In this subsection, different approaches to the teaching of culture in the context of the practice of teaching foreign languages ​​and different visions of the term “culture” ​​will be presented as a way to explore the close relationship between culture and language and determine what is meant by culture in this study. As mentioned above, there are different definitions of culture. These views have drawn on the different theories of language acquisition and pedagogical approaches that have emerged in the history of foreign language teaching. (Hinkel, 1999) Until the mid-20th century, culture was considered the transmission of factual information about the target language, which consisted of statistical information about history, literature, arts, and geography, among others . This view of teaching culture was known as "big C" or "achievement culture" and was criticized for providing only information rather than understanding the attitudes and values ​​of the teaching culture. target language (Kramsch, 1993; Tomalin and Stempleski, 1993; Kumaravadivelu). , 2008). From this perspective, culture teaching is limited to teaching encyclopedic information about another country without recognizing the variability of behavior within the community of the target culture, nor the individual's participation in the creation of culture. , or the interaction of language and culture in the construction of meaning (Moore, 1996). Later, in the 1960s, the view of culture emphasized people's way of life, their customs, habits and folklore and it was known in the foreign world. language teaching as “small c” or “behavioral culture” (Kramsch, 1993; Tomalin and Stempleski, 1993). This approach has had more impact on theory than practice because the middle of the article......and the beliefs that are learned and revealed through social practices and mediated through language. This means that culture is understood as a particular vision of the world constructed by people belonging to the same community. In this sense, members of a community construct meaning through social interactions and use language as a mediator to reflect their worldview and interpret how others construct their own worldview. This means that this understanding is socially acquired. In short, culture has been widely recognized throughout the history of foreign language teaching. As different approaches to teaching culture have evolved, the view of culture has transformed into a more integrated view of language. Nowadays, culture is considered part of teaching a foreign language since it is through language that a community of people expresses its culture..