In thispaper, to provide a reciprocal interaction – not mere communication – between Persian language learners and the informants of this language, authors intend to pave the way for the learners to learn listening and speaking skills by presenting an interactive method. This can be completed after the contrastive analysis of Persian and Arabic language in details, especially at the phonetic level. The important results of this study indicate that after direct or indirect contrastive analysis of Persian and Arabic language, giving the learners meaningful tasks and experiment-based dialogs , as well as the continuity of language input (listening) and output (speaking) by the use of specific exercises, the necessary groundwork will be provided for the application and comprehension of Persian language which result in developing sympathy and constructive interaction between Arabic language learners and the informant of Persian language. This experience prevents linguistic interference as one of the most critical challenges of language output.

Writing skill is one of the most demanding skills in teaching second language and majority of the teachers agree with this. To master this skill, one needs to take into consideration different language dispositions such as cognitive and socio-cultural factors. Most of the researches conducted on writing second language have relied upon first language researches. This is indicative of the fact that the learners’ ability in writing, summarizing or rendering a text into the first language does not mean s/he can perform the same things into the second/foreign language. However, L1 writing skill to some extent is effective in second language writing skill. The aim of the present paper is twofold: first to analyze the major theoretical findings of the writing skill that Persian language learners can adopt in order to enhance their writing in Persian and second, to know how instructions can help learners to rectify their problems in writing. In this paper, apart from investigating different trends and strategies of teaching writing in a second language, researches related to the first and second language writing, and incorporating writing models into second language curriculum to gain some academic and practical experiences have been proposed.

Language is used as a medium for human social interaction. This interaction won’t be possible without knowing the culture of the target language. This fact is well known among the language learners who give priority number one to the maintenance of education in Iran. The present paper aims at investigating the degree of students' interest to learn culture and the degree of AZFA teachers' attention to teach it. To this end, in this paper, using the table of Morgan's generalizability, 28 educational teachers at intermediate and 80 Arabic-Persian learners at the same level in the center of AZFA in Ferdowsi University of Mashhad were interviewed in 15 minutes. The results showed that the learners tended to be more familiar with learning the Iranian Culture, but do not want to be addressed in classes. On the other hand, teachers emphasized the direct teaching of cultural items in class .This discrepancy resulted in repulsion on the both sides .Finally, with regard to the results found in this survey, some strategies for teaching the target culture are provided so that culture could be taught to learners without any negative barriers and feelings.

Attention to the issue of transitivity of verbs has an important role in content domain and comprehension of educational books, particularly language teaching. It means that reading comprehension of educational books and literacy clauses having high transitivity at the basic levels and gradually at the next levels clauses having lower transitivity should be included. The goal of present research is to describe and analyze the book entitled “Persian reading and writing of literacy movement at the basic level” based on Balcom’s hypothesis(1993) about applying constructions having high transitivity in child speech and also Halliday and Matthiessen’ view(2004) about transitivity through investigation of processes based on ideational metafunction. Accordingly, having determined the frequency of their occurrence in the book of basic literacy book was transient. The results of research indicate that the transitivity degree of clauses in the aforementioned book is about 47% low, and most of the clauses have mental and relational processes and material processes will be placed in next stage; while literacy text must have high transitivity at the basic level.

Nowadays language is taught through various methods. Teaching is investigated as an academic discipline and a scientific approach. Teaching methods are of various types according to which specific language skills will be emphasized or certain procedures and tasks will be presented to language learners. Nowadays in the process of learning language, new technologies, different types of sciences and techniques are being utilized in order to improve the speed and quality of learning. And that is why many learners are interested in using Websites and Learning applications. This new method which is applicable to various sciences and disciplines generally is known as E-Learning.
Persian language as one of the components of Iranian identity and culture needs more attention and investment in order to increase its speakers. The era of technology is of great help to introduce and teach Persian language by spending less money and through many available methods. In other words, availability and cheapness are two highly effective features of E-Learning to attract more language learners.
The present study by introducing new opportunities and features of new strategies attempts to look at very extensive opportunities in expansion of Persian language teaching. It also attempts to pave the way to familiarize learners with electronic methods and introduce and promote Persian language by unleashing their full potentials. Besides, the advantages and disadvantages of these methods were briefly touched upon.

In a successful educational system, homogenous educational content and consistency with the objectives play a key role. For providing educational texts from a macro point of view, attention should be drawn to the instructional strategies and from a micro point of view; attention should be drawn to the instructional design techniques and practical principles of providing educational texts. In this research, the intermediate-level books of Language Teaching Center and Islamic teachings of Jame Al-Mustafa have been analyzed in terms of educational design features. The main question of this research was that while preparing these books to what extent the principles of educational design features have been complied with and applied. Accordingly, first the indices of quality of educational design features and principles of second language teaching were reconstructed in the form of some quantitative tables. Then, using statistical analysis of data, the books of Language Teaching Center were analyzed. This study is rather of library, descriptive and analytic type. The results revealed that the two intermediate level books of Language teaching Center had fully abided by the principles of instructional design features.