Cultural constructs, social cultural contexts

aker should have. In regard to the requirements that learners have to meet in order to be assumed risk takers, one of the most powerful reports corresponds to Ely’s dimensions. According to Ely’s (as cited in Alshalabi, 2003) first dimension, risk takers are not suspicious about utilizing a newly encountered linguistic component. The second dimension refers to risk takers’ willingness to use linguistic components perceived to be complicated or difficult. According to Alshalabi (2003) this dimension clarifies why risk takers expand levels of tolerance towards vagueness and ambiguity to the extent in which a complex or new situation does not really demonstrate an issue of concern for them. The third and fourth dimensions explain respectively how risk takers become tolerant toward possible incorrectness or inaccuracy in utilizing the language and how they are inclined to rehearse a new component silently before attempting to use it aloud. Hongwei (1996) mentions that this rehearsal issue, nevertheless, is further discussed by other\g researchers who believe that prior preparedness before producing utterances may hamper risk taking. Indeed, mental preparedness is said to be a specification of more cautious students who on special opportunities spend so much time preparing to talk that they decide not to take the risk of speaking in front of others. Risk Taking should be a central issue in foreign Language learning particularly with respect to speaking exercises. As indicated by Beebe (1983) “you take a risk every time you open your mouth in a foreign Language, or for that matter in any learning situation where you are called on to perform without realizing it, even the most conservative individual takes risks”. (p.39) One of the attributes of an effective student is to take risks. Students take risks each time they ask question, or reply to the Teacher. Specialists like Ely (1984) and Samimy (1991) contemplated Risk taking and considered Risk Taking as one of the attributes of good students. Swain (1985) states that active participation of the students in arrangement of importance through information gives students significant output. Important input is basic in framing semantic skill and significant output is vital in shaping syntactic skill. Thus, Student quietness in classroom is the issue of EFL Teachers.

Sample Solution

Cultural constructs are shared beliefs, values and ideas that shape how a certain culture views the world. They can include language, institutions, customs, rituals and norms which all inform a culture’s collective understanding of reality. For example, traditional gender roles as well as concepts like honor or patriotism are considered cultural constructs in many societies today. Social cultural contexts refer to the specific environment in which individuals live and interact with one another; this includes both physical spaces (e.g., neighborhoods) as well as intangible aspects such as power dynamics and shared values/beliefs amongst its members etc… In other words , it is the combination of social structures & cultural practices existing within any given community here at hand today -which ultimately then helps determine just exactly where each person fits inside terms of his/her respective place over there afterwards downline either way realistically speaking too.. All in all though – it’s safe to conclude here right now currently still anyways indeed -that these two areas always remain interrelated even towards each other also then nearby afterwards too when looking more deeply into related matters over here realistically speaking nowadays anyways already either way still too!