In recent years, the development of sociolinguistics basis along with the effective role of contextual features in didactics, have led language teaching policy makers to “localization of language teaching” approach all over the world. The attempt to resolve the educational deficiencies and shortcomings in the current methods of language teaching such as ignoring the language learners’ needs and context, led to development of theoretical basis and practical strategies in localization. This research, following an intercultural approach, intends to study the localization concept in French language teaching in Iran and to suggest a theoretical and practical framework for localization of foreign language teaching according to social, cultural, educational and political contexts in our country. In this research we aim to answer the two following questions: what are the mechanism and necessities of French language teaching localization in Iran, and, how is teaching culture in existing French textbooks and how far is it applicable .The present research is applicatory in nature and in terms of methodology, it is descriptive analytics, answering the main questions by means of content qualitative evaluation techniques. Our findings confirm the fact that French teaching in Iran is applicable in three levels, macro (educational localization), medium (curriculum localization) and micro (manual localization). On the other hand, content analyses of seven French teaching textbooks reveal unequal and unbalanced application of national identity factors versus French culture factors, ignoring intercultural approaches.

1. Introduction
The educational system, as a main pillar of the identity of countries, has a unique role in shaping national identity and keeping cultural values. In recent years, this issue has been considered by policy makers and those involved in education in our country, and they have struggled for a program-oriented policy for educational programs including foreign language education. The most recent of these efforts are the approval of the comprehensive scientific plan of the country (December 2010), the approval of the national education document (March 2010) and the compilation of the national curriculum (May 2010) (Kiabi et al., 2011, p. 188). Due to changes in the country's lagunage policies and based on the approvals of the Supreme Council of the Cultural Revolution and the High Council of Education (in 1993, 2002 and 2015) teaching five foreign languages (German, French, Russian, Italian and Spanish) along with English in schools were recognized on the basis of respect for students' right to choose, with the aim of breaking the monopoly and breaking the dominance of the English language. Based on the history of teaching and translating French in Iran (since the Safavid era) (Moallemi, 2018,) this language has a special position among Iranian language learners and its textbook is the first book compiled by the Ministry of Education among foreign languages Other than English. According to the mentioned cases, the aim of the present study, on the one hand, is to investigate the mechanism of localization of French language teaching in schools appropriate to the social, cultural and educational context of Iran through critical and pathological examination of the current situation at the macro level (policies), medium level (National Curriculum), and micro level (French language textbooks) and on the other hand, a critical and pathological look at the existing French language textbooks in terms of intercultural issues to analyze the existing books, appropriate solutions to achieve the desired status of French language teaching in Iranian schools should be offered in accordance with the context and needs of Iranian students. Therefore, this study seeks to answer two basic questions: one is the need for localization of French language teaching in Iranian schools and in what stages and by what mechanism this process should be done and the other is how and to what extent cultural education in these books are included.
 

In order to answer the main questions of this research, first of all,"localization criteria" should be determined, which unfortunately, so far, no written text or official research that can be cited in this field has been provided. Therefore, in order to achieve the objectives of the research, a researcher-made table that is appropriate to the socio-cultural context of society and its educational goals and oversees the intercultural aspects of books (other educational categories of books require independent research) has been prepared is: Dimensions of national identity, French culture, French language culture, intercultural knowledge, each of these 4 components will include subsections that have been carefully studied in 7 textbooks of French language education. Due to the interdisciplinary nature of national identity, there are different definitions and components of this concept and there is no theoretical unity in providing a single definition of it. Therefore, in a researchers’ general views in this field, "Dimensions of Iranian National Identity" analytically includes seven dimensions of national, cultural, religious, political, ethnicities and subcultures and Iranian symbols, each of which from many perspectives in books were analyzed in French language courses in middle school, high school and pre-university. The next component in the textbook analysis table is "French culture", the components of which are taken from the CEFRL text. According to this document, French culture is divided into two parts: Public culture and socio-cultural knowledg.The next criterion for the localization of textbooks is the "components of French-language culture". French Language area is a group of countries where French is spoken as a mother tongue, second language or foreign language. Most of these speakers live in Europe, Canada, Africa, and parts of the Middle East, and will naturally have cultural differences or commonalities. The final criterion is the localization of "intercultural knowledge", which in the CEFRL region; this important category includes four main components: communication between culture and foreign culture, communication with people from other cultures, acting as a cultural mediator between one's own culture and culture External and stepping beyond the necessary artificial stereotyped relationships (ibid, 2001, p. 84). In this study, these 4 main criteria of localization have been examined in 7 textbooks of French language teaching in middle, high school and pre-university levels.
 The results of this study can be summarized as follows: In order to answer the first question of research on the need to localize French language teaching in Iranian schools, it can be stated that based on the analysis of the content of the National Curriculum Document and the Fundamental Transformation Document of Education, attention to context components (social, political, cultural and educational) Emphasis on strengthening the components of Iranian culture and national identity, paying attention to the needs of Iranian language learners and their related components in the educational process, as well as the legal prohibition of using imported public textbooks in education in the country, "Localization of foreign language teaching" For example, it makes the French language a necessity in education. It should be mentioned that the steps and mechanism of localization of French language teaching in Iranian schools are classified into three levels: macro level (educational localization), medium level (curriculum localization) and micro level (textbook localization), the actions of which were described in detail. In order to answer the second question of this research, a researcher-made table of localization criteria in the field of culture education (components of national identity, French culture, French language and intercultural culture) was presented, which was the basis for content analysis of 7 French language textbooks.According to these analyzes, 208 cases of using national identity components (79 cases in middle school - 129 cases in high school and pre-university), 91 cases in French culture (5 cases in middle school - 86 cases in middle school and high school), 6 cases in intercultural approach (high school And pre-university) was identified, while no reference to French-language culture was found. It should be noted that the focus on teaching culture and national identity has been more than teaching French culture, but there is no balance for teaching these two cultures in textbooks of two levels of education and sometimes we see the complete elimination of one component in one year or one level of education. On the other hand, adopting an intercultural approach, in order to balance and synchronize the themes of Iranian culture and French culture (or more generally, French language culture) is very weak and is observed in only 6 cases among all textbooks, which indicates the authors' inattention to books. This shows the aouthers’ ignorance about this important issue.It is worth mentioning that the lack of attention to the intercultural approach leads to the adoption of defense policies and extremes in educational localization, which leads to the lack of public awareness of new methods of education and communication and deprivation of the indigenous community of most knowledge in other countries. It should be noted that applying the criteria in this table, along with identifying and considering the needs of Iranian language learners, can be a useful and effective solution in arranging future French language textbooks

The way of arranging proverbs in dictionaries has been one of the most important problems for lexicographers and paremiographers. Therefore in this study, based on cognitive semantic approach, the way of arranging proverbs in dictionaries was considered. The purpose of the current study is to organize proverbs in dictionaries in a new, non-linear and non-alphabetical way and according to a scientific and theory-based approach. To achieve the purpose of the study, the following research question was proposed: How to use a way other than the usual alphabetical and linear way based on which proverbs are presented in dictionaries? To do this, based on descriptive-analytical method and cognitive semantics approach and its mechanisms, such as conceptual metaphor, conceptual metonymy and conventional knowledge, the authors have examined the data extracted from The great two-volume Dictionary of Persian Proverbs (Zolfaghari, 2009), The famous Proverbs of Iran (Soheili, 2005) and internet resources. The results indicated that according to semantic motivation and the concepts of target domains of the proverbs, a non-linear and non-alphabetical way can be proposed for arranging proverbs and their equivalents in order to reflect the conceptual structures of mind and language and to help language learners to learn and remember them easily.

1. Introduction
In this study, the proverbs are described and analyzed according to cognitive semantics approach, and applying this approach in lexicography is examined because the current dictionaries in general, and dictionary of proverbs in specific, are in alphabetical and linear way, therefore the users have some problems in finding a proverb and its meaning.
With the emergence of electronic dictionaries and due to the inadequacies of existing Persian dictionaries, a scientific and theory-based approach is required in lexicography. One of the most important issues in lexicography is the way of arranging entries including lexical items (words and groups of words) and their equivalents in a way that is useful to dictionary users. Accordingly the way of arranging proverbs in a dictionary is very important for lexicographers and paremiographers. There are some problems encountering a Persian dictionary of proverb which is organized in a linear and alphabetical way. One of these problems is that if a user doesn’t know the standard form of a proverb, she/he can’t find it easily in a dictionary because some proverbs start with different words (سیلی/ سرکۀ نقد به از حلوای نسیه- (ز) تعارف کم کن و بر مبلغ افزا). Other problem which is concerned with alphabetical ordering is that there isn’t any conceptual relation between the proverbs which are listing one by one and under a specific entry. And another problem is that non-Persian language learners can’t learn, understand and remember Persian proverbs easily.
According to above problems relating to dictionary of proverbs, cognitive linguists such as Geeraerts (2001) and Scabi (2002) pointed out the mutual relation between cognitive semantics and lexicography. Therefore the purpose of the current study is to organize proverbs in dictionary in a new non-linear and non-alphabetical way and according to a scientific and theory-based approach. To achieve the purpose of the study, the following research question was proposed: how to use a way other than the usual alphabetical and linear way based on which proverbs are presented in dictionaries?
2. Literature review
Regarding the subject of this paper which is about presenting proverbs in a new way in dictionaries, there isn’t any study in Persian language, but there are papers according to characteristics of first domain of conceptual metaphors in proverbs. But the authors of this paper (2020) have written about the ordering of idioms in dictionaries according to cognitive semantic approach before.
Among non-Persian studies, the authors can point out the study of Covecses and Szabo (1996) and Covecses and Csabi (2014) which are about the systematic conceptual motivation for the meaning of idioms. They believe that most of idioms are based on conceptual metaphor, conceptual metonymy and conventional knowledge and cognitive semantic approach can make the learning of idioms more easily for non-native speakers. Csabi (2002) also believe that cognitive linguistics is able to offer a useful framework for lexicographers and provide essential background information about language and language use, which in turn may help the creation of systematic and well-founded dictionaries, with rich knowledge about specific words, meanings, and idioms.
The difference between current study and the other mentioned studies, is that some of non-Persian studies based on cognitive semantics, just explained about how the entries follow each other, how the meanings are arranged, and how idioms are represented within the dictionary in a way that best suits the user’s needs. But in the current study, the authors have shown the new way of ordering proverbs in a dictionary practically.

3. Methodology
To do this, based on descriptive-analytical method and cognitive semantic approach and it’s mechanisms such as conceptual metaphor, conceptual metonymy and conventional knowledge, the authors have examined the data extracted from The great two-volume Dictionary of Persian Proverbs (Zolfaghary, 2009), The famous proverbs of Iran (Soheili, 2005) and internet resources.
In this study, proverbs, their meaning, metaphors, metonymy, conceptual domains, such as first and target domains, and their semantic motivation are mentioned in schedules. Then regarding the innovative way in lexicography, the result of these schedules are analyzed in some patterns relating to a specific theory (i.e metaphor, metonymy and conventional knowledge).
In this new way for ordering proverbs in a dictionary, lexicographers must take into account the target domain of proverbs. For example the source domain of ‘fire’ can be used to understand several abstract concepts, such as anger, love, imagination, energy, and etc. Or we can consider a target domain such as سماجت و پافشاری and list the proverbs which have this target domain in common below it; such proverbs can be:
1. مرغش یک پا دارد 2. روی یک پا ایستادن  3. دو پا را در یک کفش کردن
4. Results
The results indicated that most of the proverbs are analyzable according to cognitive semantic approach and its principals such as conceptual metaphors, conceptual metonymy, conventional knowledge, and conceptual motivation. In fact these principals are bases for describing and analyzing proverbs in Persian dictionaries which lead to an innovative way for organizing proverbs in a non-linear and non-alphabetical way. As an example we can consider the metaphoric  proverb: چوب تر را چنان که خواهی پیچ  نشود جز به آتش راست which its conceptual metaphor is:
 تربیت کردن پیچاندن چوب تر است  (raising a child means twisting a wet wood)
In this example, the exact meaning of the proverb is according to conceptual mapping of source domain (پیچاندن چوب تر) to target domain (تربیت کردن), along with correspondences between conceptual elements of source and target that leads to comprehend the target domain by way of source domain.
At the end, authors concluded that by applying this innovative, knowledge-base and theory-base method, and by using these three cognitive principals, and according to concepts of target domain and considering semantic motivation of proverbs, lexicographers can organize the proverbs in non-linear and non-alphabetical way that reflects the conceptual system of our mind, and makes learning and remembering easier for non-Persian or foreign  language learners.
 

Educationalists and methods designers realize that a good command over a foreign language depends on following supra-segmental elements consisting rhythm and intonation, which are considered as the first step towards mastering the pronunciation of a language.Among the supra-segmental elements, we focus on the rhythm. Since, it has been clear that despite having good pronunciation of sounds and consonants separately, most of Iranian learners of FFL, fail to realize the correct rhythm of the French language.
In this article, we try to know why Iranian FFL learners of make little attention to the correct rhythm of French or why are they totally indifferent?
In fact, our goal is to find the cause of various errors in the use of the correct rhythm among Iranian FFL learners. We realized that there is a significant relationship between age, gender and level of participants with the rhythm production and the same is true for L1 and the first foreign language (English in Iran) which are most dramatic obstacles for learning and the correct rhythm production.

One of the new approaches toward entrepreneurial education is the development of entrepreneurial schools as a science and technology center and the use of knowledge that can play a vital role in the development of countries. The purpose of this article is identifying the antecedents and consequences of the development of entrepreneurial education in the primary education system by the Meta-analysis method of Sandelowski & Barroso model. So, after searching in reputable databases such as Magiran, Noormags, ProQuest, Emerald, Science Direct, Sage, Springer, Scopus based on the set criteria, finally 35 articles selected and by analyzing their content, the relevant concepts and codes extracted and finally priority of each determined using Shannon's entropy method. Based on the research findings, the concepts of entrepreneurial characteristics of school principals, entrepreneurial characteristics of teachers, entrepreneurial culture of the school, entrepreneurial education methods, participation of external stakeholders in entrepreneurship education in school, entrepreneurial curriculum, entrepreneurial perspective of education, political factors, entrepreneurial attitude of parents, Student motivation and school type have the highest coefficient of importance among the 11 factors affecting entrepreneurial education in primary schools. Furthermore, the learning outcomes of entrepreneurship education in primary schools include entrepreneurial attitudes, entrepreneurial skills, entrepreneurial knowledge, and entrepreneurial abilities. The results of this study can provide valuable insights for the development and advancement of entrepreneurship education in the primary education system.