based Approach, Notional Functional Syllabus, and Desuggestopedia. We study repetition subject in order to stabilize lingual structures and vocabularies in the Audio-Lingual Method. We investigate forming a natural conversational environment and communication and action aspects in Task-based Approach, and Notional Functional Syllabus, respectively. Finally, suggestion-desuggestion is studied in Desuggestopedia method. The most significant result obtained of applying this theory is that appropriate dialogue-directed way, correct use of grammatical structures, strengthening and suggestion for ability in applying proper expression in special social situations, ability in starting, entering, cooperating and ending a conversation, as well as ability in developing a contact with correcting the conversational process and so on play a considerable role in learning two oral skills (speaking and listening) in Arabic Language in order to strength and stabilize the communication ability.