Research on College Studentst'Autonomous EFL Learning Affer Course Exemption

By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomous EFL(English as a foreign language)learning after course exemption,including the use of mediational means in EFL learning,EFL learning hours,and other factors affecting EFL learning,in the hope of giving new perspectives on college ELF curriculum design,teaching,and education management.

翻译中社会文化差异刍议

本文从社会文化背景的角度阐述了翻译中存在的社会文化差异以及它的制约性和可译性,并提供了适量的说明例句。

The Relation between Sociocultural Theory and Teaching Methods

Up to now,it has been learned so many theories about second language acquisition (SLA),namely behaviorism theories,innatism theories,psychological theories,and interactionist theories.Among these theories the interactionist theories especially Vygotsky's sociocultural theory is most in line with the real teaching philosophy.

Sociocultural Theory on Interaction between Teachers and Learners in a Second Language Classroom

This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness.

On Socio-cultural Theory in Language Teaching

Being a prominent theory in the field of language teaching,sociocultural theory(SCT)has become widely applied since it gradually formed during the past century.An overall review and analysis of this theory may offer different angle for educators to teach languages well in modern times.This paper tries to provide an overview of the development and the main framework with some critical analysis of this theory.

Aspiring for competence in a multifaceted everyday life:A qualitative study of adult students’experiences of a blended learning master programme in Norway

Aim:To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process.Methods:A qualitative,exploratory,descriptive study based on data from two focus group interviews with students attending a blended learning Master programme.Qualitative content analysis based on Graneheim and Lundman’s procedures was applied.Findings:Our analyses revealed one main theme:aspiring for competence in a multifaceted everyday life and four main categories:acquiring professional competence,struggling to manage diverse forms of communication,demanding task juggling and confused student role.Conclusions:The participants experienced that the programme enabled them to acquire professional competence relevant to practice.Despite the challenges,the programme is recommended for prospective students who live in both urban and rural areas,who are working and also responsible for children and other family tasks.

Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis

Over the past three decades,a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place,to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers.Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to the field by highlighting a specific aspect of the language acquisition process.Second language acquisition theories are intrinsically related with various disciplines such as applied linguistics,psychology,education,sociolinguistics,neurology,etc.Considering the impossibility to elaborate all second language theories,I will focus on sociocultural theory and bottleneck hypothesis in second language acquisition.There is an overview which follows the introduction to the Sociocultural Theory and Bottleneck Hypothesis and its contribution to second language acquisition respectively,and then I will evaluate them to see their contributions to the SLA disciplinary development.

Investigating “The Third Place” Identity among Chinese Language Students in Newcastle University

The paper investigated"The Third Place"within Chinese language students' community in the university of Newcastle(Uo N). Through the investigation, critical analysis has been given by comparing the behaviour and performance of two types of Chinese students within the community. Moreover, critical questions have arisen: Is the teacher in the language room really the best catalyst to create"The Third Place"? How should Chinese students make use of wider context to contest their native culture? The paper further described a sociocultural framework which indicates"The Third Place"should not be an isolated knowledge to be learn, but happens through constant information exchange with the outside world and socialising. Critical applications have also been given to guide how to make"The Third Place"occur within Chinese language community smoothly.

A Study of Peer Interactions in Language Classroom

Peer interaction offers multiple benefits to learners and holds great implications for language learning. Peer interaction creates a communication- friendly environment where novice foreign language learners feel more comfortable to use the target language, reinforcing what they have learned and pushing them to rack their brains and reach beyond the zone of proximal development for more. Recently, an increasing number of second language learning studies has begun to investigate peer-peer interaction, focusing more on the social nature of learning. These studies draw upon the framework of Sociocultural Theory, which regards cognition and knowledge as constructed through social interaction.

Infertility in China: Culture, society and a need for fertility counselling

With a high rate of infertility, it is important to understand the context of fertility and family planning in China, to inform the necessity of supportive care. A literature review was undertaken to explore the societal constructs informing perspectives of childbearing, family planning and infertility, alongside Chinese considerations of fertility treatments, including assisted reproductive technologies and fertility counselling. In China, childbearing attitudes and behaviours are shaped by tensions between traditional cultural values of the filial piety originating from Confucianism, the history of strict family planning policy, the recent termination of one-child policy and the socioeconomic circumstance. For infertile Chinese individuals, the inability to meet these childbearing expectations gives rise to significant pressure and consequent psychological distress, particularly depressive symptoms. Demographic factors such as gender, education, income and geographical location have been found to influence prevalence and degree of depression in infertile Chinese men and women. These difficulties are compounded by barriers of cultural acceptance, legislative restrictions and availability of resources for alternative options such as adoption and surrogacy. It is important that these fertility sociocultural factors are taken into consideration when assisting Chinese patients to access and utilise fertility treatment services.

Renal Replacement Therapy in a Caribbean Population: The Impact of Biological, Sociocultural and Demographic Factors

Background: The options for renal replacement therapy for end stage renal disease include haemodialysis (HD), peritoneal dialysis (PD) and renal transplantation. In this study demographic, sociocultural and biological factors were assessed over a 1-year period for patients on renal replacement therapy. Methods: This cross-sectional study included all patients 18 years and older and on renal replacement therapy for at least 3 months in Trinidad and Tobago. Five hundred and thirty participants were recruited from our organ transplantation unit, all centres facilitating PD and a stratified random sample of all HD centres (100 T, 80 PD, 350 HD from October 2015 to October 2016. A questionnaire was administered and included demographics, knowledge and understanding and biological factors impacting on renal replacement therapy. Results: Thirty eight percent of all patients were between 56 to 65 years of age. The Indo Trinidadian population accounted for 51% of the subjects. 52.5% were male and 47.5% were female. From the data, 72% of patients were diabetic and/or hypertensive. In the transplant recipients, 39% were diabetic and/or hypertensive and 27% reported chronic glomerulonephritis as the aetiology of their kidney failure. The diagnosis of chronic kidney disease was made when patients were at end stage renal disease requiring intervention in 84.2% of persons. The employed population of patients constituted 65% of renal transplant recipients, 43.75% of peritoneal dialysis patients and 22.86% of haemodialysis patients. The patient’s physician had the greatest influence on renal replacement therapy choice (85.4% haemodialysis, 85% peritoneal dialysis, 71% transplant). Conclusions: In this cohort of 530 patients on renal replacement therapy, knowledge of therapy and physician’s influence were some of the factors that impacted on choice of therapy. Most patients were already de novo end stage renal disease when the diagnosis of kidney disease was made. Lifestyle diseases-type 2 diabetes mellitus and hypertension were the main causative diseases contributing to renal failure. This study which is the first in the Caribbean to evaluate biological, sociocultural and demographic factors in patients receiving renal replacement will better assist in prevention strategies and resource allocation.

Cultural Orientation Through Public Speaking Contests

Learning about culture is an integral part of learning a fbreign language. Participating in speech contests gives language learners a good opportunity to know more about the culture of the target language. Such contests allow students to learn how to write a speech for a particular audience, how to introduce a speaker, how to deliver a speech, and how to say ＂thank you＂ to the speaker. Participation in speech contests can promote insight and understanding through a comparison of American culture and the students＇ native culture. Such comparison is intended to promote better understanding of both cultures.

Activity theory and second language acquisition

As recently as 1999, activity theory, one of the sub-theories of sociocultural theory, was described as ＂a well kept secret＂, now is one of the most popular theories in second language acquisition. In this article, the author will present a few research projects that adopt activity theory to investigate language learning, to show how activity theory brings new insights into language acquisition.

Consumption of Bushmeat in Lubumbashi/DR Congo:Sociocultural Approaches

Bushmeat is frequently consumed in households in the city of Lubumbashi in the Democratic Republic of Congo.Several studies in Africa show that this food is regularly consumed by rural and urban populations.This consumption is motivated by several reasons.These have never been elucidated in the city of Lubumbashi.This study aims to highlight the sociocultural aspects that justify the consumption of bushmeat in order to consider its sustainability.A survey was conducted among 1,400 households in the municipalities of the city.A questionnaire helped collect the information that was presented as a percentage.This information shows that 86.6%of the population consume monthly(41.3%)of bushmeat.This consumption is based on taste(51.7%).On the other hand,religious beliefs(29.2%)prevent this consumption.The order of the artiodactylsis is the most affected(74.2%).The recognition of the species consumed comes from the information provided by the sellers(58.5%).Bushmeat comes from the district of Haut-Katanga(35.2%).It is sold in the main markets of the city of Lubumbashi(67.9%).Bush meat is becoming an exhaustible natural resource,mechanisms and alternatives will need to be put in place to enable the sustainable conservation of wild animal species.

Sociocultural Factors and Foreign Language Learning and Teaching

Issues caused by different social cultures A clulture has a close connection with a particular language and plays an improtant role in the learn-ing and teaching of it.As we know,every nation has its own culture and the cultures of nations of theworld,generally,are different from each other.Owing to the disparities in culture,to people whospeak different languages,a word or phrase used to express good intention may surprise or irritate peo-ple;a common sentence can sometimes amuse one person greatly and cause laughter,but‘strange e-nough’,it can be too,dull enough in the eyes of another person with different culture background.

Sociocultural and Sociocognitive Perspectives on Grammar Learning and Teaching in Second Language Acquisition

Grammar has been arguably regarded as the essential part of language,and it underlies diverse language uses includinglistening,speaking,reading,and writing.Whereas language teaching and learning has long been centered on the delivery of gram-mar rules,grammar has been proposed to be of social significance based on sociocognitive and sociocultural perspectives whichanalyse second language acquisition from social dimensions.Grammar has been put forward to be a social tool to mediate learners’psychological and social activities,and it also functions as a social accomplishment,a mediation and an adaptive tool.This paperconcludes with grammar teaching pedagogies combined with social approaches while encourage students’learning in their zone ofproximal development,and it is suggested to scaffold learners to internalize grammatical structures and to mediate communicativeactivities using this particular tool.

The Sociocultural Conditions of American Slang Origination

American slang is a non-written language innovation and the crystal of history and culture. Slang is an objective existence which is often used by many people, and has become an integral component of the language and an important communication tool. This paper elaborates the sociocultural conditions of American slang origination.

Contexts and pragmatic strategies of COVID-19 related cartoons in Nigeria

The global outbreak of the coronavirus pandemic has been experienced differently by people depending on their socio-cultural contexts.These varied experiences are expressed in various forms of communication,including cartoons.This paper examines the pragmatic resources inherent in COVID-19-related cartoons depicting the impact of the virus on Nigerian society.Forty COVID-19-related cartoons,circulated on social media,were collected on Twitter and WhatsApp platforms between March and April 2020 as data.Multimodality and presupposition served as theoretical framework and descriptive research design was adopted.Findings reveal five socio-contextual domains,religion,health,economy,politics and governance nd family,characterizing the social experiences of Nigerians during the pandemic.Through the evocation of situational reality,pragmatic sarcasm,punning,and orientation to government insensitivity,the cartoonists evoke pragmatic functions of informing and warning about social behaviours in the religion,family and health domains;recreating situational realities on socioeconomic impacts in the domain of economy;and satirizing government policies and mocking politicians’insincerity in the domain of politics and governance on sociopolitical experiences of Nigerians before and during the pandemic.The study concludes cartoons are a strong means of portraying societal realities and people’s experiences comically and graphically.

The Discourse of English Reading Lessons in Chinese Middle Schools: A Sociocultural Perspective

While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the body of work on the local classroom discourse, very few studies have focused on the secondary sectors. From the perspective of the sociocultural theory （SCT）, this article examines the classroom discourse of Chinese middle school English language teaching （ELT） by investigating teacher-student interaction. The transcribed classroom discourse of 8 teachers＇ reading lessons is qualitatively coded and quantitatively measured. The study draws on a descriptive system focusing on the teacher-led three-part initiation-response-feedback （IRF） structure. The research findings reveal that quite similar discourse patterns are found in the lessons sampled, with the initiation-response-evaluation （IRE） sequence dominating the EFL （English as a Foreign Language） classroom interaction investigated. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ levels of awareness of the use of teacher talk in EFL classroom interaction.

Understanding Good Language Learners’ Writing Strategy Use in the Chinese EFL Context: A Sociocultural Perspective

Strategy studies have been a well-established field in second language writing research and this article investigates English as a foreign language （EFL） learners＇ writing strategy use from a sociocultural perspective. Unlike the traditional focus on internal cognitive mechanisms in writing strategy studies, this sociocultural approach highlights the dialectic relationship between cognition and the sociocultural context and the importance of mediating resources in strategy use. Six proficient English majors from a Chinese university participated in the study, and data about their writing experience were collected through interviews. The findings showed that the participants used four types of writing strategies： artifact-mediated, rule-mediated, community-mediated, and role-mediated strategies. Other features of their strategy use include the diversity of mediating resources, idiosyncratic use of these resources, and the common goal to enhance their language knowledge and writing ability. Drawing on these findings, it is suggested that teachers can reconfigure the sociocultural context of writing activities to help students enhance their strategy use and possible ways include artifact manipulation and community construction.