PanSIG 2012 Programme
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RoomDayStart TimeFinish timeSIGPresentersTitleAbstractOther commentsMain speaker Main speaker affiliationSecond speaker name (if more than one speaker)Second speaker affiliationThird speaker nameThird speaker affiliationFourth speaker nameFourth speaker affiliationFifth speaker nameFifth speaker affiliation
K102Sat12:0019:00CALLSamuel Crofts: Xi'an Jiaotong Liverpool UniversityPodcasting tailored for your students: Why and how?Although podcasting websites such as the series have achieved success in commercial language learning, this presentation explores the advantages of establishing a podcast as a resource for a single institution. Podcasts can be tailored to any level, and preliminary results of a project undertaken at Xi’an Jiaotong Liverpool University in China suggest that ‘institution specific’ podcasts may have a number of benefits. As well as describing the logistics involved in establishing a podcast, I will also discuss the results of a small scale study which looked at creating and maintaining student interest in a podcasting project.Samuel CroftsXi'an Jiaotong Liverpool University
K102Sat12:0019:00CTBrian Cullen: Nagoya Institute of Technology & Avril Haye-Matsui: Nanzan UniversityUsing metaprograms for developing critical thinking and literacy SkillsThis poster presentation examines how metaprograms can help students develop critical thinking and literacy skills by understanding and targetting different kinds of reader/writer. Metaprograms are a means of classifying personality type. The original work by Carl Jung on psychological types and its extension into the well-known Myers-Briggs personality typing has been further developed within the field of Neuro-Linguistic Programming into a comprehensive framework for identifying and utilizing over 50 personality characteristics. This presentation will describe eight metaprogram distinctions and examples of EFL writing tasks based on these distinctions which promote critical thinking, literacy, and reader/writer awareness.Brian CullenNagoya Institute of TechnologyAvril Haye-MatsuiNanzan University
K102Sat12:0019:00ERAndrew Boon: Toyo Gakuen UniversityPractical activities for the Extensive Reading classroomResearch has shown the benefits of Extensive Reading programs in developing the overall literacy levels of language learners (Day & Bamford, 1998). This poster presentation will provide an overview of an extensive reading course taught at a university in Japan. It will describe a number of pedagogical activities that teachers can use to help students to improve their reading fluency and to develop a classroom learning community in which readers can share their personal interactions with the texts through various channels of communication.Andrew BoonToyo Gakuen University
K102Sat12:0019:00GILEHitomi Sakamoto: Toyo Gakuen UniversityLetters of encouragement received from TurkeyThis presentation aims to show EFL teachers how to facilitate Japanese students' communication in English with students in other countries. Letters of encouragement written by Turkish children to Japanese students after the Tohoku Earthquake were the focus of the communication and my language lessons. From communicating with Turkish children, my students became interested in Turkey and Islamic culture, and they were impressed that simple English expressions could encourage people so much. They also came to realize that English is a global language, which they could use to communicate with non-native speakers.Hitomi SakamotoToyo Gakuen University
K102Sat12:0019:00GILEYuko Sugiyama: Kanda University of International
Japan and globalization: Teaching ideas for the language classroomWhen one thinks of the relationship between globalization and Japan, it is common to think how globalization has changed Japan. How about the other way around? This presentation will introduce teaching activities used in a university level content-based course on Japan and globalization. In this course, students discuss how Japan has influenced the world in the fields of culture, technology, entertainment and MTG, how Japan is contributing to globalization and what it means to be Japanese. In addition, the presenter will explain how these activities lead to the promotion of critical thinking skills.Yuko SugiyamaKanda University of International
K102Sat12:0019:00JSHSAlex Wright: J.F. Oberlin UniversityVocabulary circlesVocabulary is an important part of learning a second language. One excellent method of learning vocabulary is through the use of word cards. One weakness of this method is that it is often considered boring. This presentation explores how teachers can use word cards in a way, which maximizes students learning and also is fun for students. By creating word cards and sharing them with their classmates through a variety of activities and games, students can learn a great deal of new vocabulary and greatly enjoy their time in class. This presentation explores how to do this through vocabulary circles.
Alex WrightJ.F. Oberlin University
K102Sat12:0019:00JSLStella Millikan: Kyushu Sangyo UniversityForeign student attributions for Japanese language learning successIn the transglobal economy Japan is on par with Western nations to attract foreign students to its borders. However, before successful entrance to institutions of higher education students must enroll in Japanese language schools for a minimum of 1.5 years to become proficient in the language. This poster presentation seeks to highlight the positive collective experiences of a group of JSL learners located in south-western Japan through the strategy of narrative inquiry. The results of this preliminary research will showcase the key attributions students regard as essential to their success in JSL.Stella MillikanKyushu Sangyo University
K102Sat12:0019:00SADavid Williams: Josai International UniversityMickey Mouse English: Learning through the Disney internship programmeIn the current economic climate, students are looking for new ways to develop foreign language literacy while learning practical work related skills. The internship is one way to ensure that these two complementary needs are met (Kwok, 2012). One such internship through the Disney World College is an international programme annually attracting 8000 students from around the world. This poster session will explore how students from a Japanese university prepare, experience and reflect on the Disney College internship. By assessing the personal experiences of participants through in-depth interviews the merits and drawbacks of international internship will be made.David WilliamsJosai International University
K104Sat13:0014:00ERJames Venema: Nagoya Women's UniversityFables, fairy tales, and the English classroomThis presentation will explore fables and fairy tales as an overlooked source of authentic reading materials. While fables and fairy tales are familiar to most people, some of this familiarity might be based on a cultural filtering that can leave out lesser known, and occasionally less digestible, stories. In addition, a closer look at the morals of the stories, explicit in fables, and mostly implicit in fairy tales, can uncover very different and surprising messages. Both the familiarity of fables and fairy tales, and their ability to surprise, present opportunities to facilitate reading and discussion in the EFL classroom. James VenemaNagoya Women's University
K104Sat14:1014:40ERBen Shearon: Tohoku University, Sendai多読導入:生徒・学生への動機づけ多読を授業に導入する際には、学生への動機づけが重要な位置を占める。本プレゼンテーションでは、多読を取り入れた授業の成功例を通し如何に学生の動機を高め多読プロジェクトを成功に導けるかを吟味する。具体的には、多読に関する研究調査や多読授業での勉強例を紹介しながら、英語学習過程における多読の位置付けを考えてみる。Ben ShearonTohoku University, Sendai
K104Sat14:4015:10ERRieko Matsuoka: National College of Nursing, Japan & David Evans: National College of Nursing, JapanHow should an extensive reading approach be employed?Extensive reading has been found to be beneficial for learners of English as a foreign language. This study examines the ways in which an extensive reading approach should be included in the regular English classes. The questionnaire data from the Japanese nursing students who received extensive reading instruction were compared. The first group did it in class, the second as a homework assignment, and the third as an optional extra. With the aim of encouraging the students to establish independent and autonomous studying skills, the relationship between the degree of compulsion in pedagogy, and socio-psychological factors of students is discussed.Rieko MatsuokaNational College of Nursing, JapanDavid EvansNational College of Nursing, Japan
K104Sat15:1015:40ERGlen Hill: Obihiro University of Agriculture and
Veterinary Medicine
Design and practical applications of university courses employing extensive readingThis presentation will describe action research about an extensive reading program implemented three years ago at a Japanese national university with science-only majors. The talk will explain developments in the program in five types of courses, including the installation of a barcode reader checkout system. Valuable practical advice from empirical classroom observations will be given to teachers who are starting or who currently have similar courses. Topics will include formulating expectations in using graded readers, determining reading levels, designing lessons, and providing assessment tips with the MoodleReader system. Post-course student survey results on reading habits will also be presented .Glen HillObihiro University of Agriculture and
Veterinary Medicine
K104Sat15:5016:20ERMatthew Claflin: Kyoto Sangyo UniversityBringing English literacy to your local library. Why not?What English resources are in your local library? Some dictionaries, perhaps some children’s books and TOEFL and Eiken study materials. With English now in all elementary schools, Japanese students will go through 8 years of English education, and yet there is no English reading material in most local libraries. This presentation will suggest reasons for this and outline how the researcher has worked with libraries in Kyoto city to build a collection to support literacy for both Japanese and the children of English native speakers.Matthew ClaflinKyoto Sangyo University
K104Sat16:2016:50ERER SIG: Building librariesThis is a round table discussing how publishers, teachers and the ER SIG can work together to get graded readers into libraries.ER SIG
K104Sat18:0019:00Jonah Glick: Compass Publishing JapanSpicing up Extensive ReadingExtensive reading has become quite popular and more and more teachers are now incorporating this important facet of language teaching into their programs. However, as the initial enthusiasm wears off you need some new ideas to keep students motivated. I will introduce some ideas to spice up the extensive reading process and keep both teachers and students motivated. In addition I will invite the participants to share some of their ideas for keeping both students and teachers motivated. Lastly, I will give away some samples from the Compass Classic Reader series and the new Young Learners Classic Reader series.Jonah GlickCompass Publishing Japan
K105Sat13:0014:00ERHeather Doirion: Nanzan University NagoyaUsing graded readers in the classroom: How intensive reading activities can encourage extensive readingThis presentation will explore ways of using graded readers in the classroom, in particular examining how intensive reading activities can encourage extensive reading. A graded reader can provide several learning opportunities for the ESL/EFL student. It can also be an excellent starting point to activate a student’s schemata and build the confidence required to read in a second language; thus helping students eventually develop both the intensive and extensive reading skills necessary for reading longer texts such as novels. Under the headings of background information, character exploration and reader’s theatre, the presentation will provide an overview of how intensive graded reading activities can promote extensive reading.Heather DoirionNanzan University Nagoya
K105Sat15:5016:20CUEMargaret Orleans: Seinan Jo Gakuin University“Advanced” punctuation: Recognizing how the dash, colon, and parenthesis signal intra-textual relationshipsMost of the questions raised by my first-year university Intensive Reading students about the 300- to 500-word passages in their textbook concern the meaning and use of words and phrases. When the definitions and/or examples of terms are actually contained within the passages themselves, they are signaled by the presence of dashes, colons, and parentheses. However, the students often don’t know how to use this punctuation to answer their own questions of meaning. I will look at possible reasons for this phenomenon and ways to empower students through explicit instruction and scaffolded exercises.
Margaret OrleansSeinan Jo Gakuin University
K105Sat16:2016:50CUEMutahar Al-Murtadha: Kanazawa Institute of TechnologyWhich reading tasks help non-English major university students understand academic readings?Many non-English major university students struggle with understanding reading texts. This presentation introduces a series of classroom activities and tasks used in teaching a reading course to non-English major university students. The presentation also describes the results of a survey administered to these students after finishing the course. The survey investigates the most effective activities and tasks that help students understand the content of academic readings.Mutahar Al-MurtadhaKanazawa Institute of Technology
K105Sat18:0018:30CUEStuart Cunningham: Kwansei Gakuin University, School of Science and Technology & Paul Leeming: Kwansei Gakuin University, School of
Science and Technology
Popular science versus academic science: Some key
linguistic differences
University ESP teachers with a humanities background may find teaching English for academic science challenging. Often academic science texts can prove inaccessible. Therefore, some teachers may feel that by using popular texts designed to explain science to the non-scientific reader, they are better able to present the language of science. This presentation challenges the assumptions behind the practice of using popular science texts to teach academic science. Many core linguistic features existing in academic science are, by necessity, removed from popular science texts. This presentation highlights the key differences between the two linguistic variations of science texts.Stuart Cunningham Kwansei Gakuin University, School of Science and Technology Paul Leeming Kwansei Gakuin University, School of
Science and Technology
K105Sat18:3019:00CUERay Yasuda: Soka UniversityIncreasing writing fluency in a university EAP context through quick writingWriting fluency, the ability to place thoughts onto paper smoothly and quickly, is the basis for all writing. This ability is especially important for students in EAP contexts who must complete timed essays as class assignments or on the TOEFL exam. This paper will report on a study in which QuickWriting was used to build writing fluency in an advanced EAP class. Results include the increase in word count over the semester, as well as the impact of schema activation and increasing the difficulty of topics on output. The effect on timed TOEFL style essays will also be presented.Ray YasudaSoka University
K106Sat13:0014:00CUEJohn Doodigian: Kinki University, Michael "Rube" Redfield: Osaka University of Economics & Bill Figoni: Kinki University Creating, developing and applying an EFL class evaluation surveyJapanese universities often use student surveys to evaluate instructors. Usually, these evaluations are general and mainly serve administrative purposes. Additionally, they are not always an effective measure of teacher performance in EFL contexts (Burden and Troudi, 2007). The presenters will guide you through the steps to develop and put into practice a TEFL-specific student evaluation survey (Dörnyie 2007). This presentation should be of interest to college teachers and administrators who want to develop evaluations based on experimental variables such as school, major and type of course.John DoodigianKinki UniversityMichael "Rube" RedfieldOsaka University of Economics Bill FigoniKinki University
K106Sat14:1015:40CUERichard Miller: Kansai University, Mike Parrish: Kwansei Gakuin University, Ryan Richardson: Kansai University Department of Psychology & Zane Ritchie: Rikkyo UniversityDeveloping your professional literacy: A forum on career fluencyProfessional literacy is the ability to read and write (understand and produce) documents in a field of employment. As professional college and university educators in Japan, there are many types of documents that we need to deal with in order to function fluently. This forum will discuss how to develop professional literacy skills that are considered essential for educational careers in Japan. A non-inclusive list of these skills include: reading Japanese job postings; creating a Japanese rirekisho; preparing an academic CV; writing cover letters and application essays; and getting published. The forum audience will be encouraged to contribute their ideas on what professional literacy means in the Japanese university context.Richard MillerKansai UniversityMike ParrishKwansei Gakuin UniversityRyan RichardsonKansai University Department of PsychologyZane RitchieRikkyo University
K106Sat15:5016:20CUEJohn Adamson: University of Niigata Prefecture & David Coulson: University of Niigata PrefectureFreshmen attitudes towards CLIL lecture preparationWe investigate the attitudes of a mixed-proficiency Japanese university freshmen class (n=173) towards a year-long lecture skills preparation course (conducted in English). Along with a Content and Language Integrated Learning (CLIL) focus, we wished to promote critical literacy and autonomy. Comparisons of early and later questionnaire feedback revealed students’ degree of conviction about how this dual emphasis initially was aligned with proficiency before later converging. Although evidence was detected of increasing autonomy, students’ recognition of improvement in critical literacy was variable. Conclusions indicate CLIL supports our class aims; however, our students’ understanding of their own critical skills lags behind actual growth.John AdamsonUniversity of Niigata PrefectureDavid CoulsonUniversity of Niigata Prefecture
K106Sat16:2016:50CUELee Nancy Shzh-chen: Kyoto UniversityChanges in freshman students’ attitudes toward English learningThis study examines changes in university students’ attitudes toward English learning at the very initial stage of their university career. A total of 300 freshman students from Kyoto University participated in this research. First-year students’ attitudes toward different aspects of English learning were examined during the first semester. Students were asked to fill out a questionnaire at the first and final lecture. Changes in students’ attitudes were examined. A small correlation between students’ attitudes toward English learning and their English achievement was witnessed.Lee Nancy Shzh-chenKyoto University
K106Sat18:0018:30CUEZane Ritchie: Rikkyo UniversityUsing project-based instruction to increase fluency in college-level classrooms.Using stories can help learners to become more self-confident and express themselves spontaneously and creatively (Colon-Vila, 1997). This presentation will discuss how a folktale project was used to promote fluency in first-year college-level communicative classes. The presenter will demonstrate how using stories for group-based projects can promote confidence, motivation and peer solidarity. This will be followed by an overview of how a project based upon a “fractured folktale” was successfully implemented into a lesson, and how the development of fluency was encouraged through having the learners re-tell the tale with their own original endings.
Zane RitchieRikkyo University
K106Sat18:3019:00CUEYo Hamada: Akita UniversityHow to prevent demotivationThis study explored strategies to prevent demotivation, and in order to identify practical classroom techniques it addresses the following question: What are generally effective strategies to prevent demotivation? A 41-item questionnaire on a 1-6 Likert Scale was administered during the second semester to a total of 491 university students from the Tohoku, Tokai, and Kanto regions. The presentation will report on factor analysis which identified six primary factors to prevent demotivation and offer several practical suggestions based on the participants’ responses to an open-ended question.Yo HamadaAkita University
K107Sat12:0013:00SDDSpeech, Drama, and Debate SIG: General meetingAll interested people are welcome to join in the Speech, Drama, and SIG General Meeting. We will discuss the schedule of events for the second half of the year, the kinds of papers we are looking for to publish in Mask & Gavel: The Publication of the Speech, Drama, and Debate SIG, and the election of new officers in October.Speech, Drama, and Debate SIG
K107Sat13:0014:00SDDDawn Kobayashi: Onomichi University, Onomichi, Aya Kawakami: Nanzan University, Nagoya & Jason White: Himeji High School, HimejiSpice up your teaching toolbox: Drama techniques for the classroomHas a piece of literature ever sparked your imagination? Do you want to help students bridge the gap between the classroom and their own identities? In this workshop, the presenters will take you through a number of techniques to demonstrate how a 'text' can be used in multiple ways to create a stimulating learning environment in the classroom. This will be an interactive workshop where participants will explore how to use texts to foster students' creativity and skills of self expression.Dawn KobayashiOnomichi University, OnomichiAya KawakamiNanzan University, NagoyaJason WhiteHimeji High School, Himeji
K107Sat14:1015:40SDDDavid Kluge: Nanzan University, James Venema: Nagoya Women's University, Aya Kawakami: Nanzan University, Dawn Kobayashi: Onomichi University, Jason White : Himeji High School, Himeji Jay Klaphake: Ritsumeikan University & Chiaki Iwai: Hiroshima City UniversityLiteracy through action: Theory and practice of speech, drama, and debate in the language classMost teachers, when they think of literacy, think of the written word, but before the written word there was the spoken word. The oral tradition of literature has a history that goes back as far as Homer, according to the Parry-Lord Theory, and has found new relevance in the work of Ong, who posited that we are now in a new era of oral tradition, but this time via TV, movies, and YouTube. The members of the forum will examine how oral interpretation, speech, drama, and debate can aid in literacy promotion. The forum will look at both theory and practice. Ong, W. (1980). Orality and Literacy. London: Methuen.Jay Klaphake: Ritsumeikan University & Chiaki Iwai: Hiroshima City UniversityDavid KlugeNanzan UniversityJames VenemaNagoya Women's UniversityAya KawakamiNanzan UniversityDawn KobayashiOnomichi UniversityJason White Himeji High School, Himeji
K107Sat15:5016:50SDDDavid Kluge: Nanzan UniversityOral interpretation in the language classroomOral interpretation, sometimes called "the oralization of literature," is the dramatic reading of poetry, short stories, letters, or essays by an individual or a group. The purpose of oral interpretation is for the readers to study the nuances of the piece of literature, to learn it so well that the readers can then communicate their understanding of the piece to others. In this workshop the presenter will give a definition of oral interpretation, go through the research showing its value, explain the classroom procedure, and then take the audience through rehearsal and performance of a very short piece.
David KlugeNanzan University
K107Sat18:0019:00SDDHarry Harris: Hakuoh UniversityDebate for the needs of the second-language classroomDebate encourages intellectual, academic, linguistic, and social growth. When engaged in debate, students can learn about important issues and improve their ability to think and speak critically, do research, use language, and cooperate with others. This workshop introduces a debate methodology for SL (second-language) students. After brief discussion of relevant issues, participants will be led, step-by-step, through a debate as it could be introduced in an SL classroom. Handouts will be provided offering sample debate time frames, judging criteria, and score-keeping charts, and participants encouraged to contribute ideas and adapt this experience to their own objectives and circumstances.Harry HarrisHakuoh University
K108Sat13:0013:30LDJoe Sykes: Akita International UniversityMetaphor molding: How to facilitate metacognitive development through metaphorMetaphors learners use to describe themselves as learners can help them to better understand the role they unwittingly play in their own language learning (usually developed implicitly through their educational experiences), allowing critical reflection and metacognitive development. This presentation describes a practical activity in which metaphors are elicited from students about their idea of what a good learner is. The activity then guides learners through a process of critical evaluation and reshaping their metaphors to better align them with their rational view of a good learner. Data collected through such activity with learners and the conclusions drawn will be shared.Joe SykesAkita International University
K108Sat13:3014:00LDLuke Rowland: Kanda University of International StudiesLiteracy skills and linguistic landscape projectsTeachers of English in EFL contexts are invariably confronted with the issue of how to generate authentic L2 exposure opportunities for their students. One possible way is to have learners explore the uses of publicly displayed written English texts in their local communities. Within the relevant literature, such student-driven investigations of their local linguistic landscape are claimed to develop learners’ critical and multimodal literacy skills. This presentation will discuss these claims in relation to an actual linguistic landscape project carried out by an undergraduate English writing class in Japan. Luke RowlandKanda University of International Studies
K108Sat14:1014:40LDBrian R Morrison: Kanda University of International StudiesAn autonomous learner's literacy development strategiesAt Kanda University, freshman students have the opportunity to take an optional 8-week self-directed learning module. Each module participant writes a learning plan and keeps a weekly learning journal. Over the course of the module, all participants receive regular feedback from their learning advisors. This presentation is a case study of one learner who chose to focus on critical essay writing as she developed her literacy in that particular genre. The strategies she employed are clearly identifiable, and these evolved as she chose to move from a focus on grammar to structure to content over the two-month period. Brian R MorrisonKanda University of International Studies
K108Sat14:4015:40LDSteve Brown: Konan Women's UniversitySharing stories of autonomy to improve classroom practiceAs professionals we present at conferences in ‘expert’ mode with the voice of authority. But as practicing teachers, we want to share stories and experiences with others as we construct an understanding of our classroom practice – a narrative form really quite different from the authoritative voice of academic discourse. I struggled with this difference recently as I wrote my own autonomy ‘story’ and have come to appreciate more fully the potential of stories to improve our own practice. In this workshop, we’ll explore and share our own autonomy stories/experiences, as we reflect on (and co-construct) our own classroom practices.Steve BrownKonan Women's University
K108Sat15:5016:50LDAndy Barfield: Chuo UniversityLearner development action research groups: An initial sketchIn 2012 the Learner Development SIG is holding regular local get-togethers in Hiroshima, Kansai, and Tokyo. In Tokyo, these meetings are non-presenter based, with participants working in small-scale action research groups around particular learner development themes (e.g., self-assessment, peer learning, vocabulary development). This presentation focuses on the Tokyo group and explores different conditions helping and hindering the development of such group-based teacher-learning. After considering the interests and positions of different participants, we will identify different problems that individuals and sub-groups notice in such collaboration. I conclude by sketching particular challenges that the activity of such get-togethers initially, perhaps necessarily, involves.
Andy BarfieldChuo University
K108Sat18:0018:30LDPaul Collett: Shimonoseki City University & Kristen Sullivan: Shimonoseki City University Metacognitive literacyMetacognitive literacy refers to the strategies, skills, and underlying knowledge necessary to become an active learner in control of learning processes and outcomes. Tertiary level language educators may presume their students have developed a certain degree of metacognitive literacy prior to their entry to university which they can utilize to direct their learning; however our contention, based on research and classroom experience, is to the contrary. We will support this claim, drawing on evidence from student interviews, and make the case that the development of metacognition as a fundamental literacy is a prior condition for literacy in the target language.Paul CollettShimonoseki City UniversityKristen SullivanShimonoseki City University
K108Sat18:3019:00LDAndrew Sowter: Kwansei Gakuin UniversityTime audit project: Making students more time literateThis presentation will describe a project designed with the main goal of making Japanese EFL university students question and analyze their personal time management skills with respect to study, and with a secondary goal of teaching presentation skills using an authentic context. The project structure consisted of three stages: first student predictions of time use; next an accurate self-audit of student time use over a one week period; and, finally a poster presentation comparing SIGnificant differences in predicted time use with actual time use. In making students critically examine their time-usage their main priorities emerged. Understanding existing priorities will hopefully enable student to SIGnal potential areas for English language improvement through re-prioritization of time use.Andrew SowterKwansei Gakuin University
K201Sat13:0013:30CALLMasaru Ogino: Okayama University, Junko Otoshi: Okayama University, Garold Murray: Okayama University & Naomi Fujishima: Okayama UniversityE-learning literacy and alternative classroom modelsIncreasingly, students find themselves in e-learning contexts as opposed to the traditional classroom setting to which they are accustomed. This presentation reports on a mixed-methods inquiry which explored the pedagogical, affective, and social implications for students learning in alternative instructional models based on the use of an on-line interactive program. The study compared the learning experiences of low level EFL students (TOEIC score below 435) in three different classroom contexts, ranging from independent study to teacher-directed. The researchers discuss the findings pertaining to the learners’ reaction to the modes of learning, autonomy, and adaptation to the e-learning environment.Masaru OginoOkayama UniversityJunko OtoshiOkayama UniversityGarold MurrayOkayama UniversityNaomi FujishimaOkayama University
K201Sat13:3014:00CALLJames Selwood: Hiroshima UniversitySmartphones in the classroom: Limitations and opportunitiesJapan has the highest percentage of mobile phone ownership in the world, and so is in an advantageous position in which to best utilise mobile-devices in the M-Learning field. This presentation will illustrate some of the potential advantages and disadvantages of mobile-device use in the classroom. Through the results of a study conducted at Hiroshima University it will attempt to show how the rapid expansion of new hand-held technologies, such as Smartphones, can offer solutions to challenges that have faced mobile-device inclusive courses.James SelwoodHiroshima University
K201Sat14:1014:40CALLShao-Ting Alan Hung: National Kaohsiung First University of
Science and Technology, Taiwan
Exploring self-assessment strategies in a blog-based EFL speaking projectAlthough numerous studies have investigated the interplay between blogs and language learning, none have utilized blogs as a platform for EFL students to undertake self-assessment of their speaking skills. The current study recruited a total of 450 EFL college students for a blog project in which they created and uploaded 2-minute self-introduction video clips to their respective blogs for evaluation. The results identified student use of a number of self-assessment strategies, including planning, monitoring, rehearsing, drafting and examining specific language components (e.g., word usage) and presentation skills (e.g., body language).Shao-Ting Alan HungNational Kaohsiung First University of
Science and Technology, Taiwan
K201Sat14:4015:40CALLJustin Harris: Kyoto Sangyo UniversityDeveloping literacy in language and technology: Online survey sites for student projectsA glance through ELT literature in 2012 will quickly reveal that Survey Monkey and similar online survey sites are popular among teachers as a research tool. Yet there is less evidence of these sites being employed in the classroom for student projects. This workshop will outline how Survey Monkey can be used in the classroom as part of an interesting and motivational project for students which develops literacy in both language and technology. As well as a practical demonstration of how to carry out the project, student feedback from around 100 students who have competed the project will be presented.Justin HarrisKyoto Sangyo University
K201Sat15:5016:50CALLJames York: Tokyo Denki University & Scott Stillar: University of TsukubaUsing Reddit in an EFL classroom contextAn introduction to how the popular social media website "Reddit" can be used in an EFL setting to teach students about English Internet memes and give students the opportunity to interact with an English-speaking audience.James YorkTokyo Denki UniversityScott StillarUniversity of Tsukuba
K201Sat18:0018:30CALLDaniel James: Suzugamine Women's College & Keith Hoy: Suzugamine Women's CollegeVideo slideshows on hometowns and Japanese culture: Issues and challengesThe presenters will show how a class of eight junior college students produced two video slideshows with spoken English commentaries using Windows Movie Maker. These slideshows were part of a year long project, with the first term’s theme focusing on the student’s hometown and the second term examining an aspect of a famous Miyajima tourist spot. The results of these video slideshows reveal that while the students grew as language learners and acquired useful computer skills, they became aware of the difficulties of explaining intrinsic aspects of their own culture and differences between spoken and formal written English.Daniel JamesSuzugamine Women's CollegeKeith HoySuzugamine Women's College
K202Sat12:0013:00GILEGILE SIG: Lunch time meetingGILE SIG
K202Sat13:0014:00GILEKip A. Cates: Tottori UniversityPeace education activities for the foreign language classroomForeign language instructors have a special role to play in promoting peace and international understanding. Content-based lessons on themes of peace and conflict can help to achieve this goal while promoting language learning and critical thinking. This workshop will introduce classroom activities designed for EFL learners which incorporate ideas from the field of peace education. Participants will analyze the aims and design of each activity, then discuss how these could be adapted to different ages, levels and teaching situations. The workshop will finish with a question and answer session, and encourage participants to share their own ideas and experiences.Kip A. CatesTottori University
K202Sat14:1014:40CTJennie Roloff Rothman: Kanda University of International
Using critical media analysis to deconstruct stereotypesThis presentation introduces results of action research conducted in a university media analysis course. The course aim is to help students understand issues or perceptions in a variety of media, in this case stereotypical representations of Asians in Western media, and of "foreigners" in Japanese media. Through a process of identification, categorization, critique and interpretation, students explored media depictions of these groups. The project’s final focus was on developing activities to raise awareness among their peers and resist the spread of such labeling. The presenter will end by elaborating on applications of the analytical process to other themes in media.Jennie Roloff RothmanKanda University of International
K202Sat14:4015:10CTHerrad Heselhaus: Tsukuba University, Graduate School of
Humanities and Social Sciences, Department of Literature and
Rereading "literacy“ and "illiteracy“ – teaching  images of Japan in foreign literatureBased on depictions of Japan (from everyday-life objects to artifacts loaded with traditional meaning and philosophical discourse) in recent fiction, the paper tries to review our concepts of "literacy" and "illiteracy", by showing how we use our capacity of "literacy" in order to decode images of a foreign culture. The paper argues, however, that a certain amount of illiteracy is helpful to overcome preconceived ideas and to become aware of the otherness of the language and culture studied. A complex process combining "literacy" and "illiteracy" may lead to a more careful approach when reading about foreign countries, e.g. Japan.Herrad HeselhausTsukuba University, Graduate School of
Humanities and Social Sciences, Department of Literature and
K202Sat15:5016:20GILETom Fast: Okayama Gakugeikan High SchoolModel United Nations in the ESOL ClassroomNothing has stimulated my high school students’ learning like the Model United Nations (MUN). It challenges them to roleplay UN delegates from other countries, exercises their English (through research, writing, presenting, questioning, and debating) and promotes critical/creative thinking skills to attempt to resolve the most difficult issues of our day. This talk will explain what the MUN is and discuss how I prepare my students for the annual Kansai High School Model United Nations in Kyoto. It will describe how the MUN fosters global literacy and will feature comments from former students about its impact on their education and future career paths. Tom FastOkayama Gakugeikan High School
K202Sat16:2016:50GILEChristopher A. Bradley: Okinawa UniversitySpiritual literacy and language teaching: Signals of compassion from three educatorsThe Dalai Lama observes that all humans seek to reduce their suffering and increase their happiness. This axiom touches upon an aspect of human development and identity that has been neglected in the applied linguistics literature. I thus present three language teachers’ narratives of how they employed spiritual beliefs and practices in order to help mitigate their own travails and those of their learners. Although the spiritual views of these three instructors diverged widely, they nonetheless all held that the compassion that sprang from their spiritual practices strongly informed their interactions with their students.Christopher A. BradleyOkinawa University
K202Sat18:0018:30GILENaoko Harada: The Senior High School Affiliated with
Japan Women's University
Learning from disaster situations: Rescue teams and survival skillsThis presentation will feature teaching plans related to the Great East Japan Earthquake (specifically lists of relief goods and the actions of rescue teams from overseas), as well as how a high school English class connected meaningfully with the aforementioned materials. The presenter will also discuss survival skills literacy in times of crisis. All interested educators are welcome to share their individual thoughts and experiences on the teaching of crisis management.Naoko HaradaThe Senior High School Affiliated with
Japan Women's University
K202Sat18:3019:00SAWayne Malcolm: Akita International UniversityMarketing study abroad for linguistic and inter-cultural literacyJapanese higher education is being pressured by corporate Japan to equip students with skills necessary to succeed in a competitive global environment. Robust study abroad programs have been identified as a way to address this situation. The following presentation will address linguistic and inter-cultural literacy from the standpoint of global competency (Hunter, 2004). I will discuss the current paradigm within Japan, present a set of suggestions higher education institutions could employ to make study abroad programs more fruitful, and finally discuss how corporate Japan can assist in developing graduates with higher degrees of inter-cultural and linguistic literacy.
Wayne MalcolmAkita International University
K204Sat13:0014:00PRAGMayumi Fujioka: Kinki University From praise to critique in offering peer feedback on writingThis presentation focuses on demonstrating suggestions for Japanese university students to learn to produce pragmatically appropriate oral and written feedback for peers’ writing. Based on the notion of “from praise to critique” as a linguistic politeness strategy (Brown & Levinson, 1987), the presentation introduces the expected structure of feedback and important discourse markers (e.g., positive comments followed by "however"), as well as the use of certain modal auxiliaries (e.g., "could", "might") in oral and written feedback in English. Demonstrations will follow to show how to assist Japanese students in adopting effective and pragmatically appropriate peer feedback in English.Mayumi FujiokaKinki University
K204Sat14:1014:40PRAGSteven Silsbee: Momoyama Gakuin DaigakuCultural literacy: Getting to the other sideAll cultures have their own interpretations of what constitutes humor. Humor is complex in that it is not only a reflection of cultural identity, but also a contributor to the overall culture itself. This presentation will examine how cultural knowledge leads to a better understanding of humor in terms of language and meaning and how we as teachers can help students better understand the culture of the language they are learning. Steven SilsbeeMomoyama Gakuin Daigaku
K204Sat14:4015:40PRAGSimon Capper: Japanese Red Cross Hiroshima College of NursingIntercultural communication is a two-way street.Most materials that focus on intercultural communication emphasize learning about the ‘other’ or ‘foreign’ culture. But intercultural communication is a two-way street, and language learners who aim to study abroad, work in an international environment, or simply make foreign friends, need to understand and make themselves understood. True cultural literacy requires the ability to understand and explain one’s own culture too. This workshop introduces practical activities with which to develop learners’ abilities to explain their own culture and lifestyle.
Simon CapperJapanese Red Cross Hiroshima College of Nursing
K204Sat15:5016:20PRAGSeth Cervantes: Tomakomai Komazawa University & Rob Olson: Tomakomai Komazawa UniversityThe use of non-standard spelling in text messages to display extra pragmatic informationThis presentation explores how EFL learners use non-standard spelling in text messages to express extra pragmatic information (e.g., “… ohhhhh ...”), and considers whether the use of non-standard spelling should be taught to EFL learners. To achieve the first aim, the presenters collected a small corpus of text-message conversations between the presenters and ten EFL learners and analyzed the corpus for instances of non-standard spelling being used to express extra pragmatic information. Finally, the presenters give examples of EFL learners using/avoiding non-standard spelling and discuss the possibility of teaching it.Seth CervantesTomakomai Komazawa UniversityRob OlsonTomakomai Komazawa University
K204Sat16:2016:50PRAGPeter McDonald: J.F. Oberlin University, TokyoDigital literacy: New classroom approachesAs new forms of texts emerge in the digital age, there is a clear need to improve digital literacy among both teachers and students. However, digital texts may be more difficult to understand than has been accounted for in existing educational research because digital texts combine written texts (the written mode) or spoken texts (the spoken mode) with visual and/or music. These new texts, which systemic functional grammar researchers call multi-modal texts, require new classroom approaches. This presentation will summarize this research and give practical examples of what these new approaches might be.Peter McDonaldJ.F. Oberlin University, Tokyo
K204Sat18:0018:30PRAGJohn Herbert: Hiroshima Jogakuin UniversityTeaching sociolinguistic and cross-cultural literacyThis talk discusses using a hybrid teaching cycle incorporating mini-lectures and student activities based on Adamson (2006). Replacing the traditional one-way transmission of knowledge from teacher to student in sociolinguistics lectures, the approach stresses personalization of sociolinguistic themes (including age, gender, dialects, and politeness). This makes the sociolinguistics content relevant to Japanese students’ lives and offers a point of reference that aids comprehension and cross-cultural comparison. The talk provides examples, resources and an approach that can be tailored to individual teachers' needs, and the mini-lecture/student activity cycle is recommended for lecture/content-based classes in other fields.John HerbertHiroshima Jogakuin University
K204Sat18:3019:00PRAGBarry Kavanagh: Tohoku UniversityUnconventional cross cultural online communication.Two hundred Japanese and American personal online weblogs were examined for unconventional means of communication (emoticons, pictograms, the manipulation of grammatical markers, phonetic spelling and laughter representations). The presentation will show they are used semantically to allow the blog writer to express their affective stance and tone towards the interaction, and pragmatically to imply pragmatic intention and identification with the propositional content of the message. Results show that Japanese personal blog writers use these unconventional representations far more frequently than their American counterparts and that this is rooted in the need to promote smooth cyberspace communication.Barry KavanaghTohoku University
K205Sat13:0014:00PRAGB. Bricklin Zeff: Hokkai Gakuen UniversityTeaching the speech act, 'Greetings' in JapanGreetings in Japan and the West differ in distinctive ways. These differences include "turn taking rules, face rules, spatial and temporal issues." They can also differ from other "speech acts or events." For this reason, EFL students should be made aware of the variety of rules that may apply when participating in a talk exchange with native English speakers. This workshop will address the issue of teaching "speech acts" in EFL classes in general, and specifically address the issue of 'greetings.' The presenter will also introduce some of his research in that area.B. Bricklin ZeffHokkai Gakuen University
K205Sat14:1015:40JSLMegumi Kawate-Mierzejewska: Temple University Japan Campus, Sayoko Yamashita: Meikai University, Kyoko Tomikura: Waseda University, Chie Yamane-Yoshinaga: Sanyo Gakuen University, Mika Kiyama: Looking for the universal teaching method in teaching JapaneseThe JSL forum consists of five papers focusing on a critical-literacy approach, shadowing, critical thinking, dramas, and a task-based approach. It will be conducted in both English and Japanese. The first speaker will introduce different activities to understand Japanese texts, using a critical-literacy approach. The second speaker will discuss the advantages of shadowing and demonstrate how to use it. The third speaker will emphasize communicative activities with critical thinking. The fourth and fifth speakers will introduce drama and task-based teaching approaches in JSL classrooms respectively. Teaching approaches introduced in this forum have been originally developed by each presenter.Megumi Kawate-MierzejewskaTemple University Japan CampusSayoko YamashitaMeikai UniversityKyoko TomikuraWaseda UniversityChie Yamane-YoshinagaSanyo Gakuen UniversityMika Kiyama
K205Sat15:5016:20JSLMiho Takehara: Oita UniversityA discourse analysis of JSL learner narratives: Storytelling of four-frame comic stripsThis study examines oral narratives by advanced JSL learners and demonstrates their ability to understand ordinary Japanese life culture. Data was extracted from the audio recordings of oral interview tests which were conducted as the term's final examination for an advanced speaking course in a Japanese university. During the test, the learners read four-frame comic strips and orally constructed stories. It was found that more advanced learners produced longer and better-organized stories, indicating their cultural literacy, than less advanced learners did. However, the performance of a few advanced learners showed some lack of cultural literacy.Miho TakeharaOita University
K205Sat16:2016:50PRAGAnne McLellan Howard: Miyazaki International CollegeFeedback in university-level discussion sectionsIn a university-level discussion, the instructor must simultaneously perform two tasks: create an atmosphere in which students feel comfortable speaking, and help students develop their ideas and make appropriate contributions. These tasks sometimes conflict, as when the instructor must evaluate a comment that the student has made in such a way so as to not discourage risk-taking and speaking out. This presentation examines the ways that instructors attempt to accomplish this, using two corpora of academic spoken English which were recorded in the U.S. and U.K.Anne McLellan HowardMiyazaki International College
K205Sat18:0018:30PRAGMichael Iwane-Salovaara: Momoyama Gakuin UniversityPutting communicative literacy into conversationConversation is more than just the sum of its parts. To have a conversation is to engage in a communicative relationship that has a beginning, middle, and end. For the conversation to be successful the interlocutors also need to understand the roles they play. It is not uncommon for Japanese learners of English to approach conversation without a clear understanding of how or why they work in English. This presentation focuses on teaching strategies to help learners of English improve communicative literacy by focusing on the conversation as a whole rather than as a series of discrete and unconnected parts.Michael Iwane-SalovaaraMomoyama Gakuin University
K205Sat18:3019:00PRAGJohn Campbell-Larsen: Momoyama Gakuin UniversityTowards a pedagogy of conversationMany comunicative English classes aspire to teach students to engage in conversation, focusing mainly on grammar and vocabulary building excercises. This presentation will outline some aspects of conversation beyond sentence level grammar, such as backchanneling, use of smallwords and the structuring of extended turns that can be explicitly taught to students to help them engage in more naturalistic spoken interactions. The presenter will illustrate with 'before' and 'after' video clips of students engaging in conversation to show how explicit teaching of conversational language can bring about real development in students' speaking skills.John Campbell-LarsenMomoyama Gakuin University
K206Sat13:0014:00FLPAlexander Imig: Chukyo UniversityWriting core-competencies within a multilingual framework: The CEFR and graduation thesesThis workshop analyzes the writing of a final thesis and also other argumentation texts from the perspective of multilingual writing instruction. After presenting and defining some key concepts, I will introduce the Common European Framework of Reference for Languages (CEFR). I will then highlight literacy and writing scales that make up part of the CEFR, and discuss how they are academic core competencies. The practical part of the workshop is dedicated to a curriculum that focuses on writing skills. I will conclude by discussing how the CEFR can serve as a grounded theory for covering writing across different languages.Alexander ImigChukyo University
K206Sat14:1014:40TEVALJeffrey Stewart: Kyushu Sangyo UniversityStatistical properties of the TOEIC® Bridge testThe TOEIC® Bridge test is now taken by over 190,000 people each year. However, despite its increasing popularity, little research has been conducted on the test. Using responses of 1,069 learners representative of its target population, statistical properties of the test are examined by fitting it to two common IRT models: the Rasch model and the 3PL model. Results indicate that the test is designed to produce a normal distribution of scores with a mean of 50%. However, superior fit to the 3PL model suggests high standard errors on scores for lower-level learners. Implications are discussed.Jeffrey StewartKyushu Sangyo University
K206Sat14:4015:10TEVALMichihiro Hirai: Kanagawa UniversityCorrelation between BULATS Speaking/Writing and TOEIC® ScoresThe presenter analyzed the results of BULATS Speaking and Writing Tests administered to more than 1,600 Japanese from April 2005 to February 2012. It was found that the correlation coefficient between their speaking scores and the TOEIC scores was .58, and 56% of the test-takers with TOEIC scores ≧ 800 failed to exhibit the MTG English speaking skills expected of competent international MTGpeople. For writing, these numbers were .56 and 70%. The presenter attributes the lower correlation coefficients and the greater percentages of test-takers meeting the expected standard than those reported in 2008 and 2009 to the expanding test-taker demography.

Michihiro HiraiKanagawa University
K206Sat15:1015:40TEVALHeng-Tsung Danny Huang: National Sun Yat-Sen UniversityExamining EFL learners’ response strategies in taking integrated speaking test tasksThis study explored the response strategies associated with the taking of integrated speaking test tasks and examined the relationship of such strategies with test performance. The researcher invited 179 Taiwanese EFL learners to first take two integrated speaking test tasks and then respond to a custom-made inventory entitled Strategy Inventory for Integrated Speaking Tests. Data analysis following the two-step structural equation modeling procedure led to two major findings. First, five groups of response strategies emerged: organizing, translating, elaborating, monitoring, and comprehending strategies. Second, organizing strategies and translating strategies significantly affected the integrated speaking performance, yet in an opposite manner.Heng-Tsung Danny HuangNational Sun Yat-Sen University
K206Sat15:5016:50Compass Publishing JapanJonah Glick: Compass Publishing JapanThe joy of discovering language targetsThe traditional way of presenting language targets is for the teacher or textbook to give an explanation at the beginning of class. However, another way of getting the students to understand the language target is to give the students a series of activities to do that help them figure out or discover the language target for themselves. Students are motivated by the need to solve the puzzle. The speaker will show an example of how this can be done and invite participants to offer other ideas on how to do this.Jonah GlickCompass Publishing Japan
K206Sat18:0019:00FLPJohn Gunning: Gifu Pharmaceutical University Portfolios: Relating constructivism to literacyIn this workshop participants will have the opportunity to consider the theoretical underpinnings and implementation of a 15-week portfolio project. Portfolios were introduced to university students with the intent of improving their literacy. The theory is based on the research of Jones and Shelton (2011) in regards to human development and constructivism. The presenter will relate the theory to face validity in regards to the syllabus, teacher and students. The 15-week project implementation, design, rubric negotiation and self-reflection will be introduced to participants through workshop tasks. Results of the project will be assessed by participants with student samples.John GunningGifu Pharmaceutical University
K207Sat13:0013:30CALLJoe Lauer: Hiroshima UniversityEnglish podcasts: A corpus linguistics studyThese days English podcasts play an important role in improving literacy skills, because the portable audio files and accompanying written scripts have been shown to be highly motivating and effective materials for students in Japan. This presentation will explain what types of vocabulary items and grammatical patterns are found in some English podcasts. By utilizing corpus linguistics software, the most frequent words in podcasts will be identified. Also, it will be shown how the grammatical article “the” can be categorized into nine types of usage. Such findings, it is hoped, will help teachers develop better podcasts and vocabulary teaching materials in the future.Joe LauerHiroshima University
K207Sat13:3014:00CALLCharles Wiz: Yokohama National UniversityThe vocabulary load of computer gamesProponents of computer games for learning argue that the games require creative and critical thinking as well as problem solving skills. In addition, games provide immediate feedback, “explanation of failure” and “reflection and interpretation are encouraged.” (Gee, 2007). Whether or not these games can be effectively used for teaching English to non-advanced speakers has not been explored. This presentation reports on a study to determine the vocabulary load of computer games. The frequency and range of computer game vocabulary will be reported and the data compared to the British National Corpus frequency lists.Charles WizYokohama National University
K207Sat14:1014:40CUEMiki Tokunaga: Fukuoka UniversityLow proficiency university EFL learners' understanding of  grammar terms A lack of metalinguistic knowledge such as basic grammar terms may hinder learners’ understanding of textbook content and classroom explanations. To measure metalinguistic knowledge of low-proficiency EFL students, a simple metalanguage test was administered to 705 university students. The results revealed that many students had difficulty with simple grammar terms. The word “slowly” was correctly identified as an adverb by only 39% of the students, and 15% of the students could not identify the word “teacher” as a noun. The presenter will discuss the results using Rasch analysis.Miki TokunagaFukuoka University
K207Sat14:4015:10MWWarren Tang: Hiroshima UniversityTeaching function words: Cognitive and corpus linguistic perspectivesFunction words, also called ‘structure words’, work to give sentences their meaning. They are not about the world but operate to help the grammar of a sentence and are therefore abstract in meaning. In English these are prepositions, determiners, pronouns, auxiliary verbs, adverbial particles, coordinators and subordinators. They account for over fifty percent of language usage, written or spoken. While these words are included in the curriculum (MEXT, 1999, 2010) they are mostly left untaught within the English language teaching in Japan. The aim of this presentation is twofold, first to analyse textbooks commonly used in Japanese high schools (New Horizon, Sunshine, Columbus, etc) to verify the lack of focus upon these highly frequent but important group of words, and second to show how it is possible to teach them in a way similar to content words (nouns, verbs, adjectives and adverbs). As examples, junior high school, senior high school and university corpus linguistic data – productive and receptive – will be drawn upon to show the range of cognitive meanings that exist for the function words of ‘at’, ‘on’ and ‘in’ and where problems and errors occur within written production by L2 learners.Warren TangHiroshima University
K207Sat15:1015:40MWGoro Yamamoto: Hiroshima UniversityAnalysis of vocabulary lists for EFL learners using an English movie corpusThe objective of this study is to analyze a vocabulary list for Japanese university EFL learners, focusing on the validity of the Japanese definitions presented in the list. This study analyzes the vocabulary list, which has 6000 entry words, by using the English movie corpus. On the basis of the analysis, it discusses some aspects to be considered in the future development of vocabulary lists. This study’s approach overcomes the limitations of some previous studies on the development of certain vocabulary lists for English learners, such as the General Service List (West, 1953) and Academic Word List (Coxhead, 2000).Goro YamamotoHiroshima University
K207Sat15:5016:20TEVALRaymond Stubbe: Kyushu Sangyo UniversityStudent knowledge of English loanwords versus non-loanwords in Japanese and the JACET8000This study aims to determine: 1) whether a random selection of English loanwords found in the JACET8000 are significantly better known by Japanese university students than an equal number of randomly selected non-loanwords from the same JACET8000 frequency levels; and, 2) how recognition rates vary with frequency level. Four loanwords and four non-loanwords were randomly selected from the bottom 500 and top 500 halves of each of the eight JACET8000 levels. Participants completed two vocabulary tests: a Yes/No test; then a translation test of the same items into Japanese. Results and implications will be presented.Raymond StubbeKyushu Sangyo University
K207Sat16:2016:50CUESimon Fraser: Hiroshima UniversityDifficulties faced by learners in the acquisition of technical vocabularyMedical disciplines are notorious for their “difficult” vocabulary. Morphological complexity is clearly a source of difficulty, but there are several other less obvious factors to be considered. The creation of word lists from a large corpus of pharmacology research articles made it possible to identify various categories of specialized vocabulary, each of which poses its own particular problems for learners. Of special interest are cryptotechnical words, with a hidden technical meaning, and lay-technical words, which take on their technicality by the way in which they combine and interact. The influence of the learners’ L1 on word learnability is also investigated.Simon FraserHiroshima University
K207Sat18:0019:00CALLRob Waring: Notre Dame Seishin University & Charles Browne: Meiji Gakuin UniversityMaximizing vocabulary development with online resourcesThis presentation opens with a review of important aspects of vocabulary acquisition related to what it means to 'know' a word. These include, form vs function, usage, collocational and collocational knowledge, register, frequency, pragmatic value and so on. Using this as a base, we will then examine representative online resources that range from decontextual memorization environments such as Anki and Quizlet to more integrated environments such as EnglishCentral and online graded reading platforms. Participants will then be tasked to think about and discuss which ones would best fit their needs.
Rob WaringNotre Dame Seishin UniversityCharles BrowneMeiji Gakuin University
K208Sat13:0013:30Yuki Takada: Global Communication and Testing TOEFL® Junior™テストのご紹介世界的な英語学習開始年齢の若年化と社会のグローバル化に伴い、世界各国から子どもの英語運用能力を世界指標で測りたいという多くの声を受けたETSが、新たな世界共通のテストを開発しました。それがTOEFL® Junior™テストです。TOEFL®Junior™テストは英語を母語としない中高生の英語運用能力を測定する世界共通のテストです。TOEFL®テストが主に大学教養レベルでの英語運用能力を測るテストであるのに対し、TOEFL®Junior™テストはその中高生版です。プレゼンテーションでは、2011年より日本でも開始したこのテストの概略についてお伝えします。Yuki TakadaGlobal Communication and Testing
K208Sat14:1015:10TCMark Kulek: Gifu Kids English SchoolA lexical approach for young learnersEmergent literacy starts from the time a young child sees the world; images become content, situations become context, and lexical chunks become the building blocks that form communication. The presenter will demonstrate how a lexical approach can help ESL young learners communicate more effectively. This workshop will focus on lexical chunks used in conversation-based activities. Participants will actively take part in a conversation cycle that is designed to move students from input to intake. The activities include: TPR, brainstorming, mind mapping, comic writing and sharing. Mark KulekGifu Kids English School
K208Sat15:5016:20Colin Bethell: Oxford University PressBook-ing your place in the future through digital publishingThe demise of books is inevitable, because so many people have been saying it for so long! Now educators and publishers are all engaged in digital publishing. What does it mean to publish digitally and how can we survive this transition with our credibility and copyright intact? This discussion-based short workshop will take questions from attendees and endeavour to give practical answers and examples to help delegates with their own projects. The publisher is happy to share ideas and things we have learned from our side of the fence to help teachers make decisions that work for their research, teaching and publishing.Colin Bethell has taught social science and EFL and has worked in ELT and academic publishing for 18 years. He has experience in sales and marketing of electronic publications since the mid 1990s and has also sold other formats such as microfiche, microfilm, POD dissertations and bibliographic data in raw form. He is currently General Manager at Oxford University Press Japan, involved in sales and marketing of books in Japan.Colin BethellOxford University Press
MWCameron Romney: Momoyama Gakuin University & Leon Bell: Momoyama Gakuin UniversityThe role of images in BE textbooks: A follow-upAt the 2011 Pan-SIG conference, Romney and Bell presented research which highlighted that the majority of images in MTG English (BE) textbooks served no instructional purpose. During the course of their research they envisioned ways that these decorative images could contribute to learning. Consequently, in a later investigation, Romney (2011) discovered that many images in ELT textbooks were not merely decorative, but had passive learning functions. Following up the 2011 Pan-SIG study, the same BE textbooks were reanalyzed. Images previously identified as decorative were categorized according to passive learning functions. This follow-up presentation will show the findings of this reanalysis.Cameron RomneyMomoyama Gakuin UniversityLeon BellMomoyama Gakuin University
K208Sat18:0018:30MWRoehl Sybing: Toyo Gakuen UniversityLearner preferences toward native-speaker EnglishThis presentation reports on a survey study conducted with English language learners in Japan, who appear to choose to study the language for purposes relating to communication with native speakers or access to native-speaking culture. The research suggests that learners may be less interested in pursuing goals that can be obtained through studying English as an international language than pursuing goals requiring contact with the native-speaking realm. The presenter will then propose how classroom materials can be designed to focus on target language culture while addressing the concerns teachers may have regarding the dangers of presenting culture to non-native speakers.Roehl SybingToyo Gakuen University
K208Sat18:3019:00MWGavin Brooks: Kwansei Gakuin School of Policy ScienceUnderstanding and improving the design of listening classesAural literacy is probably one of most difficult to skills to teach as it is “the least explicit of the four language skills" (Vandergrift, 2004). Because of this most teachers tend to have a "narrow interpretation of academic listening as ‘listening to lectures and taking notes’" (Lynch, 2011). This presentation looks at how to use current research in the field of ESL listening, such as the ideas of Anderson and Lynch (1988) and Underwood (1989), to create a class that allows students to engage in and learn about the language that they are studying, as well as the content being taught.Gavin BrooksKwansei Gakuin School of Policy Science
K209Sat13:0013:30TEDFuk-chuen Ho: Hong Kong Institute of EducationA collaborative mode of professional development for teachersThe aim of project was to set up a school network for teachers to have a platform for an interactive exchange of ideas, resources, services, and expertise among different schools that mutually address the needs of children with dyslexia. Five primary schools were invited to participate in this scheme. Teachers of each school were requested to identify an area of concern in reading or writing and to develop a 10-week instructional programme. A 5-day cross-site visitation was held. Individual interviews were conducted for teachers. It was found that teachers of member schools benefitted from the experience sharing among schools.
Fuk-chuen HoHong Kong Institute of Education
K209Sat13:3014:00TEDRichard Miller: Kansai UniversityExpanding your own professional literacy through outsourcingLiteracy comes in many forms, and teaching literacy often requires that the university educators have qualifications as well as having presented and published within their field. With the heavy workloads for college and university educators in Japan they often find themselves overworked and overloaded with things to do. Due to technology in today’s world there are options open to assist those with heavy workloads. One thing that teachers can and should consider is outsourcing difficult and time consuming tasks. This presentation will explore the options open to people to outsource such diverse things from doing illustrations to doing research. Hiring professional services can be surprising inexpensive (from $2 per hour) and very rewarding. Practical advice will be given during the presentation.Richard MillerKansai University
K209Sat14:1014:40David Barker: BTB PressWhat I Learned in French ClassLast year, the presenter decided to join a low-level French class at a culture center in Nagoya. This was partly because he regretted having forgotten all the French he learned at school, but also because he wanted to once more have the experience of being a beginner in a language classroom. In this presentation, he will discuss the things he learned through seeing a language classroom from a student’s point of view. He will explain how his experience has affected his own teaching, and how it has influenced his thoughts on other topics including teacher training and materials development.David BarkerBTB Press
K209Sat14:4015:40TEDTimothy Buthod: Hiroshima Prefectural UniversityStaying fresh: A forum on teachers learning foreign languagesAs language treachers, many of us are interested in learning languages ourselves. This can open up new worlds to us and can also shine a reflective light on our own tendencies as teachers and as learners. This workshop will include testimonials of teachers on their own experiences learning foreign languages as well as an opportunity for participants to explore the benefits and considerations involved.Timothy ButhodHiroshima Prefectural University
K209Sat15:5016:20TEDWilliam Green: Sapporo UniversityUsing texts in the university classroom: Japanese teachers' practicesThe English curriculum at Japanese universities often consists of only course titles, with teachers responsible for designing, teaching and assessing their own courses. In institutions where there is little or no peer observation, teachers often have no idea what their colleagues are doing in the classroom. In an effort to illuminate this area I describe a study of Japanese teachers' thinking and practices, focusing on their use of texts in the classroom. It is hoped that this type of study will help inform pedagogical innovations, curriculum renewal, and other initiatives dependent on the co-operation of teachers.
William GreenSapporo University
K209Sat16:2016:50TEDDonna Fujimoto: Osaka Jogakuin UniversityProcess--then product: Student-produced magazinesAlthough the process approach to writing is common in language classrooms, there are many obstacles against using a true process approach. Time constraints, the need for grades, and lack of trained teachers means a course may be “process” in name only. This presentation reviews the basic components of the process approach for writing with a special focus on two, often missing, components: the peer feedback and the final product stage. Concrete suggestions of how teachers can adapt the process approach to low, intermediate and advanced classes will be given. A student-produced magazine is recommended as one of the final products.Donna FujimotoOsaka Jogakuin University
K209Sat18:0019:00TEDRyan Richardson: Kansai University Department of PsychologyGenerating ideas for research topics and getting publishedWith universities requiring publications for new hires, the pressure to do research has become more pressing. For many teachers this pressure to publish may not be an issue while for others, finding a topic to research and publish can be daunting. This workshop is designed to help generate research topics based on teacher experiences and interests. We will discuss methods for finding appropriate topics to research, stages in the research process and publications which publish language teaching related articles.
Ryan RichardsonKansai University Department of Psychology
K210Sat12:0013:00GALEGALE SIG: General meetingGeneral meeting of the GALE SIG.GALE SIG
K210Sat13:0013:30GALEDiane Hawley Nagatomo: Ochanomizu UniversityIssues faced by eikaiwa teachers This presentation focuses on one group of teachers (foreign women who are married to Japanese men) who teach privately throughout Japan and who may have a strong impact on the communicative abilities of numerous Japanese people. Data obtained from online surveys and from email discussion groups suggest that the personal and pedagogical issues faced by these women may be different from other groups of eikaiwa teachers. The talk will address their ongoing and overlapping professional struggle in balancing their families’ personal and financial needs, their relationships with their students, and the gendered constraints imposed upon them by Japanese society. Diane Hawley NagatomoOchanomizu University
K210Sat13:3014:00GALEGerry Yokota: Osaka UniversityGender literacy in the EFL classroomThe curriculum at many Japanese universities is highly goal-oriented, with explicitly stated objectives such as being able to expect an outcome of XXX points on your next TOEFL or TOEIC test. At the same time, educators are concerned about making a contribution to the formation of well-rounded global citizens, and an understanding of the impact of gender stereotypes on individuals and societies is crucial to that aim. In this presentation, I will introduce specific examples of practical ways to integrate a gender literacy component into any lesson plan, whether it be based on a commercial textbook or original materials.Gerry YokotaOsaka University
K210Sat14:1014:40GALESandra Healy: Kyoto Women's UniversityJapanese students’ perceptions of gender issues in educationThe Japanese government stated in the 1998 Programme for Educational Reform that education should raise awareness of gender equality; however, in comparisons of gender equality worldwide Japan still consistently ranks low, particularly in the areas of political and economic power. This paper examines a small, preliminary study undertaken in a Japanese university examining Japanese students’ perceptions of gender issues in relation to gender equality and their educational experiences. It discusses the lack of explicit gender awareness education in schools in Japan, the strong ‘hidden curriculum’ and the resulting lack of gender literacy in Japan.Sandra HealyKyoto Women's University
K210Sat14:4015:40GALESarah Mulvey: Nanzan University, NagoyaA re-examination of gender stereotypes in the Japanese classroomThe topic of gender stereotyping in the classroom will be examined by utilizing a column written in an online journal for English educators in Japan. This column led to an unprecedented online discussion regarding gender in the Japanese university classroom. Portions of the discussion will be used with the presenter's own analysis, providing the audience the opportunity to a) discuss how their own attitudes and actions may be influenced by ingrained stereotyped beliefs regarding gender in the Japanese classroom, and b) create responses that can be used when teachers witness or are subjected to gender-prejudiced behaviour in their own university.
Sarah MulveyNanzan University, Nagoya
K210Sat15:5016:50GALEAmanda Gillis-Furutaka: Kyoto Sangyo UniversityMusic video literacy: Challenging assumptionsMusic videos have a mixed reputation for the ways in which they represent women and men. Some videos exploit the female body to boost their appeal to certain audiences. Others challenge stereotypes and suggest alternative views on gender roles. Many videos, however, are ambiguous, especially when produced by a culture other than our own. We will watch and discuss both a Western and a Japanese music video. We will also predict what Japanese university students may not interpret in the same way as their teachers do. The presenter will then provide her research findings, which are expected to challenge some of our assumptions.Amanda Gillis-FurutakaKyoto Sangyo University
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