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The Center for English As a Lingua Franca Journal 玉川大学

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The Center for English As a Lingua Franca Journal 玉川大学 2017 April Volume 3 ISSN 2189-0463 ELF The Center for English as a Lingua Franca Journal 玉川大学 Enhancing Intelligibility in ELF by Focusing on the Origin of Katakana Loanwords Classroom-based Strategies on Improving Speaking and Listening Skills through the Voices of Japanese Learners Pedagogical Concerns and Approaches to EAP Writing Instruction within an ELF Program A Brief Catalogue and Review of Key Online Video Resources and Platforms Self-directed Learning for English Language Learners Fostering Students to State Opinions Comfortably through a Speaking Activity Computer-assisted Language Tests for the English Classroom: Blackboard® Tests and Google Forms New Learning and Teaching Modalities: The Reinvented Learning Spaces at ELF Study Hall 2015, Tamagawa University M-Reader in the Center for English as a Lingua Franca Report of the Center for English as a Lingua Franca Tutor Service CONTENTS A Report on Faculty Development and Research at the Center for English as a Lingua Franca The Center for ELF Journal Issue Editors: Brett Milliner, Travis Cote and Blagoja Dimoski Assistant Editor: Andrew Leichsenring Translation: Mitsuko Imai Reviewers: Ethel Ogane Mitsuko Imai Jesse Hsu Rasami Chaikul Paul McBride Yuri Jody Yujobo Yoji Kudo Jeremy White Daniel Worden Ayako Suzuki Simeon Flowers Michael Seko Angelo Magasic The Center for ELF Journal: Call for Articles descriptions of research method including clear demonstration of attention to research ethics and commentary. The Center for ELF Journal is a refereed journal that seeks to promote critical re- flection among English language teaching professionals from a wide range of profes- Teaching articles: Teaching articles should provide a description of the teaching sional contexts. Manuscripts are subject to blind reviews by two or more reviewers context, relevant issues related to the teaching context, teaching theories and after initial screening by the editorial committee. approaches appropriate to the context as well as comments reflecting pedagogical praxis. Aims of Journal: ▪ To encourage critical awareness among language teaching professionals Forum articles: From time to time, the editor may call for forum articles focusing ▪ To encourage reflexive thinking among language teaching professionals on a particular theme or issue. Readers are also welcome to propose themes or issues ▪ To encourage a praxis of action and reflection among language teaching pro- for the forum in consultation with the editor. Contributors will be given the oppor- tunity to engage with current issues from a given standpoint as well as with each fessionals ’ ▪ To encourage language teaching professionals to empower themselves and in other s opinions on the issue. so doing empower their students Center for English as a lingua franca Reports: From time to time, the Center ▪ To encourage sharing of teaching techniques among the CELF teachers for English as a lingua franca will request a report from full-time faculty. The reports ▪ To serve and support the professional development needs of the CELF teach- can focus on a variety of features or services within the ELF program. For example, ers student use of the tutor service, research projects, and faculty development. Types of Articles: Book reviews: Writers of book (textbook or other) reviews should first contact the Research article (1000 ~ 3000 words) editors with suggested titles before proceeding with the book review. Teaching article (1000 ~ 3000 words) Forum article (1000 words) ELF classroom practices: Articles should be brief“ take-away” descriptions of any Center for English as a lingua franca Reports (1000 words) activity, project, strategy or useful tool employed with varying degrees of success in Book reviews (1000 words) the ELF classroom (i.e.,“teacher’s toolbox”). ELF classroom practices (1000 words) How to submit your manuscript: Guidelines for Contributors: Please email your submissions to the editors with the title,“ The Center for ELF Jour- Article contributions may include, but are not limited to, one or more of the following nal Submission”. areas: English as a Lingua Franca email: [email protected] Curriculum design and development Teaching methods, materials and techniques Classroom centered research Testing and evaluation Teacher training and professional development Language learning and acquisition Culture, identity and power in language education Application of technology in the language classroom Research Articles: Research articles should come with a description of the research context and research questions, issues pertaining to the research context, relevant theories, qualitative or quantitative research data, detailed Issue 3.0 Foreword: It is my pleasure that we can present to you Volume 3 of the CELF Journal. In this volume, we continue to have two research articles, five classroom practice articles in addition to four reports on various CELF activities. The aim of this journal is to showcase our research and teaching activities to the readers, while giving our faculty members who are at various stages of their career path opportunities to write up and share their activities and research. Each year, we have at least two reviewers for each submission to thoroughly review and comment on the submissions for further improvements. The reviewers have different areas of specialties and are at different stages of engagement with their profession. This makes it possible to train up-and-coming ELT professionals to become more solid contributors to the field. While new generations of teachers, researchers, authors and reviewers are growing, I would like to point out that two founding members are leaving us this year. I would, therefore, thank former Professor Glenn Toh who left the program in August, and Professor Ethel Ogane who retires from the full time position at the end of this academic year, for their dedication to the foundation of CELF and thus dedicate this volume to them with appreciation. Last, but not least, I would like to thank Brett Milliner, Travis Cote, and Bill Dimoski for another excellent job as editors. March 1, 2017 Masaki Oda Director, CELF Contents Enhancing Intelligibility in ELF by Focusing on the Computer-assisted Language Tests for the English Origin of Katakana Loanwords Classroom: Blackboard® Tests and Google Forms 01 67 Marc D. Sakellarios & Gregory Price Brett Milliner & Blair Barr New Learning and Teaching Modalities: The Reinvented Classroom-based Strategies on Improving Speaking and Learning Spaces at ELF Study Hall 2015, Tamagawa University Listening Skills through the Voices of Japanese Learners 11 80 Yuri Jody Yujobo, Jesse Hsu, Rasami Chaikul & Andrew Andrew Leichsenring Leichsenring Pedagogical Concerns and Approaches to EAP Writing M-Reader in the Center for English as a Lingua Franca Instruction within an ELF Program 21 87 Kensaku Ishimaki & Brett Milliner Charles E. Robertson A Brief Catalogue and Review of Key Online Video Report of the Center for English as a Lingua Franca Resources and Platforms Tutor Service 27 93 Thomas Saunders Travis Cote, Blagoja Dimoski & Andrew Leichsenring A Report on Faculty Development and Research at the Self-directed Learning for English Language Learners Center for English as a Lingua Franca 38 98 Jason Donald Arndt Brett Milliner & Blagoja Dimoski Fostering Students to State Opinions Comfortably through a Speaking Activity 59 Misaki Shirose Enhancing Intelligibility in ELF by Focusing on the Origin of Katakana Loanwords ELF学習者の発話の明瞭性を高める指導法： カタカナ語の影響に焦点を当てることの効果について Marc. D. Sakellarios, サカラリオス ・ マーク Tamagawa University, Center for English as a Lingua Franca, Japan [email protected] Gregory Price, プライス・ グレゴリー Tokyo University of Science, Department of Science and Engineering, Japan [email protected] ABSTRACT This paper has sought to demonstrate negative language transfer resulting from non-English loanwords in the Japanese language. Prior to conducting our experiment, we theorized that some L1 interference may result from the use of katakana for these borrowed words, which potentially leads to some students not knowing which loanwords are English, and which are of non-English origin. To test this theory, a double-blind randomized experiment was conducted among 83 university students at Nihon University’s School of Pharmacy. Subjects were given a vocabulary test containing five questions; one with descriptions of the English words only, and the other with descriptions and the katakana counterparts. Our aim was to test whether students given the katakana would assume it to be English. Compared to the control group (mean score=1.551 out of 5), the group with access to the katakana counterparts scored significantly lower (mean score=0.738). An unpaired t-test of the results was conducted, and the result showed a significant difference between the two groups (p = 0.0018). A follow up survey was conducted of 144 students from Tokyo University of Science and Nihon University’s School of Pharmacy to see if students could identify the origin of common non-English loanwords. Of the loanwords tested, 80.56% of students incorrectly identified one or more of the words to be from an English-speaking country. This supported the hypothesis that students may not be able to discern the origin of Japanese loanwords. KEYWORDS: Negative language transfer, Katakana, Loanwords, English as a lingua franca, Language learning 1 1. INTRODUCTION AND BACKGROUND to Japanese English learners since their exposure to this word is through katakana. They may assume that an
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