Teaching English Pragmatics by Taking a Sociocultural Stance

This study investigated the effects of sociocultural instruction on developing the speech act of criticizing. The participants were second language learners in two English learning classrooms as experimental and control groups. The participants in the experimental group operated under the basic principles of the socio-cultural approach with interactive tasks, cooperation, and scaffolding. They were asked to read and criticize a peer’s work orally. For this group, the teacher provided fined tuned instruction and mediated individual tutor feedback. For both the experimental and control groups, the learners’ pragmatic development was measured through pre-tests, immediate and delayed posttests performance of discourse completion and role-play tests. The researchers analyzed the results of tests through statistical procedures such as paired and independent t-tests. The results revealed that the experimental group significantly improved and performed better than the control group, indicating the successfulness of sociocultural instruction. Next, the researchers interviewed the participants to find about their feelings. After interviewing the participants, the researchers found positive feelings of learners about this kind of instruction including low degrees of stress, high levels of excitement, fun, motivation, and clarity that provided another evidence for worthwhile impacts of sociocultural instruction.   ===================================================================================== COPYRIGHTS  ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.  ====================================================================================

Effects of power and ballistic training on table tennis players’ electromyography changes

The aim of the present study was to analyze the effects of ballistic and power training on table tennis players’ electromyography (EMG) changes. Thirty male table tennis players, who were able to perform top spin strikes properly, were randomly assigned to three groups: power training (PT; n = 10); ballistic training (BT; n = 10); and no training (CON = control group; n = 10). PT and BT were performed 3 times weekly for 8 weeks. Before and after training programs, a one-repetition maximum test (1RM) and the EMG activity of all the subjects’ upper/lower body muscles while performing top spin strokes were analyzed. After training, significant interactions (group × time) were observed in increasing 1RM strength in upper/lower muscles (p < 0.05). However, neither training type had any significant effect on muscle EMG activity. These findings suggest that there should not necessarily be any significant change in the EMG signal after BT and PT despite the increase in muscle strength