The present study is the result of a content analysis on the book“,Testing English language Skills, From theory to Practice”,written by Farhady, Jafarpour, and Birjandi. This book is one of the most widely-used textbooks selected by language instructors for the testing courses of TEFL, Translation, and English literature majors. Using McDonough, Shaw, and Masuhara’, s (2013) textbook evaluation framework, the authors carried out both internal and external evaluations of the claims made by the authors in the preface of the book. The claims included: using lucid language, comprehensive coverage, a desirable organization of the materials presented and a direct relevance to the Iran’, s context. Furthermore, the textbook was also analyzed based on its physical appearance, content, and methodology. The strengths and weaknesses in each domain were categorized and presented. At the end, some recommendations have been made to the authors, in case of any future editions of the textbook by the authors.

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.

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.

One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

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.

ince psycholinguists such as Branford, Johnson and Anderson highlight the importance of cognitive prerequisites for comprehension and learning, and suggest that the ability to understand and remember is a function of relationship between input and activated knowledge of learner, the present study emphasizes the significance of cognitive activities that enable one to interpret as well as recall information. It also aims to find the role of background knowledge in EFL listening comprehension, and how much listeners comprehension is affected by activated and non-activated knowledge."Whetherthe listening material is scripted or non-scripted, whether it is authentic or cooked for the learners, it is necessary to provide listeners with the background information needed to understand the message before asking students to listen to a segment of discourse, so that they can develop "script competence". Script competence is the knowledge that the listener and speaker posses in advance about the subject matter of discourse. Teachers should, therefore, take care that(L2) listeners and (L1) speakers on tape share the same knowledge and linguistic scripts, and they must activate the students world knowledge or supplement missing knowledge before presenting any listening selections. "Calling into play the students" world knowledge is important if students are to apprehend relations among elements in the message, and to construct an integrated representation of the meaning of the spoken message.