This study investigated the effects of sociocultural instruction on developing the speech act of criticizing. The participants were second language learners in two English learning classrooms as experimental and control groups. The participants in the experimental group operated under the basic principles of the socio-cultural approach with interactive tasks, cooperation, and scaffolding. They were asked to read and criticize a peer’ s work orally. For this group, the teacher provided fined tuned instruction and mediated individual tutor feedback. For both the experimental and control groups, the learners’ pragmatic development was measured through pre-tests, immediate and delayed posttests performance of discourse completion and role-play tests. The researchers analyzed the results of tests through statistical procedures such as paired and independent t-tests. The results revealed that the experimental group signifi cantly improved and performed better than the control group, indicating the successfulness of sociocultural instruction. Next, the researchers interviewed the participants to find about their feelings. After interviewing the participants, the researchers found positive feelings of learners about this kind of instruction including low degrees of stress, high levels of excitement, fun, motivation, and clarity that provided another evidence for worthwhile impacts of sociocultural instruction.

The purpose of this article is study about the relationship between middle school teacher’ s job satisfactory and their competency; also measuring the level and amount of this professional competency based on constructivism approach. The study type is applied research and descriptive (mean and frequency) and in inferential statistics part, mean, independent t-test, single t-test, and Pearson correlation coefficient methods has been used. The competency for constructivism test was used by means of questionnaire. Reliability of the constructivism professional competency questionnaire based on Cronbach's alpha was 0. 98 and for questionnaire of job satisfactory based on Cronbach's alpha was 0. 81. Middel school teachers (164 male and 177 female teaching during 2016-2017) in Baharestan area were the participants. For sampling, Census method has been used. Results of independent t-test showed that teachers have an average amount of constructivism professional competency. Based on Pearson correlation coefficient between job satisfactory and constructivism professional competency is 0. 37. In whole, results showed that teachers who have higher job satisfactory will have a higher amount of constructivism professional competency.