Teaching language has various purposes such as making students familiar with the foreign culture and customs, establishing more interpersonal interactions, enhancing business and professional communication, and finally increasing mutual understanding between the two cultures. Language classes and instructors play a fundamental role in satisfying the mentioned goals through modifying the learners’ attitudes and cultural differences. One of the factors influencing students’ success in learning cultural points is involving their emotions. Emotions are key components in facilitating language teaching process and instructors are expected to enhance the quality of language learning by using them in teaching. In the emotioncy model (emotion+ frequency) levels of avolvement, exvolvement (auditory, visual, and kinesthetic), and involvement (inner and arch) are considered separately based on the subjects’ emotional experiences. Drawing upon the emotioncy model, in this study, the researcher made an attempt to suggest the ways for emotionalizing and de-emotionalizing the cultural points in teaching. In other words, some cultural points are required to be emotionalized approximating proximal emotions (inner and arch) because they are accepted in the target culture (life issues). Some cultural points are needed to be de-emotioanlzied and distal because of cultural conflicts (taboo points). In this case, teachers are expected to change the involvement process of learning to exvolvemnet which is the lower level of emotioncy and generally serve to exvolve learners to the point of creating hyper/hypo realities. Concerning language education, it can be stated that involvement can lead to a high level of comprehension and more rates of retention. This exvolvement-involvement conflict may be a source of identity crises that can be considered in teaching cultural points.

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