The purpose of this study is to explore Vygotsky's contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio-cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children's cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

Phonetics and phonology are very interesting areas of Linguistics, and are interrelated. They are based on the human speech system, speech perception, native speakers’ intuition, and vocalic and consonantal systems of languages spoken in this world. There are more than six thousand languages spoken in the world. Every language has its own phonemic inventory, sound system, and phonological and phonetic rules that differ from other languages; most even have distinct orthographic systems. While languages spoken in developed countries are well-studied, those spoken in underdeveloped countries are not. There is a great need to examine them using a scientific approach. These under-studied languages need to be documented scientifically using advanced technological instruments to bring objective results, and linguistics itself provides the scientific basis for the study of a language. Most research studies to date have also been carried out with reference to old or existing written literature in poetry and drama. In the current era of research, scholars are looking for objective scientific approaches, e.g., experimental and instrumental studies that include acoustic research on the sound systems of less privileged languages spoken locally in developing countries. In this context, Sindhi is an example of this phenomenon, and un-researched with reference to syllable structure and the exponents of lexical stress patterns.

, 1985) of analysis is used as an analytic technique to discover perceptions of parents regarding language of instruction for the education their children. This research implies that perceptions of parents are fraught with myths and misunderstandings of past practices and unclear language policies in Pakistan. This study recommends that parents' voice must effectively be included in the making of language policy and they must be made aware of the researches in learning mother tongue or second language as the language of instruction for the education of their children.Index Terms-medium of instruction, language policies in Pakistan, language ideology, bilingualism

Thematic analysis has widely been used in qualitative data analysis for theory development. This paper illustrates step-by-step procedure of qualitative data analysis through thematic analysis. Thematic analysis was performed on ten in-depth interviews which were transcribed for analysis. Coding in qualitative research is a systematic process through which the collected data were condensed into smaller analyzable units, called as codes, which were further categorized and developed into themes. Coding process eventually helped researchers to build a general theoretical concept about the qualitative evidence. Major themes that emerged in this analysis include (i) the management issues and (ii) employees’ apprehensions. Findings were interpreted and their implications were discussed in detail in the section of conclusion.

This study investigates willingness to Communicate (WTC) in ESL classroom of elementary students of higher Secondary School Qazi Ahmed, Pakistan. This current study used close ended questionnaire, adopted from McCroskey (1992). The participants of the study belong to the higher Secondary School Qazi Ahmed. The current study has 300 participant from different grades like 100 learners from six grade, 100 from seven grades, and 100 participants belong to eight grades. These participants were all between11 year to 15 years of age. The data was analyzed through SPSS version 20 (statistical for social science) in order to find out the ratio and percentage of learners’ willingness to communication. The results revealed that a learner learns target language because he/she has to communicate with target community for different purposes. This study finds out the individual differences of learners’ willingness to communication (WTC) which is a basically free will for communication that promotes to the integrative motivation and some time, it prefers instrumental motivation to be used.