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.

Many books have been written to illustrate the position of the new technologies in Teaching and learning a foreign or second Language (L2); nonetheless, most of these books have not been successful. The Handbook of Technology and Second Language Teaching and Learning edited by Caral A. Chapell and Shanon Sauro and published by Wiley Blackwell in 2017, provides a comprehensive overview of the various facets of the use of technology in Teaching and learning an L2. This book has not been translated into Persian and no critical review has been published for it; accordingly, this study sought to both introduce and critically review this book. The current critical review revealed some advantages including comprehensiveness of the whole book, the expertise of the writers, up-to-dateness, content and format integrity, and the use of valid sources. The main criticisms are the exclusion of some of the very recent technologies, perhaps due to the ever-changing and exponentially volatile nature of the technological improvements and expansions, the introduction of too many technologies at the theoretical level without providing information about their practical use. Generally, the book is an invaluable and academically written source for L2 practitioners, postgraduate students, and researchers.

Task-Based Language learning and blended learning have become an ideology in modern EFL Teaching and are considered to be an effective trend in Teaching English as a foreign Language. Thus, the present study explored the effect of integrating blended Language learning into Task-Based Language learning on Iranian male and female intermediate EFL learners’ reading comprehension ability. Initially, four groups including two experimental groups and two control groups were formed. The two experimental groups were taught through blended integrated Task-Based Language learning. In so doing, Staker and Horn’ s (2012) blended learning model was integrated into Ellis’ (2017) Task-Based model in order to improve participants’ reading comprehension ability. In this innovative approach, learners were involved in a series of offline and online focused and unfocused Task-Based reading comprehension activities, whereas the control groups were taught through conventional reading comprehension methods using traditional reading strategies. Accordingly, the results of ANCOVA indicated that learners in the experimental groups obtained considerably higher scores than those in the control groups. Further, the results of two-way ANOVA depicted that there was no substantial difference between the female and male learners across groups. Finally, the pedagogical implications of this study suggested that curriculum designers and materials developers can incorporate the innovative notion of integrating blended learning into Task-Based Language learning method to transform the learning environment into more student-centered classrooms. More importantly, the teachers can develop learners’ critical thinking and metacognitive skills by designing interactive reading comprehension online tasks.

Course description and study program requires specific educational criteria. The primary criteria are a thorough study plan inclusive of resources available and accessible to the study of that particular course. However, if a study program is solely based upon the level of students and availability of resources, and non- academic parameters, the consequences would be as such: the quality of work would be destroyed and put under question and ultimately would result in a waste of human effort. Thus a curriculum or study program should be accorded to the needs and requirements of the present time as needs and expectations are rapidly changing. Experience gained from the last few Teaching years offers a positive insight to the academic staff to probe critically into the syllabus of undergraduate courses in German Language translation and hopefully this will remedy the inborn deficiencies of several courses that have been weak in terms of structure and content.

Training competent translators who can effectively and readily meet the needs of the translation market is currently a major challenge for translation instructors,however, L2 Teaching methodologies have marked a more accelerated progress in general. The present study was an interdisciplinary effort to examine the possibility of transferring these achievements to translation instruction, with a particular focus on Task-Based Language Teaching. To this end, first, the components of Task-Based Translation Teaching (TBTT) were extracted by reviewing the related literature, administrating an open-ended questionnaire to 17 translation instructors, and using Delphi technique with a panel of six experts. The findings pointed at 6 main components for TBTT, namely Authenticity and Contextualization, Balanced Focus on Meaning and Form, Process-orientedness, Interactivity, Learner-centeredness, Reflectivity and Evaluation, comprising 22 subcomponents. Next, a three-hour workshop was designed based on the same components and subcomponents to put the proposed framework on trial. The merits and demerits of practically implementing this framework was elicited from the 10 participants via a semi-structured interview. Content analysis of the interview transcriptions revealed a general positive attitude on the side of the learners despite some criticisms leveled at the method. While the most frequently stated advantage was the collaborative and student-centered nature of the method, the primary drawback was stated as its being time-consuming and challenging for teachers to design and operationalize. These findings can help translation instructors to revise or revisit their curricula and lesson plans or serve as a model for future endeavors in updating Teaching methodologies in translation.

Nowadays, the issue of human communication is one of the most important subjects occupying the minds of linguists, anthropologists, psychologists and philosophers. Since it is the most important means for communication among men, the relation between Language and culture and their mutual interactions have high significance, thereby attracting attention. This article tries to cover the establishment of human communications with respect to education of foreign Languages. Solving problems associated with Language and culture helps to improve the process of foreign Language Teaching and fulfill the practical goal of Teaching, which is mastering foreign Languages as a medium for communication by learners of these Languages. To achieve the aimed results among linguistic units, the author of this article has selected expressions gained from the research in this field which additionally carry a rich cultural heritage.

In the Communicative Approach, it is assumed that the goal of Language Teaching is to develop learners’ ability to communicate appropriately in a given target Language and culture. The learner, in this approach, is supposed to achieve a new cultural competence without losing his own cultural identity; what the intercultural aspect contributes here is an awareness of the various cultural factors in the global and interactive Language course will include semantic notions and social functions, not just linguistic structures. In this approach, communication is the crucial notion based on the real communicative needs of the foreign Language learner.

This descriptive study investigates formulaic Language in Persian. There are two types of formulae: prefabricated (situation-bound) formulae (PFF); and semi-prefabricated formulae (SPFF); they have fixed elements as well as open slots to be occupied with words of given lexical categories. The data is taken from linguistic corpora, soap operas, personal observations, and web materials. This study addresses these questions: a. What contexts are formulae used in? b. What socio-cultural meanings do formulae convey? c. How can learning formulae help overcome the problem of fluency of Persian Language learners? Formulaic sequences are used in all socio-cultural contexts and mostly in idiomatic meaning. To analyze the data, the author used his own intuition as well as other native speakers’ along with consulting various dictionaries. In the following ‘ dual process model’ is employed to demonstrate the interaction of PFF and SPFF as well as novel Language. The implications in Teaching involve that introducing the situation and meaning of PFF to learners helps them produce idiomatic native like expressions in a given situation and analyzing the SPFF and identifying their underlying formula, meaning, and restrictions (deductively) and presenting different examples (inductively)to learners they can generate infinite number of native like expressions in Persian.