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.

Aspect is a concept which is presented as an independent category in certain languages. What we mean by aspect is what shows different stages of an action or its procedure. But, this concept is realized in every other language by different elements such as: verb tenses, some affixes implicating duration or repeatition, light verbs, adverbs, adjectives, prepositions and some aspectual expressions implicating beginning, duration or end of an action. The present article is trying to draw a distinction between different kinds of aspects. This research seeks to show why there are so many terminological problems in this domatn. We try, also, to study the function of "aspect" in modern Persian language

Civilization is the highest level of development and the result of the hard and soft achievements and capitals of a human society that emerges based on the contribution of its constituent components at different levels in human societies. One of the most important tools in the foundation of civilization is language, which with its unparalleled communication capability, can have valuable civilizational functions. Paying attention to the civilizational functions of language and examining its effectiveness as the most important human communication tool can be effective in recognizing the gaps facing a civilization. For this purpose, the present study intends to deal with the issue of the relationship between language and civilization and the civilizational functions of the civilization-building language with a descriptive-analytical method. The findings of the present study indicate that language can be used in accreditation of civilization, determining the levels of civilization-building thought, production and reproduction of civilization, increasing its power and effectiveness in the internal and external spheres of a land, teaching the norms of civilization and transmission of new investments and achievements. Therefore, in order to strengthen the new Islamic civilization and this communication tool, it is necessary to strengthen the capabilities which actually exist in the language of civilization in question and to pave the way for creating the necessary but missing capabilities in such a language.

Among Nezami's works, Makhzan-olAsrar is different from others. This difference is either in content or in linguistic features. This work can be divided into three parts.The first part is in the praise of God and prophet Muhammad. In the second part, Nezami writes of his recluse, and the third part contains some fables. In each part, based on the subject matter, the language differs. In the first part the language is religious because the poet is speaking about his religious ideas. In this part the function of language, besides that of literary, is religious. In the second part, in which the poet describes his mystical experiences, the function of language is literary and mystical. In the second part literary function is perfectly obvious.In spite of these differences in subjects Nezami has been able to use literary language for all subjects.This study tries to examine the linguistic similarities and differences in each part of Makhzan-olAsrar, and to characterize religious and mystical language of Nezami.

Improving participation in voluntary activities in Iran is important because increasing productivity among young people, given the country's young population, contributes to community sustainability. Therefore, a better understanding of volunteer motivation in Iranian youth is needed. The Volunteer Functions Inventory (VFI) for assessing volunteer motivations has good psychometric properties and is adapted to several languages, but no validated Iranian translation yet exists. The purpose of this study was to investigate the psychometric Characteristics of voluntary functions inventory in members of Iranian Red Crescent Society. Sample size was 595 members of Youth Organization of Iranian Red Crescent Society from 31 provinces and 175 cities of Iran that were selected by multi-stage cluster sampling method and responded to voluntary functions inventory. Data were collected using a demographic sample and voluntary functions inventory (VFI). Confirmatory factor analysis using principal components method was used for data analysis. The results of the present study showed that the voluntary functions inventory had validity and reliability. Also, the factor structure showed that 29 items and 6 factors well assess people's attitudes to volunteering, and the structure of this inventory was well-fitted and confirmed all goodness of fit models. The present study provides the use of the Iranian translation of the Voluntary Functions Inventory (6 scales and 29 items) to assess volunteer motivation among young Iranian volunteers.

Aspect is considered a structural and semantic feature of verbs. P. Natel Khanlari was the first grammarian who introduced it to Persian grammar, describing the properties of verbs in the ancient Persian. Then it was widely used by others in writing the grammar of the standard Farsi. Recently, many books and articles devoted lines or pages to clarify some of its features. However, it has been researched insufficiently, and in most cases under confusing terminologies. As a person who has taught Persian grammar for years, I can claim that the students of Farsi Language and Literature don’t make any distinctions between Aspect, Time, and Mood; they have no idea of different aspects of verbs and their functions.This article is an attempt to explore and explain grammatical features of Aspect in modern Farsi language, and its different types.   

The principal aim of the present research was to develop a reference for Persian language communicative functions that can be used in developing materials for Persian learners learning Persian as a Foreign or second language. To this end, a comprehensive list of various forms and functions used in many social fields, in everyday use, was prepared. First, the titles of social fields and their related functions and forms were translated into Persian. This was then used as the basic data of the research. The data were given to two hundred students in Persian language and literature as well as in Translation and English literature used as the informants of the study. Having processed these forms step by step, the researcher found many other forms which were added to the initial list. This final product was a reference list including 76 macro-functions and 2484 language forms.