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.

Openings and closings are words or expressions that speakers use to start or end a dialog. ‘Hello’ or ‘Hi’ are typical examples of an opening, and ‘goodbye’ or ‘bye’ represent a usual closing. Some expressions like ‘Happy Birthday’ or ‘Merry New Year’ are of other examples which function as opening or ending words. The corpus of this study included six textbooks for teaching Persian to non-Persian speakers as Purnamdariyan (2006), Samare (2004), Zarghamiyan (2004), Saffar Moghadam (2011), Farzad (2004), and Shabani Jadid & Parviz Brookshaw (2010). Findings indicated that the textbooks have not provided their learners with a normal and conventional pattern of openings and/or closings words. Also, the use of formal titles was more frequently employed compared to informal ones. In addition, the openings were reported more frequent than closings, also many dialogs end artificially and abruptly interrupted with no closing or pre-closing clue. Results would reflect the weaknesses of the syllabi of Persian language learning and accentuate the necessary revisions to materials.

Shortly after gulf war (G.W) thousands of war veterans referred with sign and symptoms of an unknown disease called G.W illness. Despite multiple studies undertaken by several non-governmental and governmental centers this illness remains unclassified and can not be coded by international classification of disease (I.C.D). The etiology has not been found and the illness appears to be multifactorial and basically related to use of depleted uranium (D.U) weapons, chemical warfare (C.W) and biological agents. This article reviews this illness and the adverse effects of D.U and B.c.W agents in the G.W battlefields.

In this article, the writer uses contrastive linguistics as the most viable approach to teaching a foreign language, in this case, teaching Persian to Urdu speakers. To show the effectiveness of the method, the writer compares and contrasts the consonants, and the letters representing the consonants, of the two languages. The results, the writer maintains, indicate that the contrastive method is efficient in teaching various aspects of Persian to Urdu speakers.

Spelling is the most important language skill and a necessary condition to overcome the limitation of language dependence on time and place. However, due to the complex and artistic structure of the Persian script and the lack of a proper teaching method, according to the model of the Persian language, learning and teaching Persian spelling in this language has its own difficulties. This article Baroosh in an analytical-descriptive way deals with an in-depth analysis of the Persian writing system and its effect on the process of teaching spelling. Issues such as the inadequacy of the traditional spelling method with the pattern of the Persian language, the difference between the written and pronounced forms of the letters, the teacher's lack of attention to teaching spelling, the failure to apply grammar rules and phonological processes are issues that make teaching Persian spelling difficult. In this research, the challenges and problems of Persian spelling education have been investigated and by providing solutions to improve spelling education, including strengthening the visual memory, teaching grammar, and using new educational methods, it seeks to improve the writing skills of the Persian language. . This research can open a new window in spelling education for teachers.

The term "Ta’arof" is one of the most important components of the cultural identity of Iranians and the main element of Persian ritual literature, which plays an important role in the communication between Iranians and intercultural communication between Iranians and non-Iranians. Identifying "Ta’arof" is one of the major possibilities and conditions in identifying the state of Iranian culture and daily life. Using formal sociology (Zimel, 1971) and speech act theory (Austin, 1962) in linguistics, this article examines the position of "Iranian Ta’arof " in Persian language teaching and its verbal complexities. ‘Iranian Ta’arof’ has many different aspects and vary according to the position, age, education and social level of people. The purpose of this study is to investigate the level of knowledge of foreign Persian-language learners in learning ‘Iranian Ta’arof’ in different situations and conditions of conversations and daily life. The statistical population was foreign Persian-language learners of advanced and supplementary courses at Allameh Tabatabai University in Tehran and Ferdowsi University in Mashhad. Among them, 9 people, aged 21 to 39, were selected by simple random sampling. The research method was done in the form of face-to-face interviews with foreign Persian-language learners through a questionnaire. The results showed that the level of knowledge of foreign Persian learners in learning ‘Iranian Ta’arof’ was high and they considered the teaching of ‘Iranian Ta’arof’ necessary to improve the quality of learning Persian language. Also, the findings showed that familiarity with the cultural mechanism of Ta’arof leads to a better reception of Ta’arof messages by Persian learners, so that they can consciously take advantage of it in strengthening social communication.

Today, corpus-based language teaching is the focus of many researchers in the field of language education, and language corpuses are used in different ways in this field. In this article, we intend to introduce various types of corpora useful in language teaching and point out their structural features, and discuss the efficiency of corpora and their role in language teaching. Based on this, we have generally introduced two types of corpus, pedagogic corpus, and the other language learner corpus, and we have mentioned examples of these corpuses in the Persian language. In addition, we have listed some tagged linguistic data of the Persian language and showed how they can be used in teaching the Persian language. It is clear that the main question of this research is focused on the effect and applications of corpora in language teaching, and to answer it, we had to refer to the background of theoretical and practical studies in this field with a comprehensive descriptive view. The results of the review and research studies of this study show that each of the mentioned bodies can be useful in language teaching in a special way according to the content infrastructure they have, and the data analysis of this article confirms the positive effect of linguistic data on the production of appropriate educational content.

The present article refers to the writer's twenty years of experience at the Institute for Humanities and Cultural Studies in the field of teaching Iranian language and culture to non-Persian speakers. The writer has set his teaching missions to Bosnia and South Korea universities as a basis for related research and has proceeded to put forth the principal problems and shortcomings of the field by studying the situation of teaching Persian language and positive outcome of responsible organizations. Then the formation of Azofa group during the recent years and the new approach of the Institute in the field has been propounded. According to the new approach, it is required in the first place that instruction of Persian language to non-Persian speakers and Iranian younger generation abroad be promoted vigorously by relying on modern pedagogic methods and cooperating with responsible organizations. In the second place, the propagation of Iranian culture and civilization which is part of the human cultural legacy should be defined as the more valuable target of instruction.

For teaching Persian language, like any other language that is taught as a second language, teaching skills are used. In this research, the author has tried to introduce language teaching skills such as reading and writing with an emphasis on each of the four factors of vocabulary training, grammar, meaning and culture, to recognize and apply the best practices for Persian language education to non-Persian speakers. شــود. This research deals with the expression of various teaching skills, such as translation instruction method, direct method, listening-speech method, and evaluates, evaluates, evaluates and evaluates their advantages and disadvantages. That the sequence of methods of teaching a second language is the cause of the birth of a new method of teaching called communication; An approach that has not been obsolete by its innovative methods, but has led to its evolution and excellence as much as possible. Also, the present research, by stating the principles and goals of the communication teaching approach, introduces this method as the most effective method for teaching Persian to non-Persian speakers. These factors, in addition to various international relations in the economic, cultural, political, social, and educational fields, have provided the grounds for the success of non-Persian speakers in learning the Persian language.

In this paper, the writers have made an attempt to identify the problems faced with in teaching Persian to non-Persian speakers and to offer solutions to these problems. They have first defined the terms education, learning and teaching and then discussed the factors affecting teaching in their order of importance. They have mentioned the three main components of a teaching situation; that is, the learner, educational materials and the teacher, and have discussed whether enough attention is paid to these factors in teaching Persian to non-Persian speakers. Drawing on their extensive experience of teaching and based on the sound opinions of education experts, the writers have mentioned 22 guidelines which can help the persons teaching Persian to non-Persian speakers.