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Dari apparently began to spread in Greater Khorasan only in the aftermath of the Arab invasions of Iran. As the official language of the Sasanian court, it would experience a substantial proliferation following the shift in power from Ctesiphon and Fars to eastern Iran, particularly Khorasan, which appeared as a safe haven for the king and the prominent court families during the first two decades of the invasions. The question then arises as to the relation between the spread of Dari in Khorasan and the resettlement of western and southern Iranian populations in the eastern part of the collapsing empire. Our inquiry into the Sasanian-Islamic transition in quest of the fire temples that persisted in the early Islamic centuries led to the conclusion in view of the fluctuating numbers of coeval sites that the earlier harsh attacks had apparently forced inhabitants of southern Iran in particular Fars and Ctesiphon to take refuge in Khorasan, the land of Adur Burzen-Mihr Fire. In their new home, these refugees would adopt two different modes of subsistence, thereby settlement, systems: sedentary rural life, and nomadic lifestyle involving periodic moves within a certain area. This dichotomous approach would guarantee their survival. Among the manifold results of the late Sasanian peace treaties between the dehgâns and the Arabs was the preservation of Iranian culture and language in Khorasan, where it contributed to several advances. Several years of efforts by Iranian immigrants to revive architectural and poetic styles in Khorasan proved that they were triumphant in the cultural battleground despite of losing the actual battle.

Despite the determining role of culture-bound materials in the enhancement of EFL learners’ productive skills, a scarcity of investigation on the influence of culture-oriented content on their productive skills is staunchly perceived. This gap can be partly filled by implementing Content Based Language Teaching (CBLT) program which contrives the EFL content especially in English for Academic Purposes (EAP) classrooms. In this respect, a culture-oriented EAP course book was designed based on Tomlinson’s (2001) materials development framework. A total of 100 participants were recruited according to their language proficiency results, and were fractionated into two productive EAP task groups embracing Oral Presentation and Systematic Writing as the two befitting techniques to strengthen productive skills. After practicing and teaching the developed course book in each class in twenty treatment sessions, the participants were given a posttest. Correspondingly, a paired samples t-test indicated that culture-oriented content affected the EFL students’ speaking and writing skills separately. Similarly, an independent samples t-test revealed the influence of culture-oriented content on their speaking skill than the writing skill. The findings suggest the significance of the first culture as the benchmark for incorporating second culture contents in EFL teaching arenas.