This study attempts to investigate and highlight the recent trends of unmet need for family planning in Cameroon. Differences for having an unmet need by place of residence, age, marital status, education, and living ...This study attempts to investigate and highlight the recent trends of unmet need for family planning in Cameroon. Differences for having an unmet need by place of residence, age, marital status, education, and living standards are also assessed. It is based on Cameroon Demography and Health Surveys （CDHS） which were conducted in 1991, 1998, 2004, and 2011. It aims at declaring the women＇s reasons for having an unmet need and identifying the socio-economic and cultural determinants of unmet need. A high proportion of women with unmet need are those who have experienced unwanted pregnancies. Health concerns about contraceptives and social disapprovals are other important reasons. The study identifies a significant relation among the unmet need and residence, age, work status, education, living standards, knowledge about contraceptives, and children ever born. This paper finally outlines the scope for further research, offering some perspectives on the nature and socio-cultural dimensions of unmet need.展开更多
This paper examines how the socio-cultural contexts have affected readers＇ responses to particular Saudi novels. It draws on Fish＇s concept of ＂interpretive communities＂, which argues that interpretation is an ins...This paper examines how the socio-cultural contexts have affected readers＇ responses to particular Saudi novels. It draws on Fish＇s concept of ＂interpretive communities＂, which argues that interpretation is an institutional practice, and that consequently readers hold shared prior assumptions that constrain their interpretive strategies （Fish 1980）. Not surprisingly then, some responses to Saudi authors are based on the ideological belief that their novels consist of acts of rebellion against a conservative culture. A close reading of the conflict between Saudi novelists and the social responses to their works can reflect how cultural and social contexts shape the reception of contemporary Saudi novels, and can also help to construct public attitudes toward these texts. Saudi novelists have faced a number of social constraints and factors which have affected the development of the novel in Saudi Arabia. For example, works by al-Gosaibi, Munif, Khal, al-Hamad, al-Mohaimeed, Alsanea, and al-luhani have all been banned because they were seen to pose a major threat to the dominant, patriarchal Saudi ideology. While the social controversy around these writers was raging, some other writers applied self-censorship to avoid touching upon what were perceived to be the most sensitive issues.展开更多
Currently research on developing socio-cultural and linguistic competence simultaneously in the language classroom is gaining increasing attention from EFL practitioners and curriculum designers. This paper contends t...Currently research on developing socio-cultural and linguistic competence simultaneously in the language classroom is gaining increasing attention from EFL practitioners and curriculum designers. This paper contends that albeit second language learning is a complex phenomenon with different variables concerning the psychological factors of the learners and the socio-cultural elements of the contexts, an interactional approach to second language learning can ensure that a social perspective of second language development and instruction contributes to having a positive effect on the nature and quality of language learning, which activates the autonomous learning motivation and creates diversity in the learning atmosphere.展开更多
This paper reports on an ethnographic inquiry into the linguistic and sociocultural affordances available to English and Japanese foreign language learners through their engagement in a social learning space at a Japa...This paper reports on an ethnographic inquiry into the linguistic and sociocultural affordances available to English and Japanese foreign language learners through their engagement in a social learning space at a Japanese university. By social learning space we refer to a facility in which students come together in order to learn with and from each other in a non- formal setting. To explore the social learning dynamic in this environment, we carried out a longitudinal ethnographic inquiry. Data came primarily from interviews with learners and administrators, supported by participant-observations. A thematic analysis of the data, informed by ecological and community of practice perspectives, pointed to the emergence of a community of learners and revealed how closely the affordances were connected with the emergent community. In this paper we report on the findings related to the affordances which gave rise to language learning opportunities, the relationship of these affordances to the conditions which supported the development of a community of learners, and the role of learner autonomy in regard to these two interrelated phenomena.展开更多
文摘This study attempts to investigate and highlight the recent trends of unmet need for family planning in Cameroon. Differences for having an unmet need by place of residence, age, marital status, education, and living standards are also assessed. It is based on Cameroon Demography and Health Surveys （CDHS） which were conducted in 1991, 1998, 2004, and 2011. It aims at declaring the women＇s reasons for having an unmet need and identifying the socio-economic and cultural determinants of unmet need. A high proportion of women with unmet need are those who have experienced unwanted pregnancies. Health concerns about contraceptives and social disapprovals are other important reasons. The study identifies a significant relation among the unmet need and residence, age, work status, education, living standards, knowledge about contraceptives, and children ever born. This paper finally outlines the scope for further research, offering some perspectives on the nature and socio-cultural dimensions of unmet need.
文摘This paper examines how the socio-cultural contexts have affected readers＇ responses to particular Saudi novels. It draws on Fish＇s concept of ＂interpretive communities＂, which argues that interpretation is an institutional practice, and that consequently readers hold shared prior assumptions that constrain their interpretive strategies （Fish 1980）. Not surprisingly then, some responses to Saudi authors are based on the ideological belief that their novels consist of acts of rebellion against a conservative culture. A close reading of the conflict between Saudi novelists and the social responses to their works can reflect how cultural and social contexts shape the reception of contemporary Saudi novels, and can also help to construct public attitudes toward these texts. Saudi novelists have faced a number of social constraints and factors which have affected the development of the novel in Saudi Arabia. For example, works by al-Gosaibi, Munif, Khal, al-Hamad, al-Mohaimeed, Alsanea, and al-luhani have all been banned because they were seen to pose a major threat to the dominant, patriarchal Saudi ideology. While the social controversy around these writers was raging, some other writers applied self-censorship to avoid touching upon what were perceived to be the most sensitive issues.
文摘Currently research on developing socio-cultural and linguistic competence simultaneously in the language classroom is gaining increasing attention from EFL practitioners and curriculum designers. This paper contends that albeit second language learning is a complex phenomenon with different variables concerning the psychological factors of the learners and the socio-cultural elements of the contexts, an interactional approach to second language learning can ensure that a social perspective of second language development and instruction contributes to having a positive effect on the nature and quality of language learning, which activates the autonomous learning motivation and creates diversity in the learning atmosphere.
基金the Japan Society for the Promotion of Science for a Grant-in-Aid for Scientific Research (C) [No.23520674] which has enabled us to extend this study for an additional four years
文摘This paper reports on an ethnographic inquiry into the linguistic and sociocultural affordances available to English and Japanese foreign language learners through their engagement in a social learning space at a Japanese university. By social learning space we refer to a facility in which students come together in order to learn with and from each other in a non- formal setting. To explore the social learning dynamic in this environment, we carried out a longitudinal ethnographic inquiry. Data came primarily from interviews with learners and administrators, supported by participant-observations. A thematic analysis of the data, informed by ecological and community of practice perspectives, pointed to the emergence of a community of learners and revealed how closely the affordances were connected with the emergent community. In this paper we report on the findings related to the affordances which gave rise to language learning opportunities, the relationship of these affordances to the conditions which supported the development of a community of learners, and the role of learner autonomy in regard to these two interrelated phenomena.
