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.

Background: The main responsibility of medical teachers is Teaching and training of students. Knowing the Teaching styles of teachers and modifying their educational strategies can be effective in improving the quality of education. The purpose of this study was to determine and compare the Teaching style of basic and clinical medical teachers in ahvaz Jundishapur University of Medical Sciences in 2021. Method: This cross-sectional descriptive study was conducted on 131 medical teachers in Ahvaz Jundishapur University of Medical Sciences from April to June 2021. The data collection instrument was Grasha-Riechmann's questionnaire, which includes 40 questions in 5 sections. Data was analyzed by SPSS 18 software. Results: The average age of the study population was 46. 56±8. 65 years, with more than half being females (57. 6%), and clinical teachers (56. 5%). The preferred Teaching style of medical teachers was as follows: Expert style (28. 2%), facilitator style (26. 7%), Formal Authority (20. 6%), Delegator (14. 5%), and Personal Model (9. 9%). There was a significant difference between the Teaching styles of basic and clinical teachers and basic teachers use more the facilitator style,while clinical teachers use more expert style (p=0. 001). There was no significant difference between the Teaching styles by age, gender, Teaching experience, and academic rank. Conclusion: This study showed that medical teachers prefer expert and facilitator Teaching style. These findings can help medical teachers to modify their Teaching styles for effective learning.

Considering the relationship between individuals' learning styles and their preferred Teaching styles, this paper aims at studying the effect of the students' learning styles on their preferred Teaching styles in Ferdowsi University of Mashhad, Iran.180 out of 500 students are randomly selected in the academic year of 2010-211 by using Morgan's formula and completed "learning styles" and "Teaching styles" questionnaires. The results show that many subjects are inclined towards active Teaching style and have assimilation and convergent learning styles. In addition, students preferring active Teaching style have often divergent learning style. It is suggested that instructors use active Teaching methods and consider various techniques when designing their instructions in order to make students skillful in various learning styles and provide opportunities for their academic achievements.

This study was an attempt to shed light on the relationship between perceptual learning styles and perceptual Teaching styles of Iranian EFL learners and teachers. It further investigated the relationship between perceptual learning style and the age, gender, and proficiency of Iranian EFL learners. A total of 112 students and 23 teachers participated in this study. The data was collected using a modified version of Reid’s (1987) perceptual learning/Teaching style questionnaire. Then a comparison was made between the reported learning styles and Teaching styles of all participants. Statistical analysis revealed that there was a significant relationship between perceptual learning style and perceptual Teaching style. The analysis also showed that the learners’ major learning style was kinesthetic and the teachers’ major Teaching style was group Teaching. An observational analysis, however, did not corroborate these findings. As for the relationship between the learners’ learning style and other independent variables, a significant relationship was found between perceptual learning style and the age of the learners.

The purpose of this research paper was to investigate what level of guidance Iranian EFL instructors and students deem as optimal. For this purpose a theoretical framework which positions Teaching styles on a continuum from the one which provides maximal guidance to the one which provides minimal guidance was employed. The participants in this study were 306 college students and 36 faculty members. The results showed that whereas the students consistently preferred Teaching styles that provided moderate guidance, the instructors preferred different Teaching styles with varying degrees of guidance depending on the nature of the course they taught.

The purpose of this study was to determine the effects of educational philosophies on the Teaching styles of faculty members of Kermanshah Teacher Training University in the academic year of 2018-2019. The present study was a descriptive-correlational study. The statistical population of the study consisted of all faculty members and lecturers (faculty member, official and duty officer) at the Teacher Training University of Kermanshah. Due to the small statistical population, the sample size was considered equal to the total population. The Patricia Educational Philosophy Scale (1972) and the Grasha and Richman Teaching styles Questionnaire (1996) were used as a measurement tool. The data were analyzed using Pearson correlation coefficient and regression analysis. Based on the results of this research, the dominant philosophy of education was the progressive and the dominant Teaching style was interactive style among the professors at the Teacher Training University of Kermanshah. Also, the test of research hypotheses indicated that there is a significant relationship between educational philosophy and its dimensions with Teaching styles and its dimensions in professors of Teacher Training University. Also, educational philosophy could predict the Teaching styles of teachers. Therefore, it is possible to predict the educational approaches and mechanisms used by them by recognizing the educational philosophies of professors.