Journal articles on the topic 'Chinese language Singapore Psychological aspects'

<p>The teaching of classical Chinese prose in Singapore involves challenges peculiar to the bilingual environment, which suggest a need for new strategies based on a crucial recognition of the difference between teaching literature and teaching language. The paper argues for a key pedagogical approach based on the teaching of literary aspects in ancient prose with the help of problem-based learning. This would also involve systematic classification in order to consolidate different strategies suited for different types of Classical Chinese Prose. These strategies include mind mapping, five thinking hats and so on.Through an approach of problem-based learning, one may motivate students to explore ancient articles more enthusiastically, foster their critical thinking and creative ability, thereby enhancing cognitive ability, and increasing their interest in learning ancient articles. Through the reading, understanding and analysis of subtle words, one may improve on students’ ability in literary appreciation, and prompt them to explore more sophisticated interpretation, thereby enhancing their cultivation in the humanities.</p>

Previous research has shown that differences in the speech that children are exposed to can lead to differences in their language, literacy and cognitive development, and may even affect subsequent success at school. Informed by Vygotsky’s sociocultural theory of language learning in early childhood and Sigel’s Psychological Distancing Model, this ethnographic multiple-case study analyzes maternal interaction strategies in four Chinese families in Singapore — two local and two immigrant families — to explore factors that influence choice of interaction strategies. Cross-case comparisons are made in terms of the mothers’ professional and cultural backgrounds, and within-case comparisons are made along the lines of contextual factors. The comparisons reveal both important similarities and differences in the mothers’ use of interaction strategies which was shaped by an array of social, cultural, and contextual factors.

The socio-psychological variables that affect bilinguals’ choices of code-switching (CS) and code-mixing (CM) as a verbal strategy make prediction of their occurrence almost impossible. This research investigates the social motivations and socio-pragmatic aspects of Chinese-English CS/CM among Chinese undergraduate students. Using a questionnaire survey and interviews, the paper investigates attitude-behavior relations by considering patterns of language use and CS/CM patterns between Chinese and English in this group. The results demonstrate that the participants’ highly positive attitudes toward English and the CS/CM process play a major role in CS/CM use in their daily interactions. Chinese-English bilingual students draw on their proficiency and knowledge of the two language systems to precisely and effectively convey their thoughts, intentions, experiences, solidarity, emphasis, and other aspects that affect interaction outcomes.

Abstract The growing body of research on Chinese as an international (or “global”) language examines linguistic, psycholinguistic, social-psychological, and orthographic aspects of acquisition primarily. There has been relatively little critical discussion or analysis of the larger social context and discourses in which Chinese language education is embedded. However, recently sociocultural, discursive, and critical aspects of the teaching, learning, and use of Chinese as an additional language have begun to receive more attention. This study analyzes circulating discourses, ideologies, and tropes related to Chinese in news media, as one means by which information and perspectives are spread by media and by which public attitudes and policy decisions are (recursively) shaped or reproduced. To this end, a large sample of English-medium news reports of Chinese language education in three Anglophone countries was created and analyzed for the years 2004 to 2012. The findings revealed that reports dealing with Chinese education tended to fall into one of several major tropes, which we have roughly classified as “hope,” “hype,” and “fear,” distinctions that parallel existing models of cyclical or amplified media coverage of innovations or otherwise newsworthy events. The sociopolitically and socioeconomically motivated occurrence of these tropes in the media, combined with the novelty of the Chinese language itself, a historically less frequently taught language in comparison with various European languages, constituted a consistent and recurring narrative. Thus, the shifting representations of Chinese learning in the media tended to appear as corollaries or “side stories” servicing the needs of larger geopolitical events and perceived or desired changes in public sentiment. These trends and their significance are illustrated and discussed in relation to Global Chinese.

Introduction: The World Health Organization Quality of Life (WHOQOL-BREF) questionnaire is a 26-item questionnaire that evaluates 4 domains of quality of life (QoL), namely Physical, Psychological, Social Relationships and Environment. This study aimed to evaluate the validity and reliability of the WHOQOL-BREF among Singapore residents aged 21 and above. Materials and Methods: We recruited participants from the general population by using multistage cluster sampling and participants from 2 hospitals by using convenience sampling. Participants completed either English, Chinese or Malay versions of the WHOQOL-BREF and the EuroQoL 5 Dimension 5 Levels (EQ-5D-5L) questionnaires. Confirmatory factor analysis, known-group validity, internal consistency (Cronbach’s alpha) and test-retest reliability using the intraclass correlation coefficient (ICC) were performed. Results: Data from 1316 participants were analysed (Chinese: 46.9%, Malay: 41.0% and Indian: 11.7%; 57.5% men, mean standard deviation [SD, range] age: 51.9 [15.68, 24 to 90] years); 154 participants took part in the retest in various languages (English: 60, Chinese: 49 and Malay: 45). Tucker-Lewis Index (TLI) was 0.919, 0.913 and 0.909 for the English, Chinese and Malay versions, respectively. Standardised root mean square residual (SRMR) was 0.067, 0.074 and 0.094, respectively. Cronbach’s alpha exceeded 0.7 and ICC exceeded 0.4 for all domains in all language versions. Conclusion: The WHOQOL-BREF is valid and reliable for assessing QoL in Singapore. Model fit is reasonable with room for improvement. Key words: Health-related quality of life, Linking values, Mapping functions, Patient-reported outcomes, Preference-based measures

Objective: Because both the expression of eating disorder (ED) symptoms and preferred psychological control styles may be affected by culture, the purpose of the present study was to examine whether the expression of psychological control in women with EDs varies across two cultures. Method: North European Australian and Chinese Singaporean women (n = 117) with anorexia nervosa (n = 36), bulimia nervosa (n = 13) and eating disorders not otherwise specified (n = 3), and without an ED (n = 65) recruited in Australia and Singapore completed a multidimensional inventory assessing sense of control, domains of control, preferred means by which to gain control, and motivation for control. Results: Although the normative control profile for each culture differed slightly, control profiles among those with an ED were very similar across both cultures. However, the directionality and extent of specific aspects of control pathology associated with the presence of an ED differed across cultures. North European Australians with an ED were much more deviant from the cultural norm than their Chinese Singaporean ED counterparts in relation to overall sense of control, methods of gaining control, and control in the domain of body. Chinese Singaporean woman with an ED were much more deviant from the cultural norm than their North European Australian ED counterparts in the domain of control over impulses. Conclusions: Having an ED powerfully distorts psychological control irrespective of culture. However the degree, directionality, and form of the displacement from normal control styles is also culture dependent. This has implications for treatments that attempt to redress or correct control issues in people with an ED in other cultures.

Introduction: Health-related quality of life is an important aspect of health outcome. The assessment of it must be done by validated instruments. There is no published data on the validity, reliability and sensitiveness to change of the official Chinese translation of the Functional Assessment of Cancer Therapy-General (version 4; FACT-G). Materials and Methods: A Chinese questionnaire package comprising the FACT-G and Functional Living Index-Cancer (FLIC, which was translated, modified and validated in Singapore) was filled in by 165 ethnic Chinese patients recruited from the National Cancer Centre, Singapore. Four weeks later, the patients were assessed again by a postal questionnaire survey. Results: The FACT-G and FLIC total scores were strongly correlated (r = 0.85). The Physical, Social/Family, Emotional and Functional Well-being scales of the FACT-G converged to and diverged from FLIC components as conceptually expected. The FACT-G and its 4 scales also demonstrated known-groups validity in differentiating patients with different performance status (each P <0.001). Their internal consistency ranged from 0.81 to 0.93 and test-retest reliability ranged from 0.74 to 0.85. The FACT-G and its Physical, Emotional and Functional Well-being scales showed trends of change in relation to change in performance status. The Social/Family Well-being scale was sensitive to decline but not improvement in performance status. Conclusions: The Chinese version of the FACT-G can be used to assess overall level and some specific aspects of health-related quality of life. However, researchers should be cautious in using this instrument to specifically investigate the social aspect of quality of life. Key words: Quality of life, Reliability, Sensitivity, Validity

Li Ze-hou has presented the task of the times by saying that it transcends Marx through Marx. This means that it is necessary to pursue the mental and psychological aspects of the individual while maintaining the historical materialism. In particular, analyzing Li's perspective on 'Chinese Marxism' can serve as a foundation for understanding his philosophy. He suggests that how to accumulate deep history into deep psychology in exploration about ontology should be a research task. Li's main interest is to let the techno-social ontology head to the psychological ontology, and to move away from the historical materialism and language to psychological sedimentation and education. He presents sedimentation and education as a way for the individual's psychological ontology to be established.

Urban communication studies is a growing field of research aiming to reveal the regularities of human interaction in an urban context. The goal of the present study is to examine the semiotics of a big Chinese city as a complex communicative system and its effect on the social development of urban community. The material includes over 700 units (toponyms, street signs, advertisements, memorials, local foods and souvenirs, mass media, etc.) mostly collected in Tianjin, China’s fourth biggest city with a population of almost 14 million people. The research methodology is based on critical discourse analysis, ethnographic and semiotic methods, and narrative analysis. The study reveals the structure of communication in a big Chinese city and the integration of language into the city landscape. It indicates that urban historical memories are manifested in the form of memorials, symbols, historic and contemporary narratives. The physical context is associated with names of streets and other topological objects. Verbal and visual semiotic signs are used to ensure people’s psychological and physical safety. Social advertising predominantly deals with the propaganda of Chinese governmental policy, traditional values and ‘civilized behaviour’. Chinese urban subcultures, such as ‘ant tribe, ‘pendulums’, ‘shamate’, etc., reflect new social realities. Food and foodways are defined by cultural values and different aspects of social identity. The image of a big Chinese city is also affected by globalization tendencies and the COVID-19 pandemic. The research framework presented in the study provides an opportunity to show a wide panorama of modern urban life. It can be extrapolated to the investigation of other big cities and their linguistic landscapes.

This study investigates the code-switching in people’s daily interaction in the outdoor parent-child reality TV show Where Are We Going, Dad? Season V from the socio-psycholinguistic perspective. The main purpose is to reveal how the social meanings of dialogues and identity construction enact in parents’ and their children’s daily interactions. Based on both quantitative and qualitative methods, this study analyzes daily conversations in different situations from three aspects, including speech accommodation, language attitude, and psychological motivation. The findings indicate that code-switching from Mandarin to English plays a more central role in the show. Moreover, code-switching used in the show is regarded as a language choice as well as a way to signify the speaker’s conscious shift of self-identity in a different situation. Language convergence denotes parents’ and their children’s adaptation to local environments and respect for local culture, meaning that speakers try to establish a common identity with the local people. Chinese and English code-switching has been associated with a shift between a soft one in Chinese and a forceful one in English, implying that there is a submissive self in Chinese and an authoritative self in English. The psychological motivation reveals the sense of belonging to the mother tongue and national identity of language users. Therefore, code-switching reveals complex ethnic identities, including the self as a show performer, cultural lover, father, or mother, which are consciously or unconsciously influenced by the speakers’ language repertoire, social background knowledge, and their intention of building ethnic identity.

Objective. In real communication, the context is complex and changeable and the color and meaning of some words will wander in the context. The development and changes of words are more complex and multidimensional than before. Compared with the rational meaning of words, the color meaning of words can better reflect the psychological mode and way of thinking of the Han nationality but it is difficult for foreign learners to accurately grasp and misunderstandings often occur. In order to solve this problem, it is necessary to summarize and explain the words whose color meanings are easily shifted, so as to help the students accurately grasp the color meanings of the words and better help Chinese learners to realize the communicative function of the language. Method. This paper takes the scope of emotional words as the starting point and proposes that emotional words are words with emotional colors. The four aspects of whether words belong to emotional words define the concept of emotional words and introduce the specific methods of judging and extracting emotional words from the two aspects of dictionary definition and word collocation. This paper takes foreign students whose native language is English as the research object, through questionnaire survey and corpus analysis, to investigate the use of foreign students’ emotional colors and to explore the influence of native language factors on emotional color acquisition. Based on the research of modern Chinese ontology and the existing research results in the field of teaching Chinese as a foreign language, this paper takes the theory of interlanguage and transfer theory as the theoretical basis and mainly uses the methods of comparative analysis and error analysis to try to find out the relationship between emotional color teaching and acquisition. Results/Discussion. The basic pattern and quantity distribution of lexical emotion correction for beginners, intermediate, and advanced learners of Chinese as a second language were analyzed, and the restrictive factors and characteristics were explained. Similarities and differences and the rationale behind them were explored. In the process of international Chinese teaching, teachers mostly pay attention to the rational meaning of words, while ignoring the teaching of the emotional meaning of words. The lack of vocabulary emotion and meaning teaching is prone to errors in students’ understanding and use. With the increase of the vocabulary of intermediate and advanced learners, many words with similar colors and meanings appear, which brings a lot of difficulties for students to distinguish between synonyms. If the use of words with emotional meanings is not accurate, it is easy to cause communication barriers.

The article examines the problems and methods of teaching russian spoken speech at a chinese university, taking into account the ethnocultural characteristics of the chinese audience and the specifics of the chinese student education system. A system of methods and approaches is justified, which contributes to the effective mastery of russian spoken speech. The article describes the features of the chinese audience, complicating the mastery of russian spoken speech in the RCT lesson. The principles and exercises proposed in the article contribute to the organization of such an educational process that will ensure the achievement of a high level of communicative competence of chinese students, the author considers certain didactic techniques that allow achieving a high level of formation of foreign-language communicative competence, neutralization of passion and psychological barrier («psychological counseling», debates, «brainstorming», «fun pictures», comic dialogues, thematic autostoritelling, «black box», «director himself», roleplaying games, «lexical physical education», etc.). The article notes that the main way to overcome this is to use means, methods and techniques in the process of training based on the pedagogical impact of humor, the use of which should become an integral component of the process of teaching chinese students of oral speech and be consistently implemented in all aspects of this process: in the speech behavior of the teacher, in the selection of didactic material, in the typology of the proposed tasks. The author justifies the concept of lessons in colloquial speech as an «encyclopedia of life» and the need to expand the outlook of students by providing them with new information from the field of «background knowledge», not only aimed at expanding the lexical base, but also containing interesting information about psychological and cultural phenomena.

The Russian language continues to maintain a leading position as a foreign language in China. Every day students have to work with much information in Russian. According to the confirmed data, the Chinese are representatives of cultures of the right-brain type of thinking. Today some works touch on the psychological and pedagogical aspects and linguo-methodological foundations of teaching Chinese students. The researchers believe it is possible to classify Chinese students as individuals with a significant dominance of the brain's right hemisphere. This is related to the specificity of the cognitive style of their educational activity, which manifests itself in the following features: in an inductive, concrete-nonlinear type of thinking, which allows one to perceive information holistically, at one time, in establishing connections not from word to word, but from image to word, with an important role of a visual image. Leading methodologists and psycholinguists recommend considering the dominance of the right hemisphere to increase the effectiveness and efficiency of teaching Russian as a foreign language to Chinese. Nevertheless, the design of the educational material of the lesson is still formalized in a traditional, textual form. The article aims to experimentally answer the question: in what form, textual or schematic, Chinese students perceive and remember information better. The authors used an experimental method, which consisted in studying the development of educational material depending on the form of presentation: text or schematic. As a result of the experiment, it was revealed that Chinese students make much fewer mistakes when studying the material in a schematic form.

The authors identify, classify and methodologically interpret communicative barriers and interferences arising for Chinese students in the sphere of catering, which is a fundamentally important culturally marked area of social and everyday communication. The relevance of this study is due to the significance and complexity of this social everyday sphere for the consciousness of foreign students, who face significant communicative barriers and obstacles that require methodological interpretation and consideration in the content of teaching Russian as a foreign language. The aims of this work are to identify and methodo- logically interpret communicative barriers of Chinese students in everyday communication (on the material of catering sphere), and to establish their correlations with the phenomena of lexical asymmetry. The main methods used in the research: mathematical processing of the obtained data, questionnaires, component analysis of vocabulary and comparison. The research material includes the results of the questionnaire aimed at identifying the barriers and obstacles encountered by Chinese students in the field of catering. It was determined that barriers and interference related to catering communication occurred for more than 75% of the students. Quantitative and meaningful processing of the questionnaire materials demonstrated that barriers and interference appeared in three main aspects: ethnographic, ethno- psychological, and ethnolinguistic. Methodologically oriented interpretation of communicative barriers is based on their correlation with the facts of the language. The integrative approach to the word taking into account its linguistic and extra-linguistic content determined which components of its structure translate ethnographic, ethnopsychological and ethnolinguistic differences of Russian and Chinese linguistic cultures that create communicative barriers. That is why the process of Russian language teaching considers conceptual, proper-lexical, semantic, connotative, background and contextual lacunas. Considering asymmetrical phenomena in the content of vocabulary teaching allows reducing the level of ethnographic, ethnopsychological and ethnolinguistic barriers and hindrances that arise for Chinese students in the sphere of catering. The prospects of the research include creation of the training dictionary “Gastronomic Culture Code in Language Vocabulary,” aimed at the Chinese students studying Russian.

Recent studies have increasingly investigated the effectiveness of both mobile and non-mobile digital game-based language learning. To gain an in-depth understanding of the differences in the effectiveness of mobile and non-mobile games, we compared studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). Sixty-four articles were analyzed from four aspects: game types, game elements, target languages, and learning outcomes. The results showed that (a) gamification, simulation games, and immersive games were applied most; (b) all games possessed the game elements of goals or rules; (c) the most investigated target languages were English and Chinese; and (d) the most discussed learning outcomes were language acquisition and psychological/affective state. The similarities and differences between MGBLL and NMGBLL were also identified. The current review provides an overview and in-depth analysis of mobile and non-mobile games for language learning, guiding practitioners to select appropriate digital games to cater to specific language teaching goals. Future directions of research are also discussed.

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

The paper attempts to study the conditions of historical origin and subsequent derivatization of the basic word-formation model “own-alien” in the Japanese language against the background of historical dynamics of the Japanese writing system development. Despite the fact that Japan and the Japanese are considered genetically isolated from the rest of the world, they repeatedly had to face the influence of external factors, in particular, to perceive and assimilate the norms and stereotypes of foreign cultures and languages, while preserving their national identity and integrity, and at the same time, to improve their own language and culture, resulting in the formation of a highly original and unique language that can be characterized as syncretic – Japanese-Chinese – with inclusion at present time of lexical elements from European languages, mainly English. The Japanese pattern of thinking has been periodically restructured throughout the history of the formation and development of their civilization. And every time at the moment of cardinal transformation of their culture one of the important if not the main factor was writing system, which served as a special mean of adjusting their culture and mentality. In recent decades, the algorithm of Japanese thinking has changed, adapting to the conditions of a new historical format (which corresponds to the synchronous type of thinking), while the Japanese writing largely preserves the traditional form, which corresponds mainly to the archaic type of thinking. As a result, objective cultural and psychological contradictions arise, and at the same time a need to find a way out of this difficult situation emerges, perhaps by further reforming the existing system of writing, creating a more adequate system of written signs that would correspond to the imperatives of the modern socio-cultural paradigm.

Abstract Introduction Adherence for the gold standard Continuous Positive Airway Pressure (CPAP) treatment for obstructive sleep apnea (OSA) is poor worldwide. Studies have explored factors impacting CPAP adherence but data is limited for Asian patients where cultural and social norms differ. This study aimed to examine the role of disease and treatment-related perceptions in short-term CPAP adherence among patients from a multi-ethnic Southeast Asian country. Methods 34 patients with newly diagnosed OSA were recruited from Changi General Hospital, a 1000-bed tertiary hospital in Singapore between September 2018 and February 2019. Psychological factors of self-efficacy, risk-perception and outcome expectancies were assessed with the Self-Efficacy Measure for Sleep Apnea (SEMSA) questionnaire. The SEMSA questionnaire has been previously validated for the evaluation of adherence-related cognitions. Patients were administered the SEMSA questionnaire before commencement of CPAP treatment and 1 month after. Results 73.5% (25/34) of the patients were male (82.4% Chinese, 11.8% Malays, 2.9% Indians, 2.9% others). Mean age was 43.3 ± 11.8 years, mean apnea hypopnea index (AHI) was 45.2 ± 29.6 events/hr and mean CPAP usage at one month was 3.6±2.0 hours. 47% were adherent to CPAP, defined as average device use &gt; 4 hrs/day. Pre-treatment self-efficacy was significantly correlated with CPAP adherence (r = 0.498, P&lt;0.01). Outcome expectancies and self-efficacy measured after one-month CPAP use were significantly correlated with CPAP adherence (r = 0.702, P&lt;0.01; r = 0.467, P&lt;0.01, respectively). However, no association between risk perception and CPAP adherence was noted at either time points. Conclusion Consistent with previous literature in Western population, our study demonstrated that patients’ cognitive perceptions of outcome expectancies and sense of self-efficacy have an impact on CPAP adherence in a Southeast Asian population. Strategies targeting these aspects would be important in designing patient education programs. Support

This article is an analysis of the theory of cultural identity by Zheng Xiaoyun, a distinguished Chinese philosopher. His theory of cultural identity presented here gives a new perspective to the study of cultural identity. Zheng Xiaoyun's work The Theory of Cultural Identity has won recognition with Chinese academia and has been widely cited there, yet it is little known abroad, Russian academic thought included. Zheng Xiaoyun investigates the relations between cultural and national identities, stating that culture revolves around cultural identity. He comes to the conclusion that cultural and national identities are determined by the cultural development of individuals and society in general (horizontal determination) as well as by the global identity coming into being (vertical determination). His novel ideas and insights add to the academic discussion of the problems of identity. The comparison of Zheng Xiaoyun’s ideas and the theories of Russian and foreign researchers shows notable distinctions: western authors tend to look into psychological aspects of identity, Russian research focuses on its cultural dimension, whereas in China maintaining one’s cultural identity in a changing world is the key problem of identity research. In his works Zheng Xiaoyun studies the functionilg of cultural identity in an alias language environment and explores how strong national identity and values determine the life of a group. Key topics in Chinese identity research today, such as regional identity and Asian identity, call for an in-depth analysis of national and cultural identity and tap from the works of Zheng Xiaoyun. The comparative analysis has proved that his ideas on determining the foundations, mechanisms and types of cultural identity corresponds with other academic traditions. However, Zheng Xiaoyun’s study outlined in this article brings about novel structural approaches to the analysis of the dynamics of identity creation. Following on from the principles of historicity and objectivity, the philosopher develops the basic prerequisites for combining structural and cognitive approaches in studies of modern national and global identities.

Objective: Intensive care nurses have a critical role in fighting COVID-19. They have been on the front lines to provide high-quality and safe patient care in these facilities. However, the covid-19 pandemic has made their work more challenging. As a result, healthcare workers' physical and mental well-being has affected their ability to offer quality care. Based on these arguments, there is a shortage of empirical research, especially in intensive care nurses’ experiences caring for COVID-19 patients. However, further investigation is needed better to understand these concerns from the nurses’ perspective. Objective: To comprehensively review, describe, and explore the experiences and perceptions of nurses working in an ICU during the COVID-19 global pandemic and their assessments of how these experiences have impacted their personal and professional lives. Material and Methods: The following seven electronic databases were searched systematically to gain relevant studies: CINAHL, EMBASE, PsycINFO, MEDLINE, PubMed, the Cochrane Library and Web of Science. The literature review was the methodology guide for this study. This review used the PICOS (population, intervention, outcomes, and study design) model to formulate research questions and a PRISMA flow diagram to screen and select relevant studies. Eligible studies are written in the English language and are peer-reviewed. The methodological quality was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklist for qualitative studies, while the Mixed Methods Appraisal Tool (MMAT) was used to evaluate mixed methods designs. The narrative synthesis techniques were used to present the findings. Results: A total of 693 records have been screened, and only eight studies were finally included: six studies used qualitative approaches while two used mixed methods design approach. The eight studies were undertaken in SEVEN different geographic areas (Hong Kong, Iraqi Kurdistan, Singapore, Qatar, Australia, USA, Sweden). The eight studies recruited 420 registered nurses, of whom 67% were male (281) and 33% were female (139) aged between 20 to 60 years, and the mean of their experience was eight years. The review had four different themes from the analysis. The finding of the eight included studies related to the RN's experiences, which include psychological distress (depression, anxiety, post-traumatic stress disorder); stressful work environment.; experiences with personal protective equipment (PPE); moral resilience, sense of pride, and commitment. Conclusion: ICU nurses may be considered a particularly vulnerable group of people. They reported increasing workloads in stressful and precarious situations and a challenge in their ability to make decisions independently. There is a need to explore additional aspects of their encounters further when caring for patients during the pandemic by going deeper into areas of their lives relevant to their experiences to understand the aspects that may not be addressed through quantitative methods.

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During reading, readers never fixate on all words in the text; shorter words sometimes gain zero fixation and skipped by the reader. Relying on E-Z Reader Model, this research hypothesized that a similar skipping effect also exists for a second language. The current study examined word skipping rates in EFL (English as a Foreign Language) with 75 EFL learners by using eye tracking methodology. The results showed that word skipping was affected by EFL reading proficiency significantly and articles (a, an, the) were skipped more than content words. Furthermore, more skilled learners were observed to have less fixation count and skipped more words during reading while less skilled learners employed more fixations and skipped less words. Eye tracking as a novel method to observe learner development and progress in EFL reading was also discussed. References Altarriba, J., Kroll, J. F., Sholl, A.. & Rayner, K. (1996). 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Abstract Background With the reform of college graduation distribution system and the fierce competition of market economy, group employment has become more and more difficult. Therefore, the group is under more and more heavy psychological pressure. The main source of group employment pressure lies in the mismatch between employment skills and professional knowledge, which can not meet the needs of enterprises; In addition, there is also a big gap in students' thoughts. Especially for the major of tourism management, during the internship and employment, most enterprises are service industries, which requires colleges and universities to have service skills and professional psychological quality. Professional practice can effectively solve the problems existing in employment in advance, clarify the career direction and alleviate the pressure. The professional practice of the group can not only deepen the understanding of theoretical knowledge, but also contribute to the rapid improvement of practical skills, but also effectively help the group adjust their mentality. Taking the professional practice of the College of tourism of Changchun University as the research object, this paper studies its basic situation, discusses the psychological confusion and practical difficulties encountered by groups in professional practice from the perspective of educational psychology, and gives the optimization path to solve this problem. At the same time, the emotional anxiety produced by the group in the process of practice has gradually become the research object. Research Objects and Methods This paper uses educational psychology, two factor theory and stakeholder theory to study through literature review, participant observation and interview, content analysis, questionnaire survey and mathematical analysis. In practice, colleges and universities use incentive policies to improve students' sense of responsibility in professional practice, enterprise application and job satisfaction, and use humanistic care to improve students' sense of belonging in practice. With the help of universities and enterprises, students can master and adjust the psychological cycle and build self-confidence in professional practice. Social avoidance and distress respectively refer to the tendency to avoid social communication and the distress feeling when immersive. Avoidance is a kind of behavior, while distress is an emotional response. The social avoidance and distress (SAD) scale contains 28 items, of which 14 are used to evaluate social avoidance and 14 are used to evaluate social distress. The initial rating was “Yes No”, but many researchers used a five grade rating system. The “Yes No” scoring system ranges from 0 (the lowest level of avoidance and distress) to 28 (the highest level). When the “Yes No” scoring system is adopted, the average value of college students is 9.1 and its standard deviation (SD) is 8.0 (Watson and friend, 1969). However, the distribution is quite biased. Therefore, many researchers use the 5-level score system to replace the “Yes No” score system. In the sample prototype, the score of men is significantly higher than that of women. Results Improvements should be made from three aspects: schools, enterprises and students, including formulating intern career development and training plans, ensuring high-quality living and working conditions, strengthening students' off campus management system, implementing comprehensive evaluation and summarizing practice in time. This improved method can effectively manage professional practice. The study also found that foreign language anxiety was negatively correlated with foreign language achievement. Similarly, there is a significant negative correlation between Employment anxiety and self-efficacy. State anxiety, trait anxiety and Employment anxiety were positively correlated. The “anxiety” component of learners' personality characteristics plays an important role in the generation of Employment anxiety. Conclusion Based on educational psychology and two factor theory, this study explores the optimization path of Undergraduate Practice of tourism management through empirical research, which not only innovates the research perspective, but also enriches the above related theories. The practical significance of this study is to guide students to correctly understand and participate in professional practice, realize stable employment, provide basis for reasonable arrangement of professional practice, improve the professional commitment of application-oriented groups, and provide reference for internship enterprises to cultivate and retain high-quality talents. It can also help the group about to carry out employment internship fully understand the society, body and their own abilities, and reduce unnecessary anxiety. Acknowledgements This project is supported by the 13th Five-Year Education and scientific Research Planning project of Chinese Education Society (Grant No. JYXH102373).

LANGUAGE NOTE | Document text in Chinese; abstract also in English.本文討論了關於同性愛是先天形成還是後天形成的爭論，介紹了近年來有關同性愛與腦部結構相關性的研究結果，這些結果在一定程度上支持了同性愛先天性的論點，討論了對這些研究結果的爭議，以及同性愛者的反響。文章涉及研究同性愛的若干理論和方法論問題。Homosexuality exists in all times, all countries, all ethnic groups and all social classes. A survey shows that 2% of married men and women have homosexual experiences. It is a controversial issue on what causes a human being to be a homosexual. Many traditional behaviourists claims that homosexuality is a result of going astray in the course of growth and development. Although homosexuality has been excluded from mental illness by psychologists, but the public including a part of homosexuals themselves still think homosexuality perverse. But the majority of homosexuality maintain that homosexuality is not a choice, nor a disease, but a personal identity.The biological study on homosexuality began in the 18th century. In 1989 psychiatrists concluded that personal life in various aspects is determined by biological, familial, social and cultural factors of various kinds, sex orientation is a part of personal life, homosexuality is formed by more than one factor. But the dispute on nature v. nurture on homosexuality is still not solved: whether homosexuality is determined by environment or genetics.The findings of biological studies on homosexuality, especially on the correlation between homosexuality and brain structure in 1990s seem to s how that homosexuality is determined by genetic factor or at least influenced by this factor. But it cannot be ignored that the environment and psychological dynamics mechanism play a certain role in it. However, these findings caused further controversy. People with different sex orientation seem to make different interpretation of these findings. Somebody worries about that if homosexual gene is identified one day, this gene will be corrected by gene therapy, or the fetus with this gene will be aborted. Anyway, homosexuality is not simply preprogrammed, but a complex embodiment of one's value and personality. Gene is a only part of it, but not its whole.DOWNLOAD HISTORY | This article has been downloaded 30 times in Digital Commons before migrating into this platform.

LANGUAGE NOTE | Document text in Chinese; abstract also in English.雖然死亡問題一直是人類文化的重要主題，雖然古希臘人早就提出過“死亡學”這一術語，但真正意義上的死亡學尚未建立。生命倫理學也尚未給我們提供一種相對完整的死亡概念。由於人不僅是一般的自然存在物，而且是一種社會文化的存在物，人的死亡就不僅是一種自然事件，而且是一種社會文化事件。為了說明人的死亡與動物的死亡的區別，我們需要對死亡概念進行綜合考慮。中國的孔子早就提出過“未知生，焉知死？”這樣的問題。雖然中國文化十分重視生存的倫理問題，但中國人一刻也沒有停止對死亡的探索。從佛教對死亡的沉思冥想到道教對死亡的執著超越，從莊子對死亡的哲學思辨到帝王對長生不老的不斷追求，死亡問題就一直是中國文化關注的中心之一。在中文中，表示死亡的詞至少有150種，人的死亡方式，死者的年齡，死者與生者的關係，生者對死者的態度無一不體現在生活死亡的稱謂中。從中國的死亡文化中，我們可以發現人們對死亡的慎終追遠的心態。對死亡意識的普遍壓抑，畏死的真切心情或達觀的生死度。實際上，西方意義上的死亡教育在中國一直是一種普遍的社會實踐。人的死亡不僅是人的自然生命的終結，而且是人的社會生命和精神生命的終結。對人的生存意義和生命尊嚴的倫理關切使我們有必要建立死亡的倫理學，而臨終關懷的倫理學不過是它的一個部分而已。本文作者試圖通過對社會人類學資料和對死亡體驗的臨床觀察記錄進一步說明把人的死亡理解社會文化現象的必要性與重要性。同時也表明死亡體驗並不必然意味著痛苦，悲哀與恐懼，它也可能包含歡快。寧靜與希望等積極的心理因素，充分地認識和巧妙地利用這些因素對尊重臨死者的尊嚴和提高他們的生命質量這一人道目標具有無可置疑的重要性。The term "science of death" appeared at one time in ancient Greece. Socrates even said that "philosophy is a practice of death". However, although death has been viewed as an important subject in many fields of cultural studies, a science of death in the strict sense of the terminology has not come into being due to the lack of a rational and sophisticated methodology as well as an organic combination of theoretical speculation and empirical research. Up to date we have not even succeeded in coming up with a relatively comprehensive conception of what death means, even though we can find a variety of explanations of death in such disciplines as philosophy, religion, sociology, psychology, biology and medicine. Accordingly, we need synthetically take the concept of death into account.Although Confucius asked such question as "how could we understand death without understanding life?" Chinese have never ceased to probe into the issue of death. In the long tradition of Chinese thought, from Zhuang -zi's philosophical speculation of death to the modern culture of death, from the religious experience of the Taoist transcendence to the Buddhist meditation upon death, Chinese have always attached great ethical concerns to the issue of death. In the Chinese language, there are at least 150 words and phrases referring to death. From the Chinese ethos of death we can find the ultimate concern of life, the common concealment of death, the unvarnished mood of fearfulness as well as profound calmness in the face of death. As a matter of fact, death education in western sense of the word has become a popular social practice in current China.There is no doubt, death of a human being means not only the end of a human biological life but the end of a social and spiritual life. Establishment of ethics of death (part of which is ethics of care for the terminally ill) is indispensable for the development of our ethical concern about the dignity and meaning of human life. This paper clarifies the necessity and importance of our understanding of human death as a social and cultural phenomenon by analyzing the materials of social anthropology and clinical observations of death experience. It indicates that although death experience is often considered painful, sad and fearful, it probably also implies some positive psychological aspects such as hope, serenity and even euphoria. The arousal of these positive aspects of death is of great significance for maintaining the dignity of dying patients and increasing the quality of their lives.DOWNLOAD HISTORY | This article has been downloaded 21 times in Digital Commons before migrating into this platform.

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study investigated the physiological and psychological aspects of first-year cadets who adopted a basic military training. We focused on the extent to which the Military physical fitness and the physical self-concept will be affected by a basic military training program. Military physical fitness included the score of BMI, pull-ups, 3000m endurance running and 1-min sit-up. Physical self-concept was assessed using the Marsh's Physical Self-Description Questionnaire (PSDQ), which was adapted to use in college students. PSDQ scale was assessed using a 6-point rating scale on which the subject estimated their physical characteristics. Testing was administered in a pre- and posttest fashion over 9 weeks (n=166). The collected data were analyzed by t-test. The study revealed that 1) Military physical fitness that including 3000m endurance running, 1-min sit-up and BMI are significant (p<.05), (2) total score of PSDQ assessment are non-significant (p>.05), (3) the health of PSDQ are significant (p<.05), (4) the physical activity of PSDQ are significant (p<.05). Results show that physical fitness and psychological measurement are really affected by basic military training program such that cadets have a more positive health and better body conditions due to basic military training. 本研究的主要目的在於研究軍校新生在經過入伍訓練後其生理與心理方面的變化。我們研究主要焦點在於入伍訓練課程能否影響軍方體適能和身體自我概念，而軍中體適能的項目包含：拉單槓、3000公尺耐力跑、一分鐘仰臥起坐，身體自我概念的評估則是將Marsh的身體自我描述問卷(PSDQ)改編成適合大專學生適用的量表。PSDQ的評估使用六點等級讓受試者來評估自己的身體特點。測試分別在9周入伍訓練的前後實施(共166人)。收集到的資料以成對樣本T考驗檢定。本研究的結果呈現(1)軍方體適能中的3000公尺耐力跑，一分鐘仰臥起坐和BMI皆有顯著的變化(p<.05) (2) PSDQ的總得分並未變化(p>.05) (3) PSDQ的健康分項得分有顯著差異(p<.05) (4) PSDQ的身體活動分項得分有顯著差異(p<.05)。結果顯示體適能和心理方面的測量確實受到入伍訓練的影響，所以軍校生會因為入伍訓練而有更積極正向的健康概念與較佳的身體狀況。

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development. Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods References: Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. 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Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). 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This volume of Frontiers contains through-provoking articles, essays and book reviews that span a number of important areas in the field of education abroad. The authors provide useful insights into critical topics and deepen our understanding of the experience of our student sojourners. Shames and Alden of The Landmark School provide an overview of and present their own research on a critically important topic for education abroad: the impact of study abroad on identity development in students with learning disabilities and/or attention deficit hyperactivity disorder. The number of students with learning disabilities participating in study abroad has grown dramatically in recent years, and it is essential that we better understand these students and the nature of their study abroad experience. The authors suggest that some of the distinctive features of study abroad programs may contribute to positive identity development in these students. A study of North American students in Israel and the relationship between various aspects of their experience presents useful data not only for understanding Israel as a study abroad destination, but also other areas of the world where heritage study abroad, language learning, and ethnic identity interrelate. Donitsa-Schmidt and Vadish explore important relationships between study abroad elements that often influence student learning, and in so doing shed light on how the study abroad experience in Israel influences students’ identities, attitudes, and Hebrew language proficiency. In his article examining returning study abroad students, Hadis present his research on the determinants of “academic focusing” gains that we often observe in students returning from abroad, thereby contributing to our understanding of the experience of re-entry. Utilizing multiple regression and path analyses, he describes and analyzes student growth in terms of “Academic maturation” and the cluster of factors that contribute to their placing a priority on their academic work when they return from abroad. Using US models for understanding the international student experience, Grayson examines the experience of international students in Canada in his pilot for a three-year research study. This valuable study compares the experiences of domestic students with those of international students, and also the relationship between their experiences and outcomes. This research provides useful information regarding the factors that impact student success in another culture. The controversial decision by the US government to restrict educational travel to Cuba has meant that only a few US academic programs have been able to operate in Cuba. Bond, Koont, and Stephenson present data from their survey of students participating in three different short-term programs in Cuba with a focus on what they describe as the promotion of a “culture of peace,” alerting us to an important but often overlooked potential outcome of study abroad. Their article provides evidence for the value of short-term programs to Cuba. The Institute for International Education of Students continues to mine its extensive alumni database for important results on study abroad outcomes. In their article, Mohajeri Norris and Dwyer provide evidence that refutes the commonly-held assumption that direct enrollment, or so-called “full immersion programs,” lead to a fuller range of student learning outcomes than other program models. Drawing on IES alumni who studied abroad on both direct enrollment and hybrid programs, this study helps to inform this debate. In his article, Peppas addresses the outcomes for non-traditional students participating in short-term business tours abroad. Increasingly, students in fields such as the natural sciences, engineering, and business, all of which have been traditionally underrepresented, are participating in greater numbers in study abroad programs. Peppas offers insights into non-traditional adult study abroad students, many for whom the only option for study abroad is the short-term tour. Jane Jackson’s study provides further analysis of short-term study abroad through employing a qualitative measure: an analysis of students’ introspective accounts of their experience. Her use of diaries with her Hong Kong Chinese students studying abroad for five weeks in England suggests a model for both encouraging reflective learning and assessing it. The themes that emerge in the students’ reflections provide evidence of the value of short-term study. For the first time in our history, we are pleased to include in this volume an institutional case study. Drake University’s approach to campus internationalization and education abroad has received much attention. In this case study, Skidmore, Marston and Olson report on how this effort has progressed, and in doing so provide information that should prove useful for our work on our own campuses. This volume of Frontiers contains two essays that examine study abroad learning from broad perspectives. Slimbach presents a philosophical framework for understanding the “transcultural journey” that deepens our understanding of how students may be transformed by their sojourns. He draws upon a variety of sources to describe the psychological processes that, in many respects, are the most powerful and lasting aspects of study abroad. We hope that our readers appreciate the opportunity to read essays from faculty colleagues who have served as directors of abroad programs. After directing a program in China, Byrnes has developed his ideas concerning what he labels “other-regarding travel,” and in doing so provides a valuable faculty perspective on the study abroad learning process. This volume of Frontiers contains provocative book reviews that should inspire us to broaden our consideration of resources that can provide insights into our work. We are indeed fortunate to be in a profession that relates to so many intellectual traditions that inform our field. Our book reviews not only inspire us to read and consider a multiplicity of sources to make education abroad more meaningful, but also opens doors for discussions with faculty colleagues in related disciplines. In November, 2005, we will publish a Special Issue presenting seven outstanding student research projects completed as part of study abroad programs, along with faculty essays that reflect on the context for and the purposes of this research within their discipline, and within undergraduate education as a whole. These manuscripts were selected as part of the Forum on Education Abroad’s Undergraduate Research Award competition. The student articles were each blind-reviewed by the Frontiers Editorial Board. The resulting articles themselves are an exciting mix of high-quality research that spans several academic fields and geographic regions of the world. This Special Issue, made possible in part through a grant from the IFSA Foundation, we hope will be influential in shaping student learning in education abroad. With this volume, we welcome new sponsors to Frontiers and extend our thanks to them. The support of these new and of our continuing sponsoring institutions is testimony to their strong commitment to study abroad and their belief in the mission of Frontiers. Brian Whalen, Dickinson College

Abstract Background Compared with the public opinion in the era of traditional media, microblog public opinion shows different characteristics, among which the strong expression of public emotion and behavior is important and has practical impact. The important factor that microblog public opinion has a significant influence is that microblog directly reflects the public mood. Unlike traditional mass media, microblog is a direct point-to-point communication, and the influence comes from the nested microblog relationship. This exponential communication influence enables the public mood to spread to every corner of the world in a short time. In an article entitled “Public opinion formed by anger”, the author quoted the research results of Beijing University of Aeronautics and Astronautics as saying that anger spreads faster on microblog than any emotion. The article also points out that microblogging has become the most convenient channel for Chinese people to participate in social discussion and express concern. The anger expressed in social contacts has promoted the dissemination of relevant news and accelerated the formation of public opinions and collective action. In fact, in many social fields in china, the trend of emotion in microblog has become an important aspect of public opinion prediction, even in crime prevention and economic development. Unfortunately, while people are keen to feel and use the emotional factors in microblog, they have not made a rational exploration of it. Based on the above background, this study intends to start from four aspects: First, why there are obvious emotional characteristics in microblog public opinion compared with traditional mass media; second, what kind of emotions exist in microblog public opinion and what is the relationship with the current social reality; third, how to express the emotions in microblog public opinion and how to present them; fourth, what are the social effects of emotional behavior in microblog public opinion and how to deal with the negative social effects. Subjects and Methods This paper takes psychological research as the main orientation, and pays attention to the public emotional factors in microblog public opinion. The main research methods are as follows: 1 literature method, through the collection and analysis of public opinion research, microblog research and public sentiment research, this paper selects the content related to this research and analyzes, arranges, synthesizes and uses it. Based on the above research, this paper puts forward a new dimension of public opinion research, and tries to innovate in research content, research perspective and research methods. 2. Case analysis method: On the basis of combing the context of the event, conduct text analysis and data statistics, register microblog through real name and interact with other users, and observe and collect relevant materials in the process of interaction. Questionnaire survey method in order to catch a glimpse of the leopard. 3. Questionnaire survey, using scl-90 questionnaire, 208 microblog creators were selected to investigate and analyze the emotional and behavioral factors. Ten factors include somatization, anxiety, compulsion and so on. Results The research found that with the continuous development of the internet, public emotional behavior will have an important impact on microblog public opinion. There are two directions: One is the top-down impact, the other is the bottom-up impact; it is mainly manifested in two typical ways: Social mobilization and emotional social struggle in microblog public opinion. The main expressions of their emotional behavior are: Weakness, anger, sadness and anger, etc. On the basis of combing the collective behavior and emotional struggle, the research finds that the communication framework of emotional behavior mainly includes the communication paths of discourse co meaning, identity co meaning and emotional co meaning; functional analysis includes target function, attribution function and ideographic function. From the tendency of public sentiment, microblog public opinion shows criticism, populism, nationalism, pragmatism, patriotism and justice. The social expression of public sentiment in microblog public opinion includes the spiral phenomenon of silence, butterfly effect, herd effect, resentment and so on. From the perspective of psychology, the public emotions in microblog public opinion are expressed as fear, anxiety, anger and sadness, while in terms of expression, the public express their feelings through direct expression, folk language and other ways. Conclusion The social effects of negative emotions in microblog public opinion have their own paths and standards of research and judgment, and we need to deal with the social effects of negative emotions. In the process of response, we should follow the principles of first time, multi opinion space construction, affinity and self-centered, strengthen the construction of service-oriented government, establish a three-dimensional communication pattern, and establish monitoring, early warning and feedback mechanisms. Acknowledgements This work was supported by the National Natural Science Foundation of China [grant numbers 71704085, 71874088] and Postgraduate Research & Practice Innovation Program of Jiangsu Province [Grant number KYCX21_0832].

The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development. Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development References: Afrianti, N. (2018). Permainan Tradisional, Alternatif Media Pengembangan Kompetensi Sosial-Emosi Anak Usia Dini [Traditional Games, Alternative Media for Early Childhood Social-Emotional Competence Development]. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.17509/cd.v5i1.10405 Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484–2493. https://doi.org/10.1080/03004430.2020.1717480 Andri Oza, & Zaman, B. (2016). Edutainment dalam Mata Pelajaran Pendidikan Agama Islam. Mudarrisa: Jurnal Kajian Pendidikan Islam, 8(1). https://doi.org/10.18326/mdr.v8i1.117-144 Aubert, A., Molina, S., Schubert, T., & Vidu, A. (2017). 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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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The use of the family home as a setting for television sitcoms (situation comedies) has long been recognised for its ability to provide audiences with an identifiable site of ontological security (much discussed by Giddens, Scannell, Saunders and others). From the beginnings of American sitcoms with such programs as Leave it to Beaver, and through the trail of The Brady Bunch, The Cosby Show, Roseanne, The Fresh Prince of Bel Air, and on to Home Improvement, That 70s Show and How I Met Your Mother, the US has led the way with screenwriters and producers capitalising on the value of using the suburban family dwelling as a fixed setting. The most obvious advantage is the use of an easily constructed and inexpensive set, most often on a TV studio soundstage requiring only a few rooms (living room, kitchen and bedroom are usually enough to set the scene), and a studio audience. In Singapore, sitcoms have had similar successes; portraying the lives of ‘ordinary people’ in their home settings. Some programs have achieved phenomenal success, including an unprecedented ten year run for Phua Chu Kang Pte Ltd from 1996-2007, closely followed by Under One Roof (1994-2000 and an encore season in 2002), and Living with Lydia (2001-2005). This article furthers Blunt and Dowling’s exploration of the “critical geography” of home, by providing a focused analysis of home-based sitcoms in the nation-state of Singapore. The use of the home tells us a lot. Roseanne’s cluttered family home represents a lived reality for working-class families throughout the Western world. In Friends, the seemingly wealthy ‘young’ people live in a fashionable apartment building, while Seinfeld’s apartment block is much less salubrious, indicating (in line with the character) the struggle of the humble comedian. Each of these examples tells us something about not just the characters, but quite often about class, race, and contemporary societies. In the Singaporean programs, the home in Under One Roof (hereafter UOR) represents the major form of housing in Singapore, and the program as a whole demonstrates the workability of Singaporean multiculturalism in a large apartment block. Phua Chu Kang Pte Ltd (PCK) demonstrates the entrepreneurial abilities of even under-educated Singaporeans, with its lead character, a building contractor, living in a large freestanding dwelling – generally reserved for the well-heeled of Singaporean society. And in Living with Lydia (LWL) (a program which demonstrates Singapore’s capacity for global integration), Hong Kong émigré Lydia is forced to share a house (less ostentatious than PCK’s) with the family of the hapless Billy B. Ong. There is perhaps no more telling cultural event than the sitcom. In the 1970s, The Brady Bunch told us more about American values and habits than any number of news reports or cop shows. A nation’s identity is uncovered; it bares its soul to us through the daily tribulations of its TV households. In Singapore, home-based sitcoms have been one of the major success stories in local television production with each of these three programs collecting multiple prizes at the region-wide Asian Television Awards. These sitcoms have been able to reflect the ideals and values of the Singaporean nation to audiences both at ‘home’ and abroad. This article explores the worlds of UOR, PCK, and LWL, and the ways in which each of the fictional homes represents key features of the multi-ethnic, multi-cultural Singapore. Through ownership and regulation, Singaporean TV programs operate as a firm link between the state and its citizens. These sitcoms follow regular patterns where the ‘man of the house’ is more buffoon than breadwinner – in a country defined by its neo-Confucian morality, sitcoms allow a temporary subversion of patriarchal structures. In this article I argue that the central theme in Singaporean sitcoms is that while home is a personal space, it is also a valuable site for national identities to be played out. These identities are visible in the physical indicators of the exterior and interior living spaces, and the social indicators representing a benign patriarchy and a dominant English language. Structure One of the key features of sitcoms is the structure: cold open – titles – establishing shot – opening scene. Generally the cold opening (aka “the teaser”) takes place inside the home to quickly (re)establish audience familiarity with the location and the characters. The title sequence then features, in the case of LWL and PCK, the characters outside the house (in LWL this is in cartoon format), and in UOR (see Figure 1) it is the communal space of the barbeque area fronting the multi-story HDB (Housing Development Board) apartment blocks. Figure 1: Under One Roof The establishing shot at the end of each title sequence, and when returning from ad breaks, is an external view of the characters’ respective dwellings. In Seinfeld this establishing shot is the New York apartment block, in Roseanne it is the suburban house, and the Singaporean sitcoms follow the same format (see Figure 2). Figure 2: Phua Chu Kang External Visions of the Home This emphasis on exterior buildings reminds the viewer that Singaporean housing is, in many ways, unique. As a city-state (and a young one at that) its spatial constraints are particularly limiting: there simply isn’t room for suburban housing on quarter acre blocks. It rapidly transformed from an “empty rock” to a scattered Malay settlement of bay and riverside kampongs (villages) recognisable by its stilt houses. Then in the shadow of colonialism and the rise of modernity, the kampongs were replaced in many cases by European-inspired terrace houses. Finally, in the post-colonial era high-rise housing began to swell through the territory, creating what came to be known as the “HDB new town”, with some 90% of the population now said to reside in HDB units, and many others living in private high-rises (Chang 102, 104). Exterior shots used in UOR (see Figure 3) consistently emphasise the distinctive HDB blocks. As with the kampong housing, high-rise apartments continue notions of communal living in that “Living below, above and side by side other people requires tolerance of neighbours and a respect towards the environment of the housing estate for the good of all” (104). The provision of readily accessible public housing was part of the “covenant between the newly enfranchised electorate and the elected government” (Chua 47). Figure 3: Establishing shot from UOR In UOR, we see the constant interruption of the lives of the Tan family by their multi-ethnic neighbours. This occurs to such an extent as to be a part of the normal daily flow of life in Singaporean society. Chang argues that despite the normally interventionist activities of the state, it is the “self-enforcing norms” of behaviour that have worked in maintaining a “peaceable society in high-rise housing” (104). This communitarian attitude even extends to the large gated residence of PCK, home to an almost endless stream of relatives and friends. The gate itself seems to perform no restrictive function. But such a “peaceable society” can also be said to be a result of state planning which extends to the “racial majoritarianism” imposed on HDB units in the form of quotas determining “the actual number of households of each of the three major races [Chinese, Malay and Indian] … to be accommodated in a block of flats” (Chua 55). Issues of race are important in Singapore where “the inscription of media imagery bears the cultural discourse and materiality of the social milieu” (Wong 120) perhaps nowhere more graphically illustrated than in the segregation of TV channels along linguistic / cultural lines. These 3 programs all featured on MediaCorp TV’s predominantly English-language Channel 5 and are, in the words of Roland Barthes, “anchored” by dint of their use of English. Home Will Eat Itself The consumption of home-based sitcoms by audiences in their own living-rooms creates a somewhat self-parodying environment. As John Ellis once noted, it is difficult to escape from the notion that “TV is a profoundly domestic phenomenon” (113) in that it constantly attempts to “include the audiences own conception of themselves into the texture of its programmes” (115). In each of the three Singaporean programs living-rooms are designed to seat characters in front of a centrally located TV set – at most all the audience sees is the back of the TV, and generally only when the TV is incorporated into a storyline, as in the case of PCK in Figure 4 (note the TV set in the foreground). Figure 4: PCK Even in this episode of PCK when the lead characters stumble across a pornographic video starring one of the other lead characters, the viewer only hears the program. Perhaps the most realistic (and acerbic) view of how TV reorganises our lives – both spatially in the physical layout of our homes, and temporally in the way we construct our viewing habits (eating dinner or doing the housework while watching the screen) – is the British “black comedy”, The Royle Family. David Morley (443) notes that “TV and other media have adapted themselves to the circumstances of domestic consumption while the domestic arena itself has been simultaneously redefined to accommodate their requirements”. Morley refers to The Royle Family’s narrative that rests on the idea that “for many people, family life and watching TV have become indistinguishable to the extent that, in this fictional household, it is almost entirely conducted from the sitting positions of the viewers clustered around the set” (436). While TV is a central fixture in most sitcoms, its use is mostly as a peripheral thematic device with characters having their viewing interrupted by the arrival of another character, or by a major (within the realms of the plot) event. There is little to suggest that “television schedules have instigated a significant restructuring of family routines” as shown in Livingstone’s audience-based study of UK viewers (104). In the world of the sitcom, the temporalities of characters’ lives do not need to accurately reflect that of “real life” – or if they do, things quickly descend to the bleakness exemplified by the sedentary Royles. As Scannell notes, “broadcast output, like daily life, is largely uneventful, and both are punctuated (predictably and unpredictably) by eventful occasions” (4). To show sitcom characters in this static, passive environment would be anathema to the “real” viewer, who would quickly lose interest. This is not to suggest that sitcoms are totally benign though as with all genres they are “the outcome of social practices, received procedures that become objectified in the narratives of television, then modified in the interpretive act of viewing” (Taylor 14). In other words, they feature a contextualisation that is readily identifiable to members of an established society. However, within episodes themselves, it as though time stands still – character development is almost non-existent, or extremely slow at best and we see each episode has “flattened past and future into an eternal present in which parents love and respect one another, and their children forever” (Taylor 16). It takes some six seasons before the character of PCK becomes a father, although in previous seasons he acts as a mentor to his nephew, Aloysius. Contained in each episode, in true sitcom style, are particular “narrative lines” in which “one-liners and little comic situations [are] strung on a minimal plot line” containing a minor problem “the solution to which will take 22 minutes and pull us gently through the sequence of events toward a conclusion” (Budd et al. 111). It is important to note that the sitcom genre does not work in every culture, as each locale renders the sitcom with “different cultural meanings” (Nielsen 95). Writing of the failure of the Danish series Three Whores and a Pickpocket (with a premise like that, how could it fail?), Nielsen (112) attributes its failure to the mixing of “kitchen sink realism” with “moments of absurdity” and “psychological drama with expressionistic camera work”, moving it well beyond the strict mode of address required by the genre. In Australia, soap operas Home and Away and Neighbours have been infinitely more popular than our attempts at sitcoms – which had a brief heyday in the 1980s with Hey Dad..!, Kingswood Country and Mother and Son – although Kath and Kim (not studio-based) could almost be counted. Lichter et al. (11) state that “television entertainment can be ‘political’ even when it does not deal with the stuff of daily headlines or partisan controversy. Its latent politics lie in the unavoidable portrayal of individuals, groups, and institutions as a backdrop to any story that occupies the foreground”. They state that US television of the 1960s was dominated by the “idiot sitcom” and that “To appreciate these comedies you had to believe that social conventions were so ironclad they could not tolerate variations. The scripts assumed that any minute violation of social conventions would lead to a crisis that could be played for comic results” (15). Series like Happy Days “harked back to earlier days when problems were trivial and personal, isolated from the concerns of a larger world” (17). By the late 1980s, Roseanne and Married…With Children had “spawned an antifamily-sitcom format that used sarcasm, cynicism, and real life problems to create a type of in-your-face comedy heretofore unseen on prime time” (20). This is markedly different from the type of values presented in Singaporean sitcoms – where filial piety and an unrelenting faith in the family unit is sacrosanct. In this way, Singaporean sitcoms mirror the ideals of earlier US sitcoms which idealise the “egalitarian family in which parental wisdom lies in appeals to reason and fairness rather than demands for obedience” (Lichter et al. 406). Dahlgren notes that we are the products of “an ongoing process of the shaping and reshaping of identity, in response to the pluralised sets of social forces, cultural currents and personal contexts encountered by individuals” where we end up with “composite identities” (318). Such composite identities make the presentation (or re-presentation) of race problematic for producers of mainstream television. Wong argues that “Within the context of PAP hegemony, media presentation of racial differences are manufactured by invoking and resorting to traditional values, customs and practices serving as symbols and content” (118). All of this is bound within a classificatory system in which each citizen’s identity card is inscribed as Chinese, Malay, Indian or Other (often referred to as CMIO), and a broader social discourse in which “the Chinese are linked to familial values of filial piety and the practice of extended family, the Malays to Islam and rural agricultural activities, and the Indians to the caste system” (Wong 118). However, these sitcoms avoid directly addressing the issue of race, preferring to accentuate cultural differences instead. In UOR the tables are turned when a none-too-subtle dig at the crude nature of mainland Chinese (with gags about the state of public toilets), is soon turned into a more reverential view of Chinese culture and business acumen. Internal Visions of the Home This reverence for Chinese culture is also enacted visually. The loungeroom settings of these three sitcoms all provide examples of the fashioning of the nation through a “ubiquitous semi-visibility” (Noble 59). Not only are the central characters in each of these sitcoms constructed as ethnically Chinese, but the furnishings provide a visible nod to Chinese design in the lacquered screens, chairs and settees of LWL (see Figure 5.1), in the highly visible pair of black inlaid mother-of-pearl wall hangings of UOR (see Figure 5.2) and in the Chinese statuettes and wall-hangings found in the PCK home. Each of these items appears in the central view of the shows most used setting, the lounge/family room. There is often symmetry involved as well; the balanced pearl hangings of UOR are mirrored in a set of silk prints in LWL and the pair of ceramic Chinese lions in PCK. Figure 5.1: LWL Figure 5.2: UOR Thus, all three sitcoms feature design elements that reflect visible links to Chinese culture and sentiments, firmly locating the sitcoms “in Asia”, and providing a sense of the nation. The sets form an important role in constructing a realist environment, one in which “identification with realist narration involves a temporary merger of at least some of the viewer’s identity with the position offered by the text” (Budd et al. 110). These constant silent reminders of the Chinese-based hegemon – the cultural “majoritarianism” – anchors the sitcoms to a determined concept of the nation-state, and reinforces the “imaginative geographies of home” (Blunt and Dowling 247). The Foolish “Father” Figure in a Patriarchal Society But notions of a dominant Chinese culture are dealt with in a variety of ways in these sitcoms – not the least in a playful attitude toward patriarchal figures. In UOR, the Tan family “patriarch” is played by Moses Lim, in PCK, Gurmit Singh plays Phua and in LWL Samuel Chong plays Billy B. Ong (or, as Lydia mistakenly refers to him Billy Bong). Erica Sharrer makes the claim that class is a factor in presenting the father figure as buffoon, and that US sitcoms feature working class families in which “the father is made to look inept, silly, or incompetent have become more frequent” partly in response to changing societal structures where “women are shouldering increasing amounts of financial responsibility in the home” (27). Certainly in the three series looked at here, PCK (the tradesman) is presented as the most derided character in his role as head of the household. Moses Lim’s avuncular Tan Ah Teck is presented mostly as lovably foolish, even when reciting his long-winded moral tales at the conclusion of each episode, and Billy B. Ong, as a middle-class businessman, is presented more as a victim of circumstance than as a fool. Sharrer ponders whether “sharing the burden of bread-winning may be associated with fathers perceiving they are losing advantages to which they were traditionally entitled” (35). But is this really a case of males losing the upper hand? Hanke argues that men are commonly portrayed as the target of humour in sitcoms, but only when they “are represented as absurdly incongruous” to the point that “this discursive strategy recuperates patriarchal notions” (90). The other side of the coin is that while the “dominant discursive code of patriarchy might be undone” (but isn’t), “the sitcom’s strategy for containing women as ‘wives’ and ‘mothers’ is always contradictory and open to alternative readings” (Hanke 77). In Singapore’s case though, we often return to images of the women in the kitchen, folding the washing or agonising over the work/family dilemma, part of what Blunt and Dowling refer to as the “reproduction of patriarchal and heterosexist relations” often found in representations of “the ideal’ suburban home” (29). Eradicating Singlish One final aspect of these sitcoms is the use of language. PM Lee Hsien Loong once said that he had no interest in “micromanaging” the lives of Singaporeans (2004). Yet his two predecessors (PM Goh and PM Lee Senior) both reflected desires to do so by openly criticising the influence of Phua Chu Kang’s liberal use of colloquial phrases and phrasing. While the use of Singlish (or Singapore Colloquial English / SCE) in these sitcoms is partly a reflection of everyday life in Singapore, by taking steps to eradicate it through the Speak Good English movement, the government offers an intrusion into the private home-space of Singaporeans (Ho 17). Authorities fear that increased use of Singlish will damage the nation’s ability to communicate on a global basis, withdrawing to a locally circumscribed “pidgin English” (Rubdy 345). Indeed, the use of Singlish in UOR is deliberately underplayed in order to capitalise on overseas sales of the show (which aired, for example, on Australia’s SBS television) (Srilal). While many others have debated the Singlish issue, my concern is with its use in the home environment as representative of Singaporean lifestyles. As novelist Hwee Hwee Tan (2000) notes: Singlish is crude precisely because it’s rooted in Singapore’s unglamorous past. This is a nation built from the sweat of uncultured immigrants who arrived 100 years ago to bust their asses in the boisterous port. Our language grew out of the hardships of these ancestors. Singlish thus offers users the opportunity to “show solidarity, comradeship and intimacy (despite differences in background)” and against the state’s determined efforts to adopt the language of its colonizer (Ho 19-20). For this reason, PCK’s use of Singlish iterates a “common man” theme in much the same way as Paul Hogan’s “Ocker” image of previous decades was seen as a unifying feature of mainstream Australian values. That the fictional PCK character was eventually “forced” to take “English” lessons (a storyline rapidly written into the program after the direct criticisms from the various Prime Ministers), is a sign that the state has other ideas about the development of Singaporean society, and what is broadcast en masse into Singaporean homes. Conclusion So what do these home-based sitcoms tell us about Singaporean nationalism? Firstly, within the realms of a multiethnic society, mainstream representations reflect the hegemony present in the social and economic structures of Singapore. Chinese culture is dominant (albeit in an English-speaking environment) and Indian, Malay and Other cultures are secondary. Secondly, the home is a place of ontological security, and partial adornment with cultural ornaments signifying Chinese culture are ever-present as a reminder of the Asianness of the sitcom home, ostensibly reflecting the everyday home of the audience. The concept of home extends beyond the plywood-prop walls of the soundstage though. As Noble points out, “homes articulate domestic spaces to national experience” (54) through the banal nationalism exhibited in “the furniture of everyday life” (55). In a Singaporean context, Velayutham (extending the work of Morley) explores the comforting notion of Singapore as “home” to its citizens and concludes that the “experience of home and belonging amongst Singaporeans is largely framed in the materiality and social modernity of everyday life” (4). Through the use of sitcoms, the state is complicit in creating and recreating the family home as a site for national identities, adhering to dominant modes of culture and language. References Blunt, Alison, and Robyn Dowling. Home. London: Routledge, 2006. Budd, Mike, Steve Craig, and Clay Steinman. Consuming Environments: Television and Commercial Culture. New Jersey: Rutgers UP, 1999. 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Introduction In the elite space of Haute Couture, fashion is presented through a theatrical array of dynamics—the engagement of specific bodies performing for select audiences in highly curated spaces. Each element is both very precise in its objectives and carefully selected for impact. In this way, the production of Haute Couture makes itself accessible to only a few select members of society. Globally, there are only an estimated 4,000 direct consumers of Haute Couture (Hendrik). Given this limited market, the work of elite couturiers relies on other forms of artistic media, namely film, photography, and increasingly, museum spaces, to reach broader audiences who are then enabled to participate in the fashion ‘space’ via a process of visual consumption. For these audiences, Haute Couture is less about material consumption than it is about the aspirational consumption and contestation of notions of identity. This article uses qualitative textual analysis and draws on semiotic theory to explore symbolism and values in Haute Couture. Semiotics, an approach popularised by the work of Roland Barthes, examines signifiers as elements of the construction of metalanguage and myth. Barthes recognised a broad understanding of language that extended beyond oral and written forms. He acknowledged that a photograph or artefact may also constitute “a kind of speech” (111). Similarly, fashion can be seen as both an important signifier and mode of communication. The model of fashion as communication is one extensively explored within culture studies (e.g. Hall; Lurie). Much of the discussion of semiotics in this literature is predicated on sender/receiver models. These models conceive of fashion as the mechanism through which individual senders communicate to another individual or to collective (and largely passive) audiences (Barnard). Yet, fashion is not a unidirectional form of communication. It can be seen as a dialogical and discursive space of encounter and contestation. To understand the role of Haute Couture as a contested space of identity and socio-political discourse, this article examines the work of Chinese couturier Guo Pei. An artisan such as Guo Pei places the results of needle and thread into spaces of the theatrical, the spectacular, and, significantly, the powerfully socio-political. Guo Pei’s contributions to Haute Couture are extravagant, fantastical productions that also serve as spaces of socio-cultural information exchange and debate. Guo Pei’s creations bring together political history, memory, and fantasy. Here we explore the socio-cultural and political semiotics that emerge when the humble stitch is dramatically amplified onto the Haute Couture runway. We argue that Guo Pei’s work speaks not only to a cultural imaginary but also to the contested nature of gender and socio-political authority in contemporary China. The Politicisation of Fashion in China The majority of literature regarding Chinese fashion in the twentieth and twenty-first centuries has focussed on the use of fashion to communicate socio-political messages (Finnane). This is most clearly seen in analyses of the connections between dress and egalitarian ideals during Mao Zedong’s Cultural Revolution. As Zhang (952-952) notes, revolutionary fashion emphasised simplicity, frugality, and homogenisation. It rejected style choices that reflected both traditional Chinese and Western fashions. In Mao’s China, fashion was utilised by the state and adopted by the populace as a means of reinforcing the regime’s ideological orientations. For example, the ubiquitous Mao suit, worn by both men and women during the Cultural Revolution “was intended not merely as a unisex garment but a means to deemphasise gender altogether” (Feng 79). The Maoist regime’s intention to create a type of social equality through sartorial homogenisation was clear. Reflecting on the ways in which fashion both responded to and shaped women’s positionality, Mao stated, “women are regarded as criminals to begin with, and tall buns and long skirts are the instruments of torture applied to them by men. There is also their facial makeup, which is the brand of the criminal, the jewellery on their hands, which constitutes shackles and their pierced ears and bound feet which represent corporal punishment” (Mao cited in Finnane 23). Mao’s suit—the homogenising militaristic uniform adopted by many citizens—may have been intended as a mechanism for promoting equality, freeing women from the bonds of gendered oppression and all citizens from visual markers of class. Nonetheless, in practice Maoist fashion and policing of appearance during the Cultural Revolution enforced a politics of amnesia and perversely may have “entailed feminizing the undesirable, by conflating woman, bourgeoisie, and colour while also insisting on a type of gender equality that the belted Mao jacket belied” (Chen 161). In work on cultural transformations in the post-Maoist period, Braester argues that since the late 1980s Chinese cultural products—here taken to include artefacts such as Haute Couture—have similarly been defined by the politics of memory and identity. Evocation of historically important symbols and motifs may serve to impose a form of narrative continuity, connecting the present to the past. Yet, as Braester notes, such strategies may belie stability: “to contemplate memory and forgetting is tantamount to acknowledging the temporal and spatial instability of the post-industrial, globalizing world” (435). In this way, cultural products are not only sites of cultural continuity, but also of contestation. Imperial Dreams of Feminine Power The work of Chinese couturier Guo Pei showcases traditional Chinese embroidery techniques alongside more typically Western fashion design practices as a means of demonstrating not only Haute Couturier craftsmanship but also celebrating Chinese imperial culture through nostalgic fantasies in her contemporary designs. Born in Beijing, in 1967, at the beginning of the Chinese Cultural Revolution, Guo Pei studied fashion at the Beijing Second Light Industry School before working in private and state-owned fashion houses. She eventually moved to establish her own fashion design studio and was recognised as “the designer of choice for high society and the political elite” in China (Yoong 19). Her work was catapulted into Western consciousness when her cape, titled ‘Yellow Empress’ was donned by Rihanna for the 2015 Met Gala. The design was a response to an era in which the colour yellow was forbidden to all but the emperor. In the same year, Guo Pei was named an invited member of La Federation de la Haute Couture, becoming the first and only Chinese-born and trained couturier to receive the honour. Recognition of her work at political and socio-economic levels earned her an award for ‘Outstanding Contribution to Economy and Cultural Diplomacy’ by the Asian Couture Federation in 2019. While Maoist fashion influences pursued a vision of gender equality through the ‘unsexing’ of fashion, Guo Pei’s work presents a very different reading of female adornment. One example is her exquisite Snow Queen dress, which draws on imperial motifs in its design. An ensemble of silk, gold embroidery, and Swarovski crystals weighing 50 kilograms, the Snow Queen “characterises Guo Pei’s ideal woman who is noble, resilient and can bear the weight of responsibility” (Yoong 140). In its initial appearance on the Haute Couture runway, the dress was worn by 78-year-old American model, Carmen Dell’Orefice, signalling the equation of age with strength and beauty. Rather than being a site of torture or corporal punishment, as suggested by Mao, the Snow Queen dress positions imagined traditional imperial fashion as a space for celebration and empowerment of the feminine form. The choice of model reinforces this message, while simultaneously contesting global narratives that conflate women’s beauty and physical ability with youthfulness. In this way, fashion can be understood as an intersectional space. On the one hand, Guo Pei's work reinvigorates a particular nostalgic vision of Chinese imperial culture and in doing so pushes back against the socio-political ‘non-fashion’ and uniformity of Maoist dress codes. Yet, on the other hand, positioning her work in the very elite space of Haute Couture serves to reinstate social stratification and class boundaries through the creation of economically inaccessible artefacts: a process that in turn involves the reification and museumification of fashion as material culture. Ideals of femininity, identity, individuality, and the expressions of either creating or dismantling power, are anchored within cultural, social, and temporal landscapes. Benedict Anderson argues that the museumising imagination is “profoundly political” (123). Like sacred texts and maps, fashion as material ephemera evokes and reinforces a sense of continuity and connection to history. Yet, the belonging engendered through engagement with material and imagined pasts is imprecise in its orientation. As much as it is about maintaining threads to an historical past, it is simultaneously an appeal to present possibilities. In his broader analysis, Anderson explores the notion of parallelity, the potentiality not to recreate some geographically or temporally removed place, but to open a space of “living lives parallel …] along the same trajectory” (131). Guo Pei’s creations appeal to a similar museumising imagination. At once, her work evokes both a particular imagined past of imperial grandeur, against instability of the politically shifting present, and appeals to new possibilities of gendered emancipation within that imagined space. Contesting and Complicating East-West Dualism The design process frequently involves borrowing, reinterpretation, and renewal of ideas. The erasure of certain cultural and political aspects of social continuity through the Chinese Cultural Revolution, and the socio-political changes thereafter, have created fertile ground for an artist like Guo Pei. Her palimpsest reaches back through time, picks up those cultural threads of extravagance, and projects them wholesale into the spaces of fashion in the present moment. Cognisance of design intentionality and historical and contemporary fashion discourses influence the various interpretations of fashion semiotics. However, there are also audience-created meanings within the various modes of performance and consumption. Where Kaiser and Green assert that “the process of fashion is inevitably linked to making and sustaining as well as resisting and dismantling power” (1), we can also observe that sartorial semiotics can have different meanings at different times. In the documentary, Yellow Is Forbidden, Guo Pei reflects on shifting semiotics in fashion. Speaking with a client, she remarks that “dragons and phoenixes used to represent the Chinese emperor—now they represent the spirit of the Chinese” (Brettkelly). Once a symbol of sacred, individual power, these iconic signifiers now communicate collective national identity. Both playing with and reimagining not only the grandeur of China’s imperial past, but also the particular role of the feminine form and female power therein, Guo Pei’s corpus evokes and complicates such contestations of power. On the one hand, her work serves to contest homogenising narratives of identity and femininity within China. Equally important, however, are the ways in which this work, which is possible both through and in spite of a Euro-American centric system of patronage within the fashion industry, complicates notions of East-West dualism. For Guo Pei, drawing on broadly accessible visual signifiers of Chinese heritage and culture has been critical in bringing attention to her endeavours. Her work draws significantly from her cultural heritage in terms of colour selections and traditional Chinese embroidery techniques. Symbols and motifs peculiar to Chinese culture are abundant: lotus flowers, dragons, phoenixes, auspicious numbers, and favourable Chinese language characters such as buttons in the shape of ‘double happiness’ (囍) are often present in her designs. Likewise, her techniques pay homage to traditional craft work, including Peranakan beading. The parallelity conjured by these choices is deliberate. In staging Guo Pei’s work for museum exhibitions at museums such as the Asian Civilizations Museum, her designs are often showcased beside the historical artefacts that inspired them (Fu). On her Chinese website, Guo Pei, highlights the historical connections between her designs and traditional Chinese embroidery craft through a sub-section of the “Spirit” header, entitled simply, “Inheritance”. These influences and expressions of Chinese culture are, in Guo Pei's own words her “design language” (Brettkelly). However, Guo Pei has also expressed an ambivalence about her positioning as a Chinese designer. She has maintained that she does not want “to be labelled as a Chinese storyteller ... and thinks about a global audience” (Yoong). In her expression of this desire to both derive power through design choices and historically situated practices and symbols, and simultaneously move beyond nationally bounded identity frameworks, Guo Pei positions herself in a space ‘betwixt and between.’ This is not only a space of encounter between East and West, but also a space that calls into question the limits and possibilities of semiotic expression. Authenticity and Legitimacy Global audiences of fashion rely on social devices of diffusion other than the runway: photography, film, museums, and galleries. Unique to Haute Couture, however, is the way in which such processes are often abstracted, decontextualised and pushed to the extremities of theatrical opulence. De Perthuis argues that to remove context “greatly reduce[s] the social, political, psychological and semiotic meanings” of fashion (151). When iconic motifs are utilised, the western gaze risks falling back on essentialising reification of identity. To this extent, for non-Chinese audiences Guo Pei’s works may serve not so much to problemitise historical and contemporary feminine identities and inheritances, so much as project an essentialisation of Chinese femininity. The double-bind created through Guo Pei’s simultaneous appeal to and resistance of archetypical notions of Chinese identity and femininity complicates the semiotic currency of her work. Moreover, Guo Pei’s work highlights tensions concerning understandings of Chinese culture between those in China and the diaspora. In her process of accessing reference material, Guo Pei has necessarily been driven to travel internationally, due to her concerns about a lack of access to material artefacts within China. She has sought out remnants of her ancestral culture in both the Chinese diaspora as well as material culture designed for export (Yoong; Brettkelly). This borrowing of Chinese design as depicted outside of China proper, alongside the use of western influences and patronage in Guo’s work has resulted in her work being dismissed by critics as “superficial … export ware, reimported” (Thurman). The insinuation that her work is derivative is tinged with denigration. Such critiques question not only the authenticity of the motifs and techniques utilised in Guo Pei’s designs, but also the legitimacy of the narratives of both feminine and Chinese identity communicated therein. Questions of cultural ‘authenticity’ serve to deny how culture, both tangible and intangible, is mutable over time and space. In his work on tourism, Taylor suggests that wherever “the production of authenticity is dependent on some act of (re)production, it is conventionally the past which is seen to hold the model of the original” (9). In this way, legitimacy of semiotic communication in works that evoke a temporally distant past is often seen to be adjudicated through notions of fidelity to the past. This authenticity of the ‘traditional’ associates ‘tradition’ with ‘truth’ and ‘authenticity.’ It is itself a form of mythmaking. As Guo Pei’s work is at once quintessentially Chinese and, through its audiences and capitalist modes of circulation, fundamentally Western, it challenges notions of authenticity and legitimacy both within the fashion world and in broader social discourses. Speaking about similar processes in literary fiction, Colavincenzo notes that works that attempt to “take on the myth of historical discourse and practice … expose the ways in which this discourse is constructed and how it fails to meet the various claims it makes for itself” (143). Rather than reinforcing imagined ‘truths’, appeals to an historical imagination such as that deployed by Guo Pei reveal its contingency. Conclusion In Fashion in Altermodern China, Feng suggests that we can “understand the sartorial as situating a set of visible codes and structures of meaning” (1). More than a reductionistic process of sender/receiver communication, fashion is profoundly embedded with intersectional dialogues. It is not the precision of signifiers, but their instability, fluidity, and mutability that is revealing. Guo Pei’s work offers narratives at the junction of Chinese and foreign, original and derivative, mythical and historical that have an unsettled nature. 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Abstract Background COVID-19 may predispose pregnant women to higher risks of severe disease and poorer neonatal outcome. Psychological sequalae of this pandemic may pose a greater conundrum than its clinical aspects. It is currently unknown that how pregnant women cope with this global pandemic and its ramifications. The aims of the study are to understand the attitudes and precaution practices of non-infected pregnant women towards the COVID-19 outbreak in Singapore. Methods An online cross-sectional survey of COVID-19 awareness among pregnant women attending antenatal clinics in Singapore was conducted. An internet link was provided to complete an online electronic survey on Google platform using a quick response (QR) code on mobile devices. The online survey consists of 34 questions that were categorized into 4 main sections, namely 1) social demographics 2) attitude on safe distancing measures 3) precaution practices and 4) perceptions of COVID-19. Multiple linear regression analysis was performed to examine women’s precaution practices among six independent socio-demographic variables, including age, ethnicity, education, front-line jobs, history of miscarriage and type of antenatal clinic (general, high risk). Results A total of 167 survey responses were obtained over 8 weeks from April to June 2020. The majority of women were aged ≤35 years (76%, n = 127), were of Chinese ethnicity (55%, n = 91), attained tertiary education (62%, n = 104) and were not working as frontline staff (70%). Using multiple linear regression models, Malay ethnicity (vs. Chinese, β 0.24; 95% CI 0.04, 0.44) was associated with higher frequency of practicing social distancing. Malay women (β 0.48; 95% CI 0.16, 0.80) and those who worked as frontline staff (β 0.28; 95% CI 0.01, 0.56) sanitized their hands at higher frequencies. Age of ≥36 years (vs. ≤30 years, β 0.24; 95% CI 0.01, 0.46), Malay (vs. Chinese, β 0.27; 95% CI 0.06, 0.48) and Indian ethnicity (vs. Chinese, β 0.41; 95% CI 0.02, 0.80), and attendance at high-risk clinic (vs. general clinic, β 0.20; 95% CI 0.01, 0.39) were associated with higher frequency of staying-at-home. Conclusion Social demographical factors including age > 36 years old, Malay ethnicity, employment in front line jobs and attendance at high-risk clinics are likely to influence the attitudes and precaution practices among pregnant women towards COVID-19 in Singapore. Knowledge gained from our cross-sectional online survey can better guide clinicians to communicate better with pregnant women. Hence, it is important for clinicians to render appropriate counselling and focused clarification on the effect of COVID-19 among pregnant women for psychological support and mental well being.

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The study was conducted to explore challenges Vietnamese postgraduate students were confronted with during their intercultural adaptation process in Taiwan. The participants (N = 28) were administered an open-ended questionnaire, probing into different aspects of their intercultural adjustment, namely academic, psychological and sociocultural issues. Findings indicated regarding academic life, the sojourn students encountered language barriers (both in English and Chinese), new pedagogical approach, examination and publication pressure. Other adjustment problems involved daily communication with the local, unfamiliar diet, homesickness, perceived discrimination, and few activities for international students. Implications for relevant stakeholders were discussed. Received 14th March 2018; Accepted 11th April 2019; Revised 25th April 2019

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Feedback plays a crucial role in the writing processes. However, in the literature on foreign language (FL) writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development (i.e., the cognitive aspects), and perceived usefulness and perceived ease of use of the feedback (i.e., the psychological aspects) in English writing among English learners as an FL (EFLs) in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through (1) a pre-test and a post-test, which measured the participants’ English writing proficiency development; (2) a writing task, which received either teacher feedback or automated feedback; and (3) a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes (n = 35 in each class) taught by the same English teacher participated in the study: one class received teacher feedback while the other received automated feedback using Pigaiwang. While the students in the two classes did not differ significantly on the pre-test of students’ writing proficiency, students who received teacher feedback scored significantly higher on revision than those who received automated feedback. Students in the teacher feedback class also had significantly higher ratings on perceived usefulness and perceived ease of use of the feedback than those in the automated feedback class. However, students in the automated feedback class obtained significantly higher scores on the post-test of the writing proficiency. The qualitative results identified three themes of strengths and two themes of weaknesses for the teacher feedback and the automated feedback, respectively. The results suggest that while teacher feedback has a more positive effect on the psychological aspect of FL writing, automated feedback may be more effective in developing FL writing proficiency in the long run.

05–566Abu-Rabia, Salim (U of Haifa, Israel), Social aspects and reading, writing, and working memory skills in Arabic, Hebrew, English, and Circassian: the quadrilingual case of Circassians. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 27–58.05–567Bao, Zhiming (National U of Singapore, Singapore; ellbaozm@nus.edu.sg), The aspectual gsystem of Singapore English and the systemic substratist explanation. Journal of Linguistics (Cambridge, UK) 41.2, (2005), 237–267.05–568Barwick, Linda (U of Sydney, Australia; Linda.Barwick@arts.usyd.edu.au), Allan Marett, Michael Walsh, Lysbeth Ford & Nicholas Reid, Communities of interest: issues in establishing a digital resource on Murrinh-patha song at Wadeye (Port Keats), NT. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 383–397.05–569Berns, Margie (Purdue U, USA; berns@purdue.edu), Expanding on the Expanding Circle: where do WE go from here?World Englishes (Oxford, UK) 24.1 (2005), 85–93.05–570Bolton, Kingsley (Stockholm U, Sweden: kingsley.bolton@english.su.se), Where WE stands: approaches, issues, and debate in world Englishes. World Englishes (Oxford, UK) 24.1 (2005), 69–83.05–571Carter, Julie A. (The Wolfson Centre, London, UK; j.carter@ich.ucl.ac.uk), Gladys M. Murira, Joseph Gona, Brian G. R. Neville & Charles R. J. C. Newton, Issues in the development of cross-cultural assessments of speech and language for children. International Journal of Language & Communication Disorders (London, UK) 40.4 (2005), 385–401.05–572CoetzeeVan Rooy, Susan (Potchefstroom, S. Africa; basascvr@puk.ac.za) & Bertus Van Rooy, South African English: labels, comprehensibility and status. World Englishes (Oxford, UK) 24.1 (2005), 1–19.05–573de Haan, Mariëtte & Ed Elbers (U of Utrecht, the Netherlands; m.dehaan@fss.uu.nl), Reshaping diversity in a local classroom: communication and identity issues in multicultural schools in the Netherlands. Language & Communication (Amsterdam, the Netherlands) 25.3 (2005), 315–333.05–574Dogançay-Aktuna, Seran (Southern Illinois U Edwardsville, USA; saktuna@siue.edu) & Zeynep Kiziltepe, English in Turkey. World Englishes (Oxford, UK) 24.2 (2005), 253–265.05–575Hiraga, Yuko (Keio U, Japan; nene_terada@hotmail.com), British attitudes towards six varieties of English in the USA and Britain. World Englishes (Oxford, UK) 24.3 (2005), 289–308.05–576Joseph, Clara A. B. (U of Calgary, Canada; ejoseph@ucalgary.ca), Language in contact and literatures in conflict: text, context, and pedagogy. World Englishes (Oxford, UK) 24.2 (2005), 131–143.05–577Lai, Mee-Ling (Hong Kong Institute of Education, Hong Kong, China; mllai@ied.edu.hk), Language attitudes of the first postcolonial generation in Hong Kong secondary schools. Language in Society (Cambridge, UK), 34.3 (2005), 363–388.05–578Moraa Michieka, Martha (Purdue U, USA; michieka@purdue.edu), English in Kenya: a sociolinguistic profile. World Englishes (Oxford, UK) 24.2 (2005), 173–186.05–579Nickerson, Catherine (Radboud U Nijmegen, the Netherlands; c.nickerson@let.ru.nl), English as alingua francain international business contexts. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 367–380.05–580Ouhiala-Salminen, Leena, Charles Mirjaliisa & Anne Kankaanranta (Helsinki School of Economics, Finland; leena.louhiala@hkkk.fi), English as alingua francain Nordic corporate mergers: two case companies. English for Specific Purposes (Amsterdam, the Netherlands) 24.4. (2005), 410–421.05–581Planken, Brigitte (Radboud U Nijmegen, the Netherlands; b.planken@let.ru.nl), Managing rapport inlingua francasales negotiations: a comparison of professional and aspiring negotiators. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 381–400.05–582Rajagopalan, Kanavillil (State U at Campinas (UNICAMP), Brazil), Language politics in Latin America. AILA Review (Amsterdam, the Netherlands) 18 (2005), 76–93.05–583Seargeant, Philip (U of London, UK; pseargeant@ioe.ac.uk), Globalisation and reconfigured English in Japan. World Englishes (Oxford, UK) 24.3 (2005), 309–319.05–584Smith, Geoff P. (University of Hong Kong, Hong Kong, China), Chinese language sources for Chinese Pidgin English: what we know and what we need to know. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 72–79.05–585Sweeting, Anthony & Edward Vickers (U of Hong Kong, Hong Kong, China; sweetone@mac.com), On colonizing ‘colonialism’: the discourses of the history of English in Hong Kong. World Englishes (Oxford, UK) 24.2 (2005), 113–130.05–586Tanaka, Hiroko (U of Essex; htanaka@essex.ac.uk), Grammar and the ‘timing’ of social action: word order and preference organization in Japanese. Language in Society (Cambridge, UK), 34.3 (2005), 389–430.

Background: Dance interventions are considered beneficial for older patients with mild cognitive impairment in many aspects. We conducted a comprehensive systematic review and meta-analysis to assess the effects of dance on different aspects (cognitive function, emotions, physical function, and quality of life) of this population.Methods: A systematic search of PubMed, Web of Science, the Cochrane Central Register of Controlled Trials, Embase, American Psychological Association PsycInfo, ProQuest, Scopus, Cumulative Index to Nursing and Allied Health Literature, the Chinese BioMedical Literature Database, the VIP Database for Chinese Technical Periodicals, China National Knowledge Infrastructure, and Wanfang Data database was performed. Two reviewers independently assessed the study quality.Results: Fourteen studies were retrieved from the databases for analysis. The pooled results showed that dance interventions significantly improved global cognition (standardized mean difference [SMD] = 0.73, 95% confidence interval [CI]: 0.47 to 0.99, P &lt; 0.00001), rote memory (mean difference [MD] = −2.12, 95% CI: −4.02 to −0.21, P = 0.03), immediate recall (SMD = 0.54, 95% CI: 0.30 to 0.78, P &lt; 0.0001), delayed recall (SMD = 0.56, 95% CI: 0.26 to 0.86, P = 0.0002) and attention (SMD = 0.38, 95% CI: 0.13 to 0.64, P = 0.003). No significant improvement was found in executive function, language, depression, anxiety, dementia-related behavioral symptoms, motor function, and quality of life.Conclusion: Dance interventions benefit most aspects of cognitive functions. The evidence for the effects of dance on psycho-behavioral symptoms, motor function and quality of life remains unclear. More trials with rigorous study designs are necessary to provide this evidence.

Background: Coronavirus (Covid-19) is a viral illness caused by a recently discovered coronavirus that began in the Chinese city of Wuhan in December 2019.(1). The impact of this global pandemic affects all social, psychological, and economic aspects of society , and health(1,2). The aim of the Saudi preventive health programs for Community health services was to increase awareness and decrease preventable diseases. This study aimed to assess the impact of the COVID-19 pandemic on key performance indicators of health programs at Makkah Al-Mukarramah City. Material and Methods: This comparative descriptive study was conducted to assess health programs’ key performance indicators and statistics before COVID-19 in 2019, in comparison with 2020 and 2021. KPI and statistics of health programs collected the data including that on chronic diseases Preventive programs, age categories and healthy life programs. Keywords: coronavirus-19, health programs, key performance indicators, preventive health, performance.

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03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 318—31.03—234 Belz, Julie A. and Müller-Hartmann, Andreas. Deutsche-amerikanische Telekollaboration im Fremdsprachenuterricht – Lernende im Kreuzfeuer der institutionellen Zwänge. [German-American tele-collaboration in foreign language teaching – learners in the crossfire of institutional constraints.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 68—78.03—235 Bosher, Susan and Smalkoski, Kari (The Coll. of St. Catherine, St. Paul, USA; Email: sdbosher@stkate.edu). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 59—79.03—236 Brandl, Klaus (U. of Washington, USA; Email: brandl@u.washington.edu). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centred approaches. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). Tracking or detracking?: Teachers' views of tracking in Korean secondary schools. English Teaching (Korea), 57, 3 (2002), 41—57.03—257 Kramsch, Claire (U. of California at Berkeley, USA). Language, culture and voice in the teaching of English as a foreign language. Language Issues (Birmingham, UK), 13, 2 (2001), 2—7.03—258 Krishnan, Lakshmy A. and Lee, Hwee Hoon (Nanyang Tech. U., Singapore; Email: clbhaskar@ntu.edu.sg). Diaries: Listening to ‘voices’ from the multicultural classroom. ELT Journal (Oxford, UK), 56, 3 (2002), 227—39.03—259 Lasagabaster, David and Sierra, Juan Manuel (U. of the Basque Country, Vitoria-Gasteiz, Spain; Email: fiblahed@vc.ehu.es). University students' perceptions of native and non-native speaker teachers of English. Language Awareness (Clevedon, UK), 11, 2 (2002), 132—42.03—260 Lennon, Paul. Authentische Texte im Grammatikunterricht. [Authentic texts in grammar teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 49, 3 (2002), 227–36.03—261 Lepetit, Daniel (Clemson U., USA; Email: dlepetit@mail.clemson.edu) and Cichocki, Wladyslaw. Teaching languages to future health professionals: A needs assessment study. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 384—96.03—262 Łȩska-Drajerczak, Iwona (Adam Mickiewicz U., Poznán, Poland). Selected aspects of job motivation as seen by EFL teachers. Glottodidactica (Poznán, Poland), 28 (2002), 103—12.03—263 Liontas, John I. (U. of Notre-Dame, USA). ZOOMANIA: The See-Hear-and-Do approach to FL teaching and learning. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 36—58.03—264 Littlemore, Jeannette (Birmingham U., UK). Developing metaphor interpretation strategies for students of economics: A case study. Les Cahiers de l'APLIUT (Grenoble, France), 21, 4 (2002) 40—60.03—265 Mantero, Miguel (The U. of Alabama, USA). Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research (London, UK), 7, 1 (2003), 35—63.03—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.