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.

Culture is an inseparable part of people’s lives in any society. By culture, it is meant a universal, and at the same time, particular system its tenors are established in the consciousness of every individual of that society.This system is the origin of practices, behaviors and insights of the members of the given society in every field and even influences the most ordinary moments of their life. Therefore, many social behaviors are usual in its members’ view points, but as soon as they have relationship or are faced with people of other societies, these usual facts cause misunderstanding and some other problems.On the other hand, today "globalization" has a cultural aspect and in addition to economic and political relations, it seems necessary to have relation with "cultural discourse" in different fields. This cultural discourse has even become intra-social. Here the societies are meant which have become multicultural due to the changes happened in the late 20th century. You can find many examples among European countries, including Germany and Austria.It is obvious that language as the most important medium of mass communication has vital role in this universal system and is said to be a mirror whereof any word can reflect and represent a nation’s culture.While introducing the well-known theories of language and culture, this article stresses paying attention to the cultural differences in teaching foreign languages, and offers some solutions to overcome the difficulties in language teaching from a cultural view.

There are different views on the relationship between language and culture. Some consider them as separate entities one being a code-system and the other a system of beliefs and attitudes. Some believe in a cause and effect relationship between the two; and yet others argue for a co-evolutionary mode of interrelation. This paper will subscribe to the Hallidayan co-evolutionary view of the relationship (cf. Halliday 1991), presenting the view that language and culture are both integrated into a unique socio-semiotic system always interacting with one another for the successful functioning of the system. It will discuss some aspects of this interaction and the implications for ESL/EFL education programs.

Language is a means to exchange ideas broadly and universally. Language is among the tools which lie in the path to cultural political changes and assumes different forms in human history. However, what is of importance to every government's authority is the power to conserve its own ethnic national language through these changes. Education is one factor which can guarantee that, to some extent. The study utilizes both inside and outside the country research findings, utilizing the library method. Obviously, education per se makes no sense; nonetheless the process of education involves also education of culture given that language is culture-oriented. i.e. language is one aspect of socio-cultural behavior. The article aims to ponder over political, cultural structure of language with an educational approach.

Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Abstract Intuition is one of the characteristics of entrepreneurs and an important factor in the decision-making processes of entrepreneurs. In recent years, at the same time as the development of entrepreneurship as an interdisciplinary science, intuition and providing different definitions of it have not been noticed by researchers and researchers in this field, and many researches have not been written in this field. This is despite the fact that in other fields of humanities, especially management (with which entrepreneurship is closely related), basic sciences and even medical sciences, there is a suitable background and theoretical literature about this. On the other hand, it seems that the theoretical and epistemological foundations of this concept have not been researched as much as necessary in the few researches that have been conducted, and very little research has been done in this field. In this article, firstly, the definitions and researches about intuition are reviewed, and secondly, the little researches that have been done in entrepreneurship and its relationship with other sciences are discussed.

One of the new subjects in applied linguistics is the study of the effects of language tests on educational behaviors and changes. This effect which is known as the effect of test on education, is very important and worth to study. Having an exact study of this effect, one can determine the domain of educational changes and learning or lack of them. This article aims to determine the domain of these effects through the study of language tests of M.A. program on educational activities and learning of RA. program of the same field.

The role of culture in foreign language education has been long discussed and has a large opposing. Being acquired, way of life and habits is further emphasized. The language as a social phenomenon, called the sociology of language. From this point of view learning a new language is not limited to vocabulary and phonetic system of language but has become a "quest for social participation in the new culture". Language is a cognitive and social process. In this article, we'll talk more about another kind of language learning which deals with teaching, that we say linguistic training. Language is recognized as an essential component and manufacturer of educational processes in the classroom and also is the main instrument of course content. We want to know how teaching and learning a second language is associated with the culture. The main evidence that we cannot separate culture and language from each other's is learning. Learning does not occur unless we are familiar with the culture of that language is used in. Actually the difference is mainly due to the role of teacher and student learning, not teaching methods. Relationship between language and culture has a large impact on teaching and this is what the teacher is required to pay more attention to it. New perception of the relationship between these two categories, has led second language theorists to a different approach. Until today we are witnessing more than 40 theories about second language education. In most countries, foreign language training forms part of general education. And even in some countries, second language education begins from primary school starts. It is assumed that learning a foreign language should begin from the intersection point of two cultures and this represents a shift from structuralism to advocates.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-planning in this field.