Current tendencies show necessity of expanding our understanding of learner independence and its role in learning and technology. In this study, a quasi-experiment was conducted to determine whether computer ASSISTED GRAMMAR TEACHING affects students' GRAMMAR learning. For the purpose of homogeneity, the Nelson Test (050A) was administered and fifty male learners from Nemoneh Dolati Noor junior high school in Pakdasht, southeast of Tehran province, were selected from among seventy participants. Before TEACHING GRAMMAR points, a thirty-item GRAMMAR test was administered as a pre-test to both groups. After the experimental group received GRAMMAR points through power point and control group through chalk and board, both groups were tested again. The results showed that SOFTWARE ASSISTED GRAMMAR TEACHING had significant advantage over the traditional method. It is possible that the novelty of the exposure method could raise the students' motivation to more participate and focus. In addition, the feeling of independence could result in higher self-esteem and confidence. The findings have implications for material designers, teachers and teacher trainers, and provide suggestions for further research.

Among the most controversial issues in language TEACHING is TEACHING GRAMMAR. Some educational approaches pay significant attention to linguistic forms and believe that language TEACHING is equal to TEACHING GRAMMAR (Nassaji & Fotos, 2011). Nowadays, a more rational approach is taken regarding TEACHING GRAMMAR. Learning GRAMMAR is argued to be necessary for uttering correct sentences and paying simultaneous attention to form and function is a must in language TEACHING. Robins (as cited in Safavi, 2011, p. 25) is of the view that “ language should be considered as a system with mutually-related dependent factors. These factors are either lexical, syntactical, or morphological. ” Therefore, syntax can be considered as the organizing element for these factors. Based on prioritizing syntax in language TEACHING, various methods have been taken into consideration, among which traditional ones, such as GRAMMAR-Translation Method (GTM), put a great emphasis on TEACHING GRAMMAR deductively. On the other hand, methods, such as Audiolingualism, suggest inductive TEACHING because they believe verbal communication is as essential as grammatical forms. Meaning-based approaches pay attention to meaning, and in their extreme extensions, such as natural approach, GRAMMAR is completely put aside. Communicative approaches, as the name suggests, highlight the communicative aspects of language, and GRAMMAR, along with other components of language, is utilized to improve communicative competence. By introducing the cognitive approach, whose idea revolves around the fact that the structure of language reflects our thoughts, the role of senses and cognition in TEACHING linguistic components, including GRAMMAR, became important. By means of such approaches, learners can objectify abstract concepts through their senses and use critical thinking, futures thinking, and creative thinking to learn the language more thoroughly. Here, GRAMMAR is not merely a set of memorized rules, but it is a tool by which learners can think better. The present study, therefore, intends to introduce an educational approach that include various levels of senses, because we are of the view that GRAMMAR should be thought more dynamically to improve the learners’ reflection. This, we believe, can be achieved by a new categorization based on thick-slice and thin-slice sensory TEACHING, which is beyond theoretical TEACHING, and includes practical TEACHING and thinking skills TEACHING. The presented approach, applicative TEACHING, whose name is a mixture of application and reflection, teaches students how to think critically, creatively, and futuristically. Based on this approach, GRAMMAR TEACHING starts with theoretical, form-based aspects and moves to practical, function-based aspects, and tries to fixate the rules by making students think about what has been taught. Results show that by involving senses and cognition, learners’ awareness, creativity, and communicative competence are improved, which can consequently help them learn the grammatical rules better. In this vein, teachers can employ those tasks that boost students’ creative thinking and critical thinking to teach GRAMMAR applicatively.

Objective: To study the effect of computer-ASSISTED instructional SOFTWARE on counting, addition and subtraction learning for students with learning disability. Method: 20 students with dysca1culia (7-8 years old) were randomly selected and matched into a quasi-experimental control group design. Results: The results of Iranian version of Key Math test (Mohamad Esmaeel and Hooman, 2002) scores of the two groups by t-test showed that: application of the designed instructional SOFTWARE has a significant effect on counting, addition and subtraction learning for students with dyscalculia. Conclusion: This SOFTWARE can be considered as an appropriate means for TEACHING arithmetic operations to these students.

Service Function Chaining is an architecture for orchestrating network services that assign choice to the network. This architecture is essentially a policy structure that should form the proper chain of services. Managing these networks is susceptible to error due to the combination of services with dedicated configurations. Accordingly, solutions will be needed to provide an appropriate ambiance for such a situation. Therefore, before running, the chains must be fully controlled, which requires the definition of chaining rules. Among the issues raised in this architecture are: checking the accuracy of the chains, as well as reducing the number of combinations of service chains. To solve these issues, the GRAMMAR is used in this paper. In this way, based on the scenarios in the Internet Engineering Task Force, they first create them and then their GRAMMAR is obtained using Regular Expressions and Finite Automaton. Subsequently, using the Cocke– Younger– Kasami algorithm, the GRAMMAR evaluation is performed and the number of combinations of services is also shown. The results show that this GRAMMAR can be verified by checking the service chain and also significantly reducing the number of combinations of service chains.

Despite consensus on the important role of GRAMMAR instruction, there are debates about TEACHING it. Teachers' perceptions about GRAMMAR and how it should be taught influence their TEACHING. Classroom observations indicate that regardless of teachers’ experience and proficiency, their GRAMMAR TEACHING practices are not usually void of problems. Identifying language teachers’ areas of weaknesses in GRAMMAR TEACHING, finding such problematic areas, raising their awareness and providing solutions in line with effective GRAMMAR TEACHING principles can enhance the effectiveness of GRAMMAR instruction. This qualitative study aimed at identifying the main problems in the GRAMMAR TEACHING practice of 34 experienced Iranian English teachers through observing their classes, exploring their awareness of effective GRAMMAR instruction principles using a semistructured interview and finding mismatches between their GRAMMAR TEACHING knowledge and practice. The most frequently observed problems in GRAMMAR lessons and teachers’ corresponding beliefs were reported, and suggestions for alternative practices were made. The findings suggest that teacher educators should provide more focused training to preclude posttraining GRAMMAR TEACHING complications, and language teachers should be more reflective about the effectiveness of their GRAMMAR TEACHING practices.

Arabic language TEACHING in Iran has long been embedded in our Islamic culture and beliefs. TEACHING syntax as one of the key processes of Arabic language TEACHING-even in Arabic speaking countries-has always been challenging. TEACHING methods and efficiency These methods and fundamental changes in TEACHING methods and modeling of new TEACHING models of other languages can greatly increase the quality level of GRAMMAR TEACHING. This paper seeks to explain the shortcomings and advantages of each method by examining and analyzing traditional and modern approaches to TEACHING syntax. And explore some of the barriers to TEACHING and learning syntax. Efforts have also been made to provide appropriate solutions to some of these challenges. The results show that by modifying the types of language TEACHING methods and diversity in the use of TEACHING methods, careful planning based on the step-by-step method, etc., the quality level of the syntax TEACHING process can be increased.

Information and communication technology has transformed education and society. Cellphones, projectors, wireless internet access, computers, smart whiteboards, and other evolving technologies are among the tools available for use in the chemistry classroom. If used appropriately, these tools can enhance student learning. Moreover, students have different types of misunderstanding in various chemistry subjects. With the current traditional educational procedures and due to lack of educational facilities at schools or universities, it is not possible to train students practically. Increasing research on the application of emerging technologies in science education can enhance classroom efficiency and appeal. The development of applying online SOFTWARE, especially during the epidemics, can be considered as the main classroom activity. The development of educational SOFTWARE, especially 3D laboratories, has opened new avenues in TEACHING abstract concepts of chemistry.

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.