Language is an indispensable tool that fits out people’s communication need. The ability to contact people from not only the community people live in but also other people living in other communities, getting in touch each other and doing a work together only depends on the understanding of each other and using the common language.  As we answer that it a tool for communication and interaction to the question of “what is the function of a language?”, we can simply say that it is the culture to the question of “what is the nature of language or what is the core substance that language is based?” As it cannot be talked about a language without its cultural dimension, it is only possible to actualize an effective interaction when it is based on the usability of cultural bound. It is not an advised approach isolating from the culture that people are using the target language in and only teaching the code systems of language in teaching a foreign language. More importantly, the role of social culture in forming and shaping a language is vital. That’s why it is accepted by foreign language teaching methodologies that the relationship between language and culture is an important dimension that needs to be taken into consideration. Therefore, it is targeted that students recognize the target language’s culture and the reflection of this into the usage not only in preparing method books but also the application of learning/teaching activities. Our study has a qualitative research design which is based on content analysis. The aim of this study is to investigate the contribution of the recognition of the target language’s culture while learning/teaching a language in terms of foreign language education. Because, to use a foreign language in an effective way is directly proportional to acquire intercultural communication skill.