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Feature Articles TLT Interviews
3 Facebook vs. Paper-and-Pencil Writing: 19 An Interview with Dr. Jennifer Sclafani Comparing Japanese EFL Students’ Daniel Dunkley Opinions of the Writing Mediums Gilbert Dizon My Share 9 The Learning of Congruent and Incongruent Collocations Utilizing 24 Classroom ideas from Steve Hampshire, Dynamic Assessment Eric Hirata, and James Bury Mohammad R. Hashemi & Raziye Eskandari JALT Praxis
Readers’ Forum 27 TLT Wired Young Learners Teaching English Through English: An 30 15 Book Reviews Analysis of a Sample of Japanese and 33 South Korean Textbooks 35 Recently Received Diane Johnson, Keiko Umeda, 36 Teaching Assistance & Kyoungja Oh 38 The Writers’ Workshop 41 SIG Focus 45 Old Grammarians
The Japan Association for Language Teaching Volume 41, Number 6 • November / December 2017 ISSN 0289-7938 • ¥1,900 • TLT uses recycled paper JALT Publications JALT Publications Board Chair }} OLD GRAMMARIANS Deryn Verity – Penn State University Scott Gardner York Weatherford – Kyoto Notre Dame Jerry Talandis Jr. [email protected] University [email protected] Asako Yoshitomi – Tokyo University of JALT Focus Editors Foreign Studies }} SIG FOCUS TLT Editorial Staff }} ADDITIONAL READERS Joël Laurier & Robert Morel Dale Brown, John Eidswick, Frank Daulton, }} TLT EDITORS [email protected] Danielle Fischer, Patrick Foss, Naomi Fujishima, Philip Head }} JALT NOTICES EDITOR Austin Gardner, James Hobbs, Brandon Kramer, Gerry McLellan Malcolm Swanson Aleda Krause, Paul Lyddon, Donald Patterson, [email protected] Greg Rouault, Troy Rubesch, Vick Sssali, Tim [email protected] Stewart, Toshiko Sugino, Bernie Susser, Jerry }} TLT ADVISOR Talandis Jr., Katherine Thornton, Blake Turnbull, John Roberts Production Chris Wharton, Jennifer Yphantides }} TLT ASSISTANT EDITOR } Caroline Handley } COPYEDITORS & PROOFREADERS JALT Journal }} TLT JAPANESE-LANGUAGE EDITOR Brian Birdsell, Stephen Case, 杉野 俊子 (Toshiko Sugino) Antonija Cavcic, David Cooke, }} JALT JOURNAL EDITOR [email protected] Jeremy Eades, Chris Edelman, Peter Anne McLellan Howard }} TLT JAPANESE-LANGUAGE ASSOC. Ferguson, Nicole Gallagher, Decha [email protected] Hongthong, Rob Kerrigan, Lorraine EDITOR }} JALT JOURNAL ASSOCIATE EDITOR Kipling, Laura MacGregor, David 迫 和子 (Kazuko Sako) Eric Hauser Marsh, Colin Mitchell, Neil Stead, [email protected] [email protected] Kevin Thomas }} TLT WEB EDITOR }} JALT JOURNAL JAPANESE EDITOR Theron Muller Ken Urano [email protected] }} 和文校正・翻訳者 (JAPANESE PROOFREADERS & [email protected] }} TLT WEB ADMIN TRANSLATORS) }} JALT JOURNAL REVIEWS EDITOR Malcolm Swanson 宮尾 真理子(Mariko Miyao) Greg Rouault [email protected] 納富 淳子 (Junko Noudomi) [email protected] 中安 真敏 (Masatoshi Nakayasu) }} JALT JOURNAL ASSISTANT REVIEWS JALT Praxis Editors 阿部 恵美佳 (Emika Abe) EDITOR 植田 麻実 (Mami Ueda) John Nevara }} TLT INTERVIEWS 伊藤 文彦 (Fumihiko Ito) Torrin Shimono & James Nobis Post-Conference Publication [email protected] }} DESIGN & LAYOUT }} MY SHARE Pukeko Graphics, Kitakyushu }} EDITORS-IN-CHIEF Steven Asquith & Nicole Gallagher }} PRINTING Peter Clements [email protected] Koshinsha Co., Ltd., Osaka Aleda Krause }} TLT WIRED Howard Brown Edo Forsythe [email protected] [email protected] Review }} BOOK REVIEWS }} TLT EDITORIAL ADVISORY BOARD Peer Support Group Robert Taferner Eric Bray – Yokkaichi University [email protected] Steve Cornwell – Osaka Jogakuin College }} PSG COORDINATOR Michael Furmanovsky – Ryukoku University } Loran Edwards } PUBLISHERS’ REVIEW COPIES LIAISON Scott Gardner – Okayama University [email protected] Steve Fukuda & Julie Kimura Chiaki Iwai – Hiroshima City University [email protected] Masaki Kobayashi – Kanda University of }} PSG MEMBERS Bunkyo University International Studies Loran Edwards, Paul Beaufait, 3337 Minami Ogishima, Koshigaya Shirley Leane – Tottori University Steve McGuire, Theron Muller, Saitama 343-8511 JAPAN Todd Jay Leonard – Fukuoka University of Michael Laspina, Brian Hutchinson, Education Troy McConachy, Peter Quinn, }} YOUNG LEARNERS Robert Long – Kyushu Institute of Brian Gallagher, Nick Boyes, Myles Mari Nakamura Technology Grogan, Douglas Jarrell, Joshua [email protected] Laura MacGregor – Gakushuin University Myerson, Brandon Kramer, Charles }} TEACHING ASSISTANCE Theron Muller – University of Toyama Moore, Dawn Lucovich, Suwako Bern Mulvey – Iwate University Uehara, Jean-Pierre, David Ockert, David McMurray Fiona Creaser, Anna H. Isozaki, [email protected] Tim Murphey – Kanda University of International Studies Wayne Arnold, Chris Fitzgerald }} THE WRITERS’ WORKSHOP Yoko Okayama – Bunkyo University Charles Moore & Vikki Williams Jonathan Picken – Tsuda College [email protected] Martha Robertson – Aichi University JALT Central Office Stephen Ryan – Sanyo Gakuen University }} DEAR TLT Urban Edge Bldg. 5F, 1-37-9 Taito, Lorraine Sorrell – Macquarie University Taito-ku, Tokyo 110-0016 Tiernan L. Tensai Toshiyuki Takagaki – Onomichi University [email protected] Dax Thomas – Meiji Gakuin University t: 03-3837-1630; f: 03-3837-1631 [email protected]
THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt NOVEMBER / DECEMBER 2017 • Vol. 41, No.6 Contents In this month’s issue . . . Feature Articles }} Facebook vs. Paper-and-Pencil Writing: ello, and let me be the first to welcome you to the final Comparing Japanese EFL Students’ Opinions of the Writing Mediums . . 3 edition of The Language Teacher for 2017. We are now well into autumn and the 43rd JALT International } } The Learning of Congruent and Incon- Conference in Tsukuba is fast approaching. I am sure it will be gruent Collocations Utilizing Dynamic H Assessment...... 9 as successful as all previous ones. I hope everyone managed to secure reservations for this event of the year! Readers’ Forum This time of year sees many changes in nature. The au- }} Teaching English Through English: An tumn leaves give us one final moment of brilliance before Analysis of a Sample of Japanese and dropping to and carpeting the earth in a blaze of colour. Soon South Korean Textbooks...... 15 we will also ring in the changes at New Year as 2017 makes way for 2018. TLT Interviews Here at JALT we are also experiencing some major chang- es. Sadly for me, I have to say goodbye to Philip Head. We }} An Interview with Dr. Jennifer Sclafani ...... 19 worked together as coeditors of the My Share section before becoming coeditors of TLT. Phil will now work as TLT Ad- visor. His slot will be filled by Eric Martin whom I certainly JALT Praxis look forward to working with over the coming months. }} Off the Presses...... 23 In this final issue of 2017 we begin with two Feature }} My Share...... 24 Articles. Gilbert Dizon starts with an article on Facebook }} TLT Wired...... 27 versus paper-and-pencil writing. Gilbert compares Japanese }} Young Learners...... 30 students’ opinions of the two mediums. This is followed by }} Book Reviews...... 33 Mohammad R. Hashemi and Raziye Eskandari’s interesting article on learning congruent and incongruent collocations } } Recently Received ...... 35 through utilising dynamic assessment. }} Teaching Assistance...... 36 In the Readers’ Forum section of this issue, Diane Johnson, }} The Writers’ Workshop ...... 38 Keiko Umeda, and Kyoungja Oh provide a brief analysis of }} SIG Focus ...... 41 samples of Japanese and South Korean textbooks. }} JALT Focus...... 42 It might be a tad early, but also let me be the first to wish }} Old Grammarians...... 45 everyone a fantastic Christmas and New Year when it arrives. I look forward to receiving your submissions and to seeing Other them in print in 2018. I hope you all have a safe, healthy, and }} JALT Membership Information. . . 44 peaceful year! Gerry McLellan, TLT Coeditor
JALT Publications Online Continued over http://jalt-publications.org November/December 2017 online access Material from all our publications produced in the last 6 months requires a password for access. These passwords change with each issue of TLT and are valid for a 3-month peri- od. To access our archives:
[ login: nov2017 / password: fw8uMUkJ] TLT Editors: Philip Head, Gerry McLellan TLT Japanese-Language Editor: Toshiko Sugino
THE LANGUAGE TEACHER 41.6 • November / December 2017 1 The Language Teacher • Foreword & JALT Information
んにちは。読者の皆様、TLT2017年最終号によう The Japan Association for Language こそ。秋も深まり、筑波で開催される第43回JALT Teaching (JALT) こ 年次大会がすぐにやってきます。これまでの大会 同様、今回の大会も成功裏に終わること間違いありませ A nonprofit organization ん。皆様におかれましては、今年度のこの大会に万障繰り The Japan Association for Language Teaching (JALT) is a 合わせの上お越し頂ければと思います。 nonprofit professional organization dedicated to the- im この時期、自然界では多くの変化が見られます。紅葉 provement of language teaching and learning in Japan. It が落ち、燃え立つような色彩で地面に敷き詰められる前 provides a forum for the exchange of new ideas and tech- の輝かしい瞬間を見せてくれます。2017年が2018年に変 niques and a means of keeping informed about develop- わろうとする中で、まもなく我々も鐘を鳴らして新年の変 ments in the rapidly changing field of second and foreign 化を迎えることになるでしょう。 language education. ここJALTでも、いくつか変わることがあります。大変残 JALT Board of Directors, 2016-2017 念ながら、TLT EditorのPhilip Headが退任します。私たち President ...... Richmond Stroupe は以前、My Shareセクションの共同編集者として共に仕 Vice President ...... Naomi Fujishima 事し、その後TLTの共同編集者となりました。Philipは今 後TLTアドバイザーとしての職に就き、後任はEric Martin Director of Membership . . . . Fred Carruth が務めます。今後Ericと共に働けるのを楽しみにしており Director of Program ...... Louise Ohashi ます。 Director of Public Relations . . .Thomas Bieri この2017年の最終号では、まず2本の論文が掲載さ Director of Records ...... Maiko Katherine Nakano れています。最初はMohammad R. HashemiとRaziye Director of Treasury ...... Robert Chartrand Eskandariによる、ダイナミックな評価を活用した連語 Auditor ...... Joseph Tomei の一致・不一致の学習に関する興味深い論文です。次 に、Gilbert Dizonによる、Facebook上でのライティング と紙と筆記具によるライティングに関する論文がありま Contact す。Gilbertは日本の学生にこの2つの媒体に対する意見を To contact any officer, chapter, or Special Interest Group 尋ね、それらを比較しています。 (SIG), please use the contact page at
2 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - 3 - 41.6 • November / December 2017 Although there have been mixed results regarding regarding results been mixed have there Although the SNS’s ability to promote improvements in the improvements ability to promote the SNS’s writing (Dizon, 2016; Wang quality of L2 students’ that FB could 2014), Shih (2011) found & Vásquez, writing skills of L2 indeed enhance the academic English 1st-year A total of twenty-three learners. in the participated majors at a university in Taiwan of FB writing a combination involved which study divided were The students and peer assessment. to post on their instructed and were six groups into paper-and-pencil (PP) writing. Therefore, this paper (PP) writing. Therefore, paper-and-pencil of twoopinions aims to fill this gap by examining the used FB one which EFL students: of Japanese groups anotherwriting over the course of a semester and via PP. wrote which Background of L2 in the eyes several distinct advantages FB offers (2011) in Shih’s EFL students The Taiwanese learners. that the SNS enhanced cooperative thought research communicating anxiety as well as reduced learning were of anxiety in the target language. Lower levels as a benefit of FB writing by the L2also reported and Kim (2014). by Wang in a study Chinese learners the also stated that writing through The students their confidence in the L2 andSNS helped increase communica them to engage in authentic allowed in Kabilan et learners the L2 English Similarly, tion. with a of FB, views had favorable study (2010) al.’s that the SNS agreeing majority of the participants and confidence in the targetenhanced motivation opportunities them additional language and afforded in the context Lastly their writing skills. to improve advan perceived three Dizon (2015) found of Japan, a low- EFL learners: tages of FB among the Japanese of use, and convenience. ease environment, stress positive opinions (Kabilan, Ahmad, (Kabilan, positive opinions & Abidin, 2010; among learners & Kim, 2014). Even Shih, 2011; Wang towards views be favorable seems to there in Japan, studies none of these FB (Dizon, 2015). However, it is not known if L2 thus, group; a control involved than positively via FB more writing view students - - - - - = 14). A n THE LANGUAGE TEACHER FEATURE ARTICLE FEATURE
Opinions of the Writing Mediums of the Writing Opinions in the world (Facebook, 2016). Given the Given 2016). in the world (Facebook, ith over 1.1 billion active users each day, active users each day, ith over 1.1 billion used SNS is the most widely (FB) Facebook
Comparing Japanese EFL Students’ Japanese Comparing
Facebook vs. Paper-and-Pencil Writing: Writing: Paper-and-Pencil vs. Facebook
先行研究では、第２言語（L2）学習者がFacebookについて概ね好意 = 16) and another which used paper-and-pencil ( = 16) and anotherused paper-and-pencil which
n W classroom and have found that they have generally that they have found and have classroom researchers have investigated L2 learners’ attitudes L2 learners’ investigated have researchers in the L2 learning the use of the SNS for towards ubiquity and importance of FB among students (Blat ubiquity and importance of FB among students language 2010), 2009; Godwin-Jones, tner & Fiori, グループのほうが高かった。これらの調査結果は、Facebookにさまざま な利点が認められるものの、L2学習者にはFacebookに対して多様な受け 止め方がありうるということを示している。 かし興味深いことに、自分が利用したライティング手段のほうが好ましい という認識は、Facebookを利用したグループよりも筆記用具を利用した したグループは、調査項目のうち8項目において、筆記用具を使用したグ ループよりも、より好意的な意見を持っていることが明らかになった。し ッカート尺度による9項目のアンケート調査を実施し、それぞれのライティング手段に対する学習者の意識を調査した。その結果、Facebookを使用 け、1つはFacebookを用いたライティングを行うグループ（16名）、もう1つ は筆記用具を用いるグループ（14名）とした。これら2つのグループに、リ は、EFL学習者である日本人大学生の意識を調査・分析し、先行研究の不 足を補うことを目的としている。本論では、学習者を2つのグループに分 調査研究は行われていない。それゆえ、L2学習者がSNSを他のライティン グ手段よりも好ましいと考えているかどうかは明らかでない。そこで本論 的な捉え方をしていると示されている。しかし、ソーシャル・ネットワーキング・サービス（SNS）に対する学習者の意識調査で、対照群を設定した book despite its perceived benefits. book despite its perceived their writing medium to a greater degree. These findings high findings These degree. greater a to medium writing their Face light the opinions L2 students can have towards mixed opinions towards eight of the survey statements. Interestingly, eight of the survey statements. Interestingly, opinions towards preferred group the learners in the paper-and-pencil however, nine-item Likert-scale questionnaire was administered to as was administered nine-item Likert-scale questionnaire the writing mediums. The sess the students’ opinions towards favorable had more that thegroup Facebook revealed results into two groups: one which used Facebook for writing tasks into two groups: ( diums. This study seeks to fill this gap by analyzing the views of views the analyzing by gap this fill to seeks study This diums. divided were Japanese university EFL students. The learners the social-networking service (SNS). Thus, it is unknown if L2 positively than other writing me students view the SNS more mostly favorable attitudes towards Facebook, no study has mostly favorable attitudes towards to examine learners’ views of group incorporated a control Although current literature indicates that have L2 students literature Although current Himeji Dokkyo University Himeji Dokkyo Gilbert Dizon The Language Teacher • Feature Article respective FB pages and comment on others’ posts. and a traditional writing medium. Specifically, the According to the results of pre- and post-tests based following research question was addressed in this on the National College Entrance Examination, paper: What are Japanese EFL learners’ opinions of Shih (2011) determined that FB and peer assessment Facebook and paper-and-pencil writing? led to improvements in writing organization, con- tent, spelling, and vocabulary. Notably, the group that made the greatest improvement was the low- Methodology score group, suggesting that beginners may have the Participants most to gain from using FB. A total of 30 Japanese EFL students at a private Jap- Despite the benefits that FB offers, not all L2 anese university agreed to participate in the study learners are comfortable with using it for language via written informed consent. The participants were learning and/or do not perceive it to be useful in selected using convenience sampling. All of the this regard. Alm (2015) studied the opinions of students were enrolled in an elective course entitled language learners at a university in New Zealand Communicative English, which met three times a and discovered that attitudes were moderate at week in 90-minute classes during the 2016 spring best. While advanced language students viewed FB semester. The course focused on the four skills of as somewhat useful for informal language learning, listening, reading, speaking, and writing, with a par- beginner and intermediate students had less favor- ticular emphasis on output. Sixteen of the learners able perceptions. Moreover, these students were less were placed in the FB group and were taught by the likely to interact with others via the SNS in their L2, researcher. This was done due to the fact that these primarily because they lacked FB friends who spoke learners had desktop computers in their classroom, the target language. The two L2 English learners in and thus had the ability to write with FB during Chen’s (2013) case study of FB also had mixed views class. The remaining 14 students were taught by of the SNS. Although one of the participants active- two other English instructors in two separate class- ly engaged with native speakers of the L2 through es and were placed in the PP group. the site, the other student “felt marginalized and Three writing assessments were administered uncomfortable” (p. 154). Additionally, the learner at the start, middle, and end of the treatment to expressed a desire to take a break from English measure the writing abilities of the participants studies when she used FB, and instead used the in three specific areas: writing output (number of site to connect with her L1 friends. In other words, words written), lexical richness (the ratio of words the learner used the site for leisure purposes rather written which were beyond the 1000 most frequent than to actively improve her L2. This emphasis on words and the total number of words produced), leisure may be a reason why all of the learners in and grammatical accuracy (the number of treatable Wang and Kim’s study (2014) stated that FB had the errors produced per 100 words on each writing potential to easily distract them from their academ- assessment). All three assessments followed the ic studies. Given this, it may be necessary to advise same procedure as the treatment. Moreover, the L2 students on how to effectively leverage FB for writing topics were the same for both groups (pre- language learning purposes. To sum up, L2 students test: Golden Week plans; mid-test: university life; have mostly favorable views towards FB, with the post-test: summer vacation plans). Non-parametric primary advantages being increased confidence, statistical tests showed that there were no signifi- enhanced motivation and reduced levels of anxiety. cant differences between the dependent variables In addition, the SNS offers language students more of the learners in the PP group and those in the FB chances to use the L2 outside of the classroom in a group at the outset of the treatment. While the fo- meaningful way . However, there are a few down- cus of this paper is on the students’ opinions of the sides as well, namely, FB may be intimidating to two writing mediums, full quantitative results can some students who lack the proficiency to com- be found in a separate article (see Dizon, 2016). municate with others, particularly native speakers, and the site may serve as a distraction for language learners. While the aforementioned research Treatment provides insight into the views L2 students have The participants completed two timed guided towards FB as well as its potential to foster writing freewritings each week for a total of 12 weeks. The improvements, it is still unknown if learners view students in the FB group wrote on their respective writing via the SNS more positively than a differ- FB pages while those in the PP group wrote in in- ent writing medium. Thus, the aim of this study dividual journals. Hwang (2010) found that free- was to evaluate Japanese students’ opinions of FB writing could enhance the writing fluency of EFL
4 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - - - 5 - 41.6 • November / December 2017 The results also reinforce the argument that the the argument also reinforce The results in the One surprising finding is that the students directly mark students’ writing or posts with FB. writing or posts with FB. mark students’ directly not were technologies FB and other web 2.0 While pur learning language formal, made for originally to help their features poses, teachers can leverage their language skills in the target improve students is to incorporate FB in ways language. What is key also providing sound while pedagogically that are in and excel on how to complete instructions clear the given task. Wang & Kim, 2014). While PP writing activities usu writing activities PP & Kim, 2014). While Wang prima or as the sole the teacher around revolve ally writings, FB writing involves ry of students’ reader members of the fellow including readers, multiple Given the general public. or possibly a FB group confidence in their more develop may this, students because they are SNSs through L2 writing abilities audience. a larger writing for can enhance L2 writing skills, at least FB approach et (Kabilan the perspective of EFL learners from to those al., 2010; Shih, 2011). This is in contrast and other Web that the usage of SNSs believe who in academic not appropriate are technologies 2.0 Ben 2007; Waycott, & Kinzer, (Lohnes contexts any Like 2010). Gray, & Dalgarno, nett, Kennedy, matters most is not the of writing, what other form directed are medium itself, but rather how learners be given must the writing task. Learners towards of purposes a variety to write for opportunities lives and futures, meaningful to their own that are this writing occurs in a or not of whether regardless or with paper-and-pencil. digital environment to be feedback the corrective perceived FB group than those in the PP understandable easily more This is despite the fact that teachers cannot group. strongly disagree to strongly agree. The first four The first agree. to strongly disagree strongly factors on affective surveyitems on the focused five through task. Items to the writing related the improvements on the linguistics centered eight medium. each writing through make could learners preference students’ item examined the The final or PP. FB towards and Discussion Results had higher levels 1, the FB group As shown in Table out of the nine survey eight towards of agreement six, seven, items three, In particular, statements. in the FB by those favorably viewed were and eight agreeing participants 24% more at least with group, compared with the statements agreeing or strongly confirm that These results to those in the PP group. of confidence is one of the main benefits increased et al., 2010; incorporating FB in L2 writing (Kabilan -
- - THE LANGUAGE TEACHER Facebook vs. Paper-and-Pencil Writing: Comparing Japanese EFL Students’ Opinions of the Writing Mediums of the Opinions Students’ EFL Japanese Comparing Writing Writing: vs. Paper-and-Pencil Facebook
Dizon: Dizon:
based on a five-point Likert scale ranging from from ranging scale Likert based on a five-point The questionnaire asked the participants to rate the participants asked The questionnaire nine statements towards of agreement their level FB completed it online through SurveyMonkey SurveyMonkey it online through FB completed it out by hand. with PP filled wrote those who while final week of the semester. The students who used The students final week of the semester. native language by a Japanese colleague (Appendix colleague native language by a Japanese The survey in class during the B). was administered L1 questionnaire which was developed by the re was developed which L1 questionnaire the students’ and translated into in English searcher Qualitative data for this study were collected via an collected were this study Qualitative data for Research Instrument Research were collected after class for correction. after class for collected were group, and could not have been implemented in the been implemented and could not have group, journals due to the fact that the students’ PP group This was the only difference in the writing proce difference This was the only and the PP between those in the FB group dures comment on at least two other posts as homework. on at least comment for the class. After the completion of each freewrit the class. After the completion for assigned to were in the FB group ing, the students however; students were given the option of using of using given the option were however; students a new one specifically or creating their own account privacy of the students as all but one of them used privacy of the students This was not mandatorytheir personal FB accounts. respond to posts. This was done to protect the to posts. This was done to protect respond Facebook group was set to secret; thus, only the only thus, was set to secret; group Facebook and class members could view and the researcher The learners who used Facebook were divided were used Facebook who The learners based on their classes. Each two FB groups into Use of Facebook in the Study of Facebook Use activity. activity. mistakes they made during the previous freewriting freewriting they made during the previous mistakes pen. Before starting a new writing task, the students pen. Before grammar any and correct to review required were was marked with the comment function while any any while function with the comment was marked with red directly marked with PP were made errors is, errors that “occur in a patterned, in rule-governed that “occur is, errors on FB Writing marked. were 6) 1999, p. (Ferris, way,” feedback more focused, only “treatable errors,” that errors,” “treatable only focused, more feedback feedback by the researcher in order to promote to promote order in by the researcher feedback the corrective make To accuracy. grammatical A). Although the students’ writing was not graded, writing the students’ A). Although given corrective were groups in both the learners computer-mediated writing. Topics were selected selected were Topics writing. computer-mediated of each class (Appendix by the individual teachers due to the fact that this is an inherent advantage of advantage this is an inherent due to the fact that form of writing aid. The use of browser spellcheck spellcheck use of browser of writing aid. The form FB writing, however, during was not monitored Each freewriting lasted 10 minutes and the students and the students 10 minutes lasted Each freewriting dictionary to use a not allowed other were or any learners; thus, this was designated as the primary was designated as this thus, learners; in the study. involved in all the classes writing task The Language Teacher • Feature Article
Table 1. Percentage of Agreement Towards able grammar corrections were seen as the main Questionnaire Statements benefits of freewriting through FB. While these advantages do not guarantee that learners will make Group concrete L2 gains through the use of FB, it does # Statement PP FB show that it has the potential to support language learning due to the positive attitudes that students 1 I was motived to learn En- 71.4% 81.3% have towards the SNS. Attitudes towards a writ- glish through freewriting. ing medium are significant, as Ajzen and Fishbein 2 I enjoyed freewriting in 71.4% 81.3% (1980) argued in their theory of reasoned action English. which posits that attitude can directly impact be- havior, that is, learner performance on a given task. 3 I am more confident in 57.1% 81.3% Therefore, language teachers must choose activities English writing because of that are seen as useful in the eyes of their students freewriting. in order to maximize the improvements that they 4 My attitude towards learning 42.9% 62.5% can make in an L2. English became more serious because of freewriting. Conclusion 5 I was able to improve my 64.3% 68.8% As the use of SNSs in L2 classrooms becomes more English grammar through widespread, so does the need to investigate learn- freewriting. ers’ perceptions towards their usefulness in formal 6 I was able to write English 35.7% 81.3% language teaching and learning. Accordingly, the more fluently through free- goal of this study was to determine the attitudes writing. that Japanese EFL learners had towards FB and PP writing. Although the participants in the PP group 7 I was able to improve my 50.0% 93.8% did in fact prefer the writing medium to a slightly English writing skills through greater degree than those in the FB group (64.3% to freewriting. 62.5%), the FB group had higher levels of agreement 8 I was able to easily under- 64.3% 93.8% on all the other items on the survey. This paints stand the grammar correc- a somewhat unclear picture of Japanese students’ tions. views towards the SNS. Therefore, more research 9 I prefer English writing 64.3% 62.5% needs to be done in order to gain a better under- with pencil-and-paper to standing of the opinions that Japanese EFL learners writing with Facebook. / I have regarding FB. prefer English writing with This study has several limitations that need to be Facebook to writing with pointed out. One is the small sample size. As a result, paper-and-pencil. future studies should incorporate larger groups of students chosen randomly among a population. Additionally, the participants in the PP group did not Although the FB group held more positive views have the opportunity to write with FB or comment towards freewriting, it is interesting to find that on the writing of others during the study. Therefore, the PP group preferred their writing medium to a the students’ freewriting experiences were not iden- higher degree than those who wrote on the SNS tical and this could have impacted the results. Given (64.3% to 62.5%). While this may seem counterin- this, it would be worthwhile to employ a study where tuitive, it does make sense given the fact that the two groups write via FB and PP for an equal amount Japanese education system largely revolves around of time and afterward survey their opinions to see paper-and-pencil writing rather than the use of which medium they prefer. The differing freewrit- computers (Sekine, 2015). Therefore, learners in ing topics in each group could have also influenced Japan may feel more comfortable writing with PP the participants’ opinions of the writing mediums; than using FB due to their familiarity with the namely, the writing topics in the FB group could have former. better connected with the students, leading them to In short, the participants in the FB group had view the medium more positively. Lastly, the partic- more favorable opinions towards freewriting with ipants’ responses to survey items one through seven the SNS than those in the PP group. In particular, may reflect their views of freewriting rather than the increased confidence, greater writing fluency, -im writing mediums themselves. Thus, future research proved writing skills, and more easily understand- ought to differentiate between these variables (writ-
6 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - - - - - 7 - Com CALICO CALICO http://dx.doi. group B Paper-and-pencil Paper-and-pencil Bad habits/Study ing abroad Things that annoy me/Things I do to relax experi Difficult after ence/Life graduation Favorite place/ Favorite Travel vs. the Cities countryside/Vaca plans tion model/Favor Role ite teacher skill/Healthy New living (1), 38–78. Retrieved Retrieved (1), 38–78. - - - 44 - - , - http://dx.doi.org/10.11139/ (4), 1202–1211. doi: (4), 54 , group A is a lecturer at is a lecturer IALLT Journal IALLT Paper-and-pencil Paper-and-pencil Self-improve ment/Food experienc Travel es/Recipe vacation/Ad Next to past self vice Junior high Junior school/Childhood preferenc Travel es/Dream vaca tion plans/ Vacation motiva English tion home/Movies My 41.6 • November / December 2017 (1), p. 78–102. (1), p. 31 , .1016/j.compedu.2009.11.006 http://old.iallt.org/iallt_journal/incorporating_ in an intermediate-level Chinese language course: Chinese language in an intermediate-level A case study. from facebook_in_an_intermediate_level_chinese_ language_course_a_case_study Chi media on intermediate-level language use in social writing performance. nese language learners’ Journal cj.28.2.345-368 and staff perceptions Digital divides? Student K. (2010). technologies. and communication of information puters & Education org/10 Week 5 Week 6 Week 7 Week Week 1 Week 2 Week 3 Week 4 Week Wang, S., & Kim, D. (2014). Incorporating Facebook Facebook Incorporating (2014). Kim, D. & S., Wang, Japan. He holds an MA in holds He Japan. the from Linguistics Applied of Massachusetts University Boston. His major research on the focused are interests use social networking sites and apps to enhance L2 mobile learning. A Appendix Freewriting Topics Weekly Wang, S., & Vásquez, C. (2014). The effect of target The effect (2014). C. & Vásquez, S., Wang, & Gray, B., Dalgarno, G., Kennedy, Bennett, S., J., Waycott, Dizon Gilbert University, Himeji Dokkyo - - - - - (2), - Aus , 28 , http:// THE LANGUAGE TEACHER (5), 829– http://llt. Internet Internet 27 , (8), 1249–1258. (8), The Language International International http://llt.msu. 29 , Language Learning Language Learning & http://www.itdl.org/ Understanding attitudes Understanding . Englewood Cliffs, NJ: Cliffs, NJ: . Englewood (2), 3–18. Retrieved from from (2), 3–18. Retrieved http://nsuworks.nova.edu/ 23 , 179–187. doi: 10.1016/j.ihed http://www.hawaii.edu/sls/wp- The future of ICT education in education The future of ICT , Second Language Studies http://kipis.sfc.keio.ac.jp/the- 13 , https://eric.ed.gov/?id=EJ943540 (2), 143–170. Retrieved from from (2), 143–170. Retrieved (3), 2–9. Retrieved from from 2–9. Retrieved (3), 17 , Innovate: Journal of Online Education Journal Innovate: 14 , (5), 9–14. 39 Facebook vs. Paper-and-Pencil Writing: Comparing Japanese EFL Students’ Opinions of the Writing Mediums of the Opinions Students’ EFL Japanese Comparing Writing Writing: vs. Paper-and-Pencil Facebook , . Retrieved from from . Retrieved (1), 17–28, Retrieved from from (1), 17–28, Retrieved http://dx.doi.org/10.1080/09588221.2016.1266369 EUROCALL Review EUROCALL 6 ,
Dizon: Dizon: (5), 1–6. Retrieved from from (5), 1–6. Retrieved
845. Retrieved from from 845. Retrieved students in learning English writing? Integrating Face writing? Integrating English in learning students learning. with blended and peer assessment book of Educational Technology Journal tralasian Japan future-of-ict-education-in-japan/ about students’ expectations for technology in college in college technology for expectations about students’ classrooms. 3 innovate/vol3/iss5/2/ and Higher Education and Higher uc.2010.07.003 content/uploads/2014/09/Hwang.pdf of learning for An online environment Facebook: of higher education? in institutions English freewriting on writing fluency and confidence of EFL on writing fluency freewriting students. college-level 97–134. from Retrieved acies and technologies revisited. revisited. and technologies acies Technology edu/issues/october2010/emerging.pdf doi: newsroom.fb.com/company-info/ paper-and-pencil writing to improve L2 writing skills. improve writing to paper-and-pencil Assisted Language Learning Computer msu.edu/issues/june2013/chen.pdf in the EFL classroom. use of Facebook Teacher writers in social networking spaces. & Technology classroom: Promises and possibilities. and possibilities. Promises classroom: and Distance Learn Technology of Instructional Journal ing journal/jan_09/article02.htm and predicting social behavior Prentice-Hall. ing. http://polipapers.upv.es/index.php/eurocall/article/ view/4665/4791 Shih, R. C. (2011). Can Web 2.0 technology assist college assist college technology 2.0 (2011). Can Web Shih, R. C. Sekine, Y. (2015, June 29). 29). (2015, June Sekine, Y. Lohnes, S., & Kinzer, C. (2007). Questioning assumptions (2007). assumptions Questioning C. & Kinzer, S., Lohnes, Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). (2010). Z. M. J. & Abidin, Kabilan, M. K., Ahmad, N., Hwang, J. A. (2010). A case study of the influence of the influence of A case study A. (2010). J. Hwang, Godwin-Jones, R. (2010). Emerging technologies: Liter technologies: Emerging R. (2010). Godwin-Jones, Facebook. (2016). Company info. Retrieved from from Retrieved info. Company (2016). Facebook. Dizon, G. (2016). A comparative study of Facebook vs. of Facebook A comparative study (2016). Dizon, G. Dizon, G. (2015). Japanese students’ attitudes towards the the attitudes towards students’ (2015). Japanese Dizon, G. Chen, H.-I. (2013). Identity practices of multilingual of multilingual practices (2013). Identity Chen, H.-I. Blattner, G. & Fiori, M. (2009). Facebook in the language Facebook M. (2009). & Fiori, G. Blattner, Ajzen, I., & Fishbein, M. (1980). M. (1980). Ajzen, I., & Fishbein, Alm, A. (2015). Facebook for informal language learn informal for Facebook Alm, A. (2015). References impact student perceptions. impact student ing task and medium) in order to better understand to medium) in order ing task and they the two and how between the relationship The Language Teacher • Feature Article
Week 8 Travel advice/ Health/My diet Appendix B High school Freewriting Survey Week 9 University com- School clubs/ plaints/English What if… 自由作文についてのアンケート調査 teachers 自由作文について、それぞれの文を読んで、あなたの Week 10 Best friend/Tech- Success/Technol- 考えに一番当てはまるものを選んでください。ご協力よろ しくお願いします。 nology ogy Week 11 Internet/My Tests/Money vs. treasure happiness 全くそう思 思わない 思う 強くそう 思う ない わない あまりそう まあそう Week 12 Favorite holiday/ Health vs. happi- どちらでも Ideal wedding ness/New classes 自 由 作 文 を 通 し て 、英 〇 〇 〇 〇 〇 語の学習意欲がわい Facebook group A Facebook group B た。 Week 1 Jobs/Travel Role models/ 英語の自由作文は楽し 〇 〇 〇 〇 〇 Leaders かった。 自由作文のおかげで、 〇 〇 〇 〇 〇 Week 2 Hometown/Fam- Stereotypes/Trav- 英作文に対する自信が ily el preferences 前 よりもつ い た 。 Week 3 High school/Per- Domestic travel/ 自由作文のおかげで、 〇 〇 〇 〇 〇 sonality Japanese customs 英語の学習態度がより まじめになった。 Week 4 Movies/Home Bad travel expe- 自 由 作 文 を 通 じ て 、英 〇 〇 〇 〇 〇 riences/Part-time 語の文法力が向上し jobs た。 Week 5 English/Happi- Future career/ 自 由 作 文 を 通 じ て 、英 〇 〇 〇 〇 〇 ness Movies 語を 前よりもスラスラと 書けるようになった。 Week 6 Clothes/US Money & happi- 自 由 作 文 を 通 じ て 、英 〇 〇 〇 〇 〇 President visit to ness/War apolo- 作文の技術が向上し Hiroshima gies た。 Week 7 Commute/Zoo Zoo incident/For- 文法間違いの指摘が簡 〇 〇 〇 〇 〇 incident eign languages 単に理解できるように なった。 Week 8 Daily routine/ How to study a 紙と鉛筆での英作文の 〇 〇 〇 〇 〇 Music foreign language/ ほうが 、フェイスブック Internet safety で の 英 作 文 よりも 好 き だ /フェイスブックでの Week 9 Internet/Shopping Favorite commer- 英作文のほうが、紙と cials/Shocking 鉛筆での英作文よりも commercials 好きだ。 Week 10 Hobbies/YouTube Aliens/Cosmetic surgery Week 11 Dream vacation/ Public vs. private Try be a GREEN JALTER Skills schools/Single sex 1. Return your conference badge vs. mixed schools 2. Remember the 4 R’s Week 12 Volunteer work/ Childhood ed- Spring semester ucation/Spring 3. Bring your own toothbrush, semester chopsticks, notebook, pen, and water bottle 4. Eat a vegetarian meal 5. Think GREEN!
8 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - - - 9 ------41.6 • November / December 2017 Collocations are further categorized into congru further categorized into are Collocations of word combinations. In their study on the con In their study combinations. of word Jiang Yamashita and of collocations, gruency effect collocations incongruent that learning found (2010) of expo high amounts time, requires a long takes This finding is indicative difficult. and is more sure, congruentof the importance of further exploring in second or foreign collocations and incongruent congruency on exploring more language settings. For collocate–node such as effects and interlexical effects Schmitt, 2015; Peters, 2015). Schmitt, 2015; Peters, Knowledge Collocation the term collo patterning,” as “lexical Perceived “the tendency of two or more is defined as cation (Schmitt, 2000, p. to co-occur in discourse” words by the frequency This tendency is influenced 76). habitual users’ language combinations, of the word exclusive combinations, the word of formation phraseolog and semantic ness of a combination Collocations Schmitt, 1998). (see regulations ical to their according on a continuum can be viewed of times they occur in a number (the frequency in the words (whether and exclusiveness corpus) used together)—see exclusively are a combination & Schmitt (2015). González-Fernández Based on cross-lin groups. and incongruent ent Yamashita and and differences, relationships guistic between a distinction make 649–650) (2010, pp. Jiang that include (collocations collocations congruent similar in L1 and L2) and that are components lexical that contain (collocations collocations incongruent in the two different that are components lexical the in and Jiang, to Yamashita According languages). is due of collocations of L1 on the acquisition fluence natureflexible and differences to the cross-linguistic vocabulary knowledge have been explored in a wide vocabulary been explored have knowledge (see scales assessment using various range of studies 2011 and Read, 2012). Among these compo Nation, language such as lexical the use of formulaic nents, particular has received and collocations bundles & (González-Fernández by researchers attention ------both use, THE LANGUAGE TEACHER and FEATURE ARTICLE FEATURE meaning, , Dynamic Assessment Dynamic
form
The LearningThe and of Congruent Incongruent Collocations Utilizing Collocations Incongruent
vocabulary reflects over the years acquisition importance of teaching andthe continued dramatic surge in the number of studies on of studies surge in the number dramatic
More specifically, as Nation (2001, p. 27) argues, (2001, Nation as specifically, More 本論は、イラン人の中級下EFL (外国語としての英語)学習者間における 本論は、イラン人の中級下EFL
A receptively and productively. The components of The components and productively. receptively words in terms of their words vocabulary as knowing the is defined knowledge one knows) and depth the quality of word knowledge of word and depth the quality one knows) (i.e., how well one knows a word). the quantity of words known (i.e., how many words known (i.e., how many of words the quantity knowledge. Vocabulary knowledge, according to according knowledge, Vocabulary knowledge. and depth, with breadth breadth entails (2000), Read skills effectively. It follows that learning new words that follows It skills effectively. of vocabulary dimensions acquiring various involves ulary, language users would be in serious commu language users would be in serious ulary, language and cannot use the four trouble nicative 2008). Without appropriate knowledge of vocab knowledge appropriate Without 2008). learning vocabulary in ELT contexts (see Schmitt, (see contexts vocabularylearning in ELT 実験群と比較群を対象とした実験の前と後のテストの結果から、学習者 間で教え合うことで学習効果が上がることがわかった。 方法）の効果を検証する。女子学生40人がこの研究に参加した。実験群 は、連語を学習する過程でダイナミック・アセスメントの方略を学習した。 連語の一致と不一致の学習をダイナミック・アセスメント（第2言語習得 の実践的評価法の1つとして、学習者の学習可能性に注目して評価する cation knowledge of the students in the experimental group. cation knowledge of the students in the experimental group. perimental and control groups indicated that dynamic assess groups perimental and control collo mediated learning experience promoted ment through strategies in the process of teaching collocations. The results of teaching collocations. The results strategies in the process theex from posttestsgained and thecollocationof pretests female students participated in this quasi-experimental study. students participatedthisfemale study. in quasi-experimental was exposed to dynamic assessment The experimental group The present study investigated the effect of dynamic assess study investigated the effect The present ment on the learning of congruent and incongruent colloca Forty EFL learners. tions among Iranian lower-intermediate Kharazmi University Raziye Eskandari Raziye Eskandari Kharazmi University Mohammad R. Hashemi Mohammad The Language Teacher • Feature Article relationship and word length in the process of collo- The Study cation acquisition see Peters (2015). The purpose of this study was to investigate the feasibility of implementing dynamic assessment to Dynamic Assessment and Vocabulary develop language learners’ collocation knowledge Instruction with regard to two categories of collocations, that is, congruent and incongruent collocations. To this Dynamic assessment (DA) is derived from Vy- purpose the following research questions and null gotskian sociocultural theory. Contributing to a hypotheses were addressed: great extent to the integration of assessment and instruction, dynamic assessment places the focus RQ1. Is there any statistically significant dif- on promoting the learners’ abilities through making ference between the effects of DA as use of mediating strategies adapted to the needs of compared to static assessment on a better the learners in a dynamic and continuous process learning of congruent collocations among (Poehner, 2008). The pedagogical significance of dy- EFL learners? namic assessment lies in the fact that it “overcomes RQ2. Is there any statistically significant dif- the assessment–instruction dualism by unifying ference between the effects of DA as them according to the principle that mediated compared to static assessment on a better interaction is necessary to understand the range of learning of incongruent collocations an individual’s functioning but that this interaction among EFL learners? simultaneously guides the further development of The study utilized a quasi-experimental two- these abilities” (Poehner, 2008, p. 24). group pretest–posttest design. Selecting a nonprob- What distinguishes dynamic assessment and ability sample of students, we collected data from a the classical types of assessment, Poehner argues, control group and an experimental group in a test– is the sensitivity to the learners’ Zone of Proximal teach–test cycle. Development (ZPD) that is the difference between the learners’ “unassisted and assisted performance” Participants (Vygotsky, 1978, p. 86 as cited in Poehner, 2008, p. 14). A dynamic assessment perspective on vocabu- Forty female Iranian students (native speakers of lary teaching and learning engages the teacher and Persian) at an English Language Institute in Tehran students in a more organic and dynamic process participated in the study. The participants’ level of through which the learners’ potentials and differ- proficiency was lower-intermediate based on their ences will become an asset for their development in level in the institute. However, to homogenize them an interactive system. in terms of language ability using a standard test, we administered the Oxford Placement Test (OPT). Taking the example of vocabulary learning, we Initially, 62 students (out of a total population of 90 can think of a range of possibilities for helping the students) attended the test. Based on the results of learners to develop their vocabulary knowledge by the test, forty students were proven to be at the lower implementing dynamic assessment in the class- intermediate level. They were in the 18–30 age range. room. In this process, results of the assessment of The participants had enrolled in the language insti- the learners’ performance and their affordances, tute for the purpose of attending the general English limitations, and potentials, inform the teacher to program. Before the study started, the participants determine how further help needs to be at hand so had attended the English language program for 6 that the learners will be able to achieve the learning three-month semesters (i.e., they successfully passed outcome in a more efficacious manner. three basic and three elementary levels and thus, By and large, although the role of dynamic assess- could make it to the lower intermediate level.) ment within the context of developing language skills has received attention in the field of language teaching (see Poehner, 2008), little research has Instruments been conducted to explore dynamic assessment in The instruments used in this study included the the context of vocabulary learning with a particular Oxford Placement Test 1 (Allan 2004) and two focus on collocations. The main motive behind the collocation tests. present study comes from research findings that support the use of dynamic assessment as an effec- tive method to enhance interaction-based learning The Oxford Placement Test growth and learner performance with regard to In order to ensure the homogeneity of the stu- different language skills (see Anton, 2009). dents in terms of their English language ability, the
10 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - - - - 11 - - 41.6 • November / December 2017 The control group attended class for seventeen seventeen attended class for group The control D) I don’t know I don’t D) A) take attend B) C) make know I don’t D) a series of teaching techniques to help the instruc of teaching techniques to help a series assessment dynamic the go through tor–assessor way. in a systematic process Booklet Strategies Treatment: between the instructor– guide the mediation To the instructor used a assessor and the learners, the provided The strategy booklet strategy booklet. and control groups were given the pretests first. given the pretests were groups and control vo received group the control After the pretests, cabulary a common traditional through instruction this method, the teacher taught method. Utilizing activ textbook through and assessed collocations the class with definitions, such as providing ities and doing fill-in-the-blank examples, presenting and matching activities. and period over an eight-week sessions 45-minute and (34 congruent a total of 68 collocations covered collocations with four collocations, 34 incongruent method. The the traditional through each session) was instructor–assessor whose group, experimental received paper, the second author of the present dynamic a seventeen-session through treatment 8 weeks. approximately that took cycle assessment During this pe about 45 minutes. took Each session (34 congruent of time, a total of 68 collocations riod colloca with four collocations, and 34 incongruent The experimental presented. were a session) tions the same as that of the list was collocation group’s on this list were The collocations group’s. control the preliminarychosen from list of 120 collocations Mention using expert judgment. generated through in also be made that by the term strategy, must The strategies. we mean meditation this context, with of action a plan included strategies meditation Incongruent Collocation Test (sample item): (sample Test Collocation Incongruent a we think fee, the high registration Because of will ______graduate students of limited number part in the conference. Procedure ho were the students of the study, the outset At divided they were Then, OPT. mogenized using the and a control an experimental two groups, into Both experimental each with 20 students. group, ------THE LANGUAGE TEACHER The Learning Collocations Incongruent and of Congruent Utilizing Assessment Dynamic
Hashemi & Eskandari: & Eskandari: Hashemi
A) appeared arose B) C) occurred two cars travelling in the same direction. two cars travelling Last night a fatal road accident ______between ______between accident a fatal road Last night Congruent Collocation Test (sample item): (sample Test Collocation Congruent the test can be seen below: were estimated using KR-21 formula and were .75 .75 and were formula estimated using KR-21 were items from Sample the ICT. for the CCT and .70 for items each. The reliability coefficients for the tests coefficients items each. The reliability of 24 low intermediate students, analyzed the items, analyzed students, intermediate of 24 low 20 included tests the tests. The revised and revised were used to develop the first draft of the tests. We the first draft of the tests. used to develop were of the tests using a sample the first version piloted initial list of 68 collocations with 34 congruent and with 34 congruent initial list of 68 collocations These collocations collocations. 34 incongruent language counterpart. This process produced an produced This process language counterpart. their difficulty level, appropriateness for the low for the level, appropriateness their difficulty and their match to the Persian level, intermediate two active ELT researchers (PhD holders) reviewed reviewed holders) (PhD researchers two active ELT to with regard the list and rated the collocations equivalent was also included in the list. We checked checked in the list. We was also included equivalent In doing so, expert review. through the collocations ent collocations. For each collocation, the Persian the Persian collocation, each For collocations. ent dictionaries, we first prepared two lists, one of 60 we first prepared dictionaries, and one of 60 incongru collocations congruent lack of the equivalent combination in Persian for for in Persian combination lack of the equivalent to several collocation referred Having the ICT. collocations was the presence of the equivalent of the equivalent was the presence collocations CCT and the for in Persian combination word ipants’ knowledge of congruent and incongruent and incongruent of congruent knowledge ipants’ the selecting The main criteria for collocations. The questions were intended to check the partic to check intended were The questions Test (CCT) and the Incongruent Collocation Test Test Collocation and the Incongruent (CCT) Test each. questions choice 20 multiple (ICT) included as pretests and posttests. The pretests and post and posttests. The pretests as pretests Collocation The Congruent the same. tests were searchers, (a test of congruent collocations and a collocations test of congruent (a searchers, administered were collocations) test of incongruent Two tests of collocations, developed by the re developed tests of collocations, Two Collocation tests Collocation purpose of the study. purpose of the study. pants who scored between 120 scored and 134 who pants consid were the for selected and were intermediate lower ered the OPT marking kit and user’s guide, the partici kit and user’s marking the OPT The test is divided into two main sections, listening two main sections, divided into The test is to According each with 100 items. and grammar, scores from level A1 upwards based on the Common based on the Common A1 upwards level from scores levels. (CEFR) of Reference Framework European Oxford Placement Test (OPT) was administered at administered was (OPT) Test Placement Oxford reliable provides OPT The of the study. the outset The Language Teacher • Feature Article mediation strategies in a systematic and continuous In the third phase, the type and number of the sequence from the most implicit to the most explic- hints required by the learners in order to respond it. This mediation process consisted of three phases: appropriately to the items were calculated. For each 1. Presenting the strategies and providing the session of instruction, as the learners were receiving learners with some definitions, examples, and hints from the teacher and getting familiar with activities utilizing the strategy strategies, the type and number of the hints re- quired by the learners in order to respond appropri- 2. Applying the strategies and hints, moving from ately to the items were calculated. When they could the most implicit to the most explicit not respond correctly using the mediation strat- 3. Assessing the type and number of hints re- egies, it meant that the scope of the question was quired by the learners to respond appropriately beyond their ZPD and the question was skipped. to the items Still, when the strategies helped them to answer correctly it meant that their ability was developing. Note should be made that providing definitions These strategies were utilized separately for congru- and examples was the same for both the control and ent and incongruent collocations. experimental groups. What made the mediation process different was the nature of interaction. The Data Analysis control group received a teacher-fronted presenta- tion of the definition. In addition to exploring the data using descriptive statistics, we compared the scores obtained from The learners in the experimental group, on the two groups by running independent-samples the other hand, were engaged in teacher-student t-tests using IBM SPSS Statistics version 21. Prior interaction cycles to conduct the first phase. This to the analysis, the assumptions for conducting an involved a familiarization process. The instruc- independent-samples t-test as a parametric test tor explained each strategy she was going to use. were checked. The assumptions include the use of The students were further provided with several interval scale, normality of the distribution of the examples to become more familiar with the strategy data, and the assumption of equal variances. in question. Receiving help from the teacher, they were encouraged to ask questions to familiarize themselves with the strategies. Results In the second phase, the students were engaged Table 1 presents the descriptive statistics for the two in activities focusing specifically on congruent and groups’ pretest and posttest scores on the colloca- incongruent collocations during the mediation tion tests, specifying the mean scores and standard period. The strategies and hints used during the deviation of the experimental and control groups. instruction were categorized from the most implicit Showing relative consistency in the mean scores to the most explicit. First, the most implicit hints on the pretests, the descriptive statistics in Table 1 such as retrieval, use of contextual information, indicate that the learners’ scores on the CCT and or grammatical clues were used for the purpose of ICT posttests were higher, being 17.85 and 17.35 (out scaffolding. In case they were not able to do the of the total score of 20) respectively. activity, more explicit hints like using a collocation To answer the first research question, an indepen- dictionary were utilized. These strategies are pre- dent-samples t-test was conducted to compare the sented below: mean scores on the CC posttests. According to the • retrieval (first learners understood one item, result of the t-test, the first null hypothesis was re- then they constructed their own interpreta- jected, since there was a significant difference in the tions through discussion with peers, finally the scores for the experimental (M=17.85, SD=0.81) and item was retrieved and used in an appropriate control (M=12.05, SD=1.27) groups on the congruent situation) collocation test: t(38)=17.143, p<.001. This finding • use of contextual information shows that the use of dynamic assessment led to a better learning of congruent collocations. • use of grammatical clues As for the second research question, an inde- • use of synonyms pendent-samples t-test was used. The result of the • making association and using visual memory t-test showed that there was a significant difference • identification of the type of collocation between the experimental and control groups’ mean • use of a collocation dictionary. scores on the IC posttests, implying that the learn- ers’ knowledge of incongruent collocations was
12 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS ------13 - (3), (3), (1), 41–52. 46
International International . Oxford: Oxford Oxford . Oxford: 2015). How much much 2015). How ( . Cambridge: Cam (1), 94–126. (3), 277–281. (3), 166 17
Foreign Language Annals, 42 Language Annals, Foreign (4), 529–539. (4), Language Teaching, 44 Learning vocabulary in another lan
Oxford placement test 1 Oxford Assessing vocabulary 41.6 • November / December 2017 . Cambridge: Cambridge University Press. Press. . Cambridge: Cambridge University guage Language Teaching, Press. bridge University cabulary assessment. Finally, the appropriate use of L2 combined with the appropriate Finally, small-scale Overall, the findings of the present Press. University ond language learners. 576–598. theorySociocultural and second language pedagogy. Research, Language Teaching The effects have? do L2 learners knowledge collocation of exposure. and amount of frequency of Applied Linguistics, Journal First, ELT teachers can make appropriate use of use of appropriate make can teachers ELT First, and of instructor-assessor taking the role Next, cross-linguistic account taking into Furthermore, helping the learners develop deeper and broader deeper and broader develop helping the learners collocations. of congruent knowledge materials can be realized instructional relevant to strategies instructional of creative in the form of incongruent acquisition mediate the learners’ collocations. for assessment suggest that utilizing dynamic study and incon the purpose of teaching both congruent on the a positive effect can have collocations gruent outcomes. learning References (2004). Allan, D. dynamic assessment strategies for the purpose of the purpose for strategies assessment dynamic To do so, effectively. more teaching collocations the through strategies mediational they can utilize to improve procedures explicit and use of implicit of teaching collocations. the quality teachers can cre ELT ongoing feedback, providing they can in which environment, ate an interactive and limita affordances discover their help students and incongruent acquiring both congruent for tions collocations. a distinction can make teachers ELT differences, and between congruent between the differences appropriate Making collocations. incongruent effec they can make comparisons, cross-linguistic strategy for of mediational tive use of L1 as a form Nation, I. S. P. (2011). Research into practice: Vocabulary. Vocabulary. practice: into (2011). Research P. I. S. Nation, (2000). Read, J. timeline: Second language vo (2012). Research Read, J. Anton, M. (2009). Dynamic assessment of advanced sec of advanced assessment Dynamic M. (2009). Anton, L. (2013). R. A. & Williams, Editorial: Compernolle, & Schmitt, N. B. González-Fernández, (2001). P. I. S. Nation, - SD 1.51 1.61 1.46 1.35 1.41 1.27 0.81 0.93 THE LANGUAGE TEACHER 7.9 8.75 8.6 11.4 17.85 17.35 12.1 12.05 Mean N 20 20 20 20 20 20 20 20 The Learning Collocations Incongruent and of Congruent Utilizing Assessment Dynamic Group Experimental Control Experimental Control Experimental Control Experimental Control
Descriptive Statistics for CC and IC Pretests IC for CC and Descriptive Statistics
Hashemi & Eskandari: & Eskandari: Hashemi
The scores on the CC and IC pretests and post pretests on the CC and IC The scores Posttest Pretest Incon. Collocation Posttest Incon. Collocation Pretest Con. Collocation Test Con. Collocation draw out a number of implications for ELT teachers. ELT for of implications out a number draw The present study, although small in scale, together small in scale, although study, The present can help usresearch, previous with findings from Pedagogical Implications Pedagogical and posttests. tests was not markedly different for either pretests for either pretests different tests was not markedly learners, the findings of the present study showed study the findings of the present learners, on the CC and IC performance that the learners’ Although Yamashita and Jiang (2012) found that (2012) found and Jiang Yamashita Although the for problematic less are collocations congruent study, the learners’ ability to use congruent and ability to use congruent the learners’ study, consistent. was relatively collocations incongruent tests suggest that, in the context of the present of the present tests suggest that, in the context learning (Compernolle & Williams, 2013). & Williams, (Compernolle learning dynamic assessment through the use of mediating the use of mediating through assessment dynamic enhance the quality of L2 can significantly prompts participants in the control group. This result simply simply result This group. in the control participants of that the implementation echoes the general view and incongruent collocations as compared to the as compared collocations and incongruent collocations, the learners in the experimental group group in the experimental the learners collocations, the congruent in learning successful more were congruent and incongruent collocations. Having Having collocations. and incongruent congruent of learning process a mediational experienced from the small-scale experiment demonstrated that experiment the small-scale from of both to a better learning led assessment dynamic low-intermediate EFL learners. The results obtained The results EFL learners. low-intermediate effect of dynamic assessment on the learning of on the assessment dynamic of effect among collocations and incongruent congruent Discussion the was to explore The main purpose of this study
Table 1. Table and Posttests enhanced through utilizing dynamic assessment in assessment dynamic utilizing through enhanced , p<.001). ( t(38)=22.523 of teaching the process The Language Teacher • Feature Article
Peters, E. (2015). The learning burden of collocations: The Mohammad R. Hashemi is Assis- role of interlexical and intralexical factors. Language tant Professor of Applied Linguis- Teaching Research, 20(1), 113–138. tics at Kharazmi University, Teh- Poehner, M. (2008). Dynamic assessment: A Vygotskian ap- ran, Iran. His current research proach to understanding and promoting L2 development. interests include mixed methods Berlin: Springer. research in applied linguistics Schmitt, N. (1998). Measuring collocational knowledge: and language teacher profession- Key issues and an experimental assessment procedure. alism. He has published papers in I.T.L. Review of Applied Linguistics, 119–120, 27–47. international journals including Schmitt, N. (2000). Vocabulary in language teaching. Cam- Applied Linguistics, The Modern bridge: Cambridge University Press. Language Journal, and Journal of Mixed Methods Schmitt, N. (2008). Instructed second language vocab- Research. ulary learning. Language Teaching Research, 12(3), Raziye Eskandari holds an MA 329–363. in Applied Linguistics and is cur- Yamashita, J. & Jiang N. (2010). L1 influence on the rently working as an EFL teacher acquisition of L2 collocations: Japanese ESL users and in different language institutes EFL learners acquiring English collocations. TESOL Quarterly, 44(4), 647–668. in Tehran. Her main areas of re- search interest include language assessment, dynamic assessment, and discourse and language Hiroshima JALT 2017 cognition. Conference Sunday, 3 December 2017 The Linguistic 9:00 – 17:00 Landscape Forum Theme: Teaching Language and Cul- Saturday, 9 December ture in a Global Era 2017 • 13:30 – 16:30 With research- and practice-oriented presen- tations, product/technique demonstrations, • Location: Rikkyo University Ikebukuro Cam- a symposium featuring local experts on In- pus, Building 14, Room (TBA) – 171-8501 ternational Education, and plenty of time to Tokyo, Toshima, Nishiikebukuro 3-34-1 • socialize (including a dinner party at a nearby 〒171-8501東京都豊島区西池袋3-34-1 restaurant the night before), there is sure to • Access: http://english.rikkyo.ac.jp/access/ be something for everyone. ikebukuro/direction/ https://sites.google.com/view/ • Fee: Free for members & Rikkyo Faculty, 1000 yen for non-members; Tokyo JALT hijalt2017conference/home membership is available for 3000 yen per year (1500 yen for ALTs/JETs/full-time stu- dents) Try be a GREEN JALTER • RSVP: bit.ly/TJALTDec2017 1. Return your conference badge Join international and Japan-based present- ers who will discuss their recent research 2. Remember the 4 R’s about and teaching of linguistic landscapes 3. Bring your own toothbrush, (LL). The 2017 Forum will feature Dr. Christian chopsticks, notebook, pen, and Ludwig (University of Education Karlsruhe, water bottle Germany), Dr. Sender Dovchin (University of Aizu), Dr. Hitomi Yoshio (Waseda University) 4. Eat a vegetarian meal and Steven Karl (Waseda University/University 5. Think GREEN! of Tokyo/Florida International University).
14 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - - 15 - - (Sano et High School High (Kim, Yi & Yi, 2012); the & Yi, (Kim, Yi Captain English Course I & II Course English Captain 41.6 • November / December 2017 (Yi et al., 2012). In the case of Japan, only only (Yi et al., 2012). In the case of Japan, Liddicoat (2004) referred to the importance of to the (2004) referred Liddicoat “Good morning everyone. Today we are going to we are morning everyone. Today “Good 8). Lesson 4” (Langham, 2007, p. study of Medium as the/a of English The Use Classes in English Instruction the The concept of teaching languages through medium of the target language emerged as part of Move Reform has come to be known as ‘the what of certain types of educational reform. Therefore, Therefore, reform. of certain types of educational we ana project, research as part of a larger scale used Ministry of widely a sample lyzed of Educa series language textbook English tion-approved in 2012) to to determine the extent released (each and implemented the authors interpreted which in the most recent as recommended TEE policies guidelines (Ministrycurriculum of Education, 59-60; 2008, pp. [Korea], and Technology Science and Science Sports, Ministry Culture, of Education, 7). In the case 2009, p. Japan], [MEXT: Technology analyzed. were series two textbook of South Korea, students: high school junior for One was intended I & II School English Middle students: high school senior other for English students, high school senior for intended one series, was analysed: al., 2012). In all cases, the authors of the textbooks university-based academics, predominantly were to the Japanese of the 41 contributors although, secondary were eight series, teachers and school Also, in all cases, the textbooks one was a publisher. by the Ministry and approved had been screened of in the countryEducation concerned. In the case of in part, on the ex rests, process that approval Japan, to the pertaining conform textbooks to which tent each lesson—e.g., for guide instructions teachers’ 2006); while in Japan, there has been no such has there in Japan, while 2006); Japan has there nor Korea In neither specification. the policy how exactly clarity around real been any should be implemented. otherwise to the success or in relation textbooks - - THE LANGUAGE TEACHER
READERS’ FORUM READERS’
South Korean Textbooks South Korean
Analysis of a Sample of Japanese and Japanese and of a Sample of Analysis Teaching English Through English: An English: Through English Teaching
is now in place. This has been the case in South is now in place. n many countries throughout the world, throughout a countries n many (TEE) policy English through English teaching
アジアの多くの地域では、英語の授業はできるだけ英語で行うことが of Education and Human Resources Development, Development, Resources and Human of Education is that this TEE policy will involve using English using English will involve is that this TEE policy time (Ministry of the total lesson 80% or more for reference to senior secondary schooling only, since secondary to senior only, schooling reference the expectation 2012). In South Korea, 2013 (Tahira, Korea since 2001 (Choi, 2015) and in Japan, but with 2015) and in Japan, (Choi, since 2001 Korea 傾向がある。 上で使用可能であろうが、生徒からの想定回答も提示され、その結果、 人工的でオーセンティック(生きた英語)ではない教師中心の授業になる る状況に応じるべく教師用指導書の中では、少なくとも定型表現を含む モノローグが英語で提供されている。これは授業やその一部を構成する を解釈しているかを調べた。著者らはその勧告の適応に困難を感じてい ることは明らかであり、そういった教材は教師による翻訳が主な意味伝 達手段であることを前提としているようである。とはいえ、期待されてい 学校教育課程で奨励されている。本論では日本、韓国の文科省により採 択された教科書と教師用指導書を分析し、著者らがどのようにその状況 sections in English which could be used to frame lessons and lesson segments. translation as a primary means of conveying meaning. Howev the appearance of at least partial compliance was provided er, by the inclusion in teachers’ manuals of formulaic monologue selection, ordering and presentation of materials appeared to appeared of materials and presentation selection, ordering on the assumption that the teachers would use be predicated the authors interpret this recommendation. There were clear were There this recommendation. the authors interpret indications that they had difficulty in complying with it. The Education-approved textbooks and teachers’ guides pro Education-approved to determine how in order duced in Japan and South Korea schools recommends that teachers should use English as a schools recommends analyzed samples of Ministry of medium of instruction. We In many parts of Asia, the national curriculum for English in The University of Waikato Kyoungja Oh The University of Waikato Keiko Umeda The University of Waikato The University Diane Johnson I The Language Teacher • Readers’ Forum ment’ in the late 19th century. Those who contrib- uted to that movement envisaged an approach in which spoken interaction was given priority. How- ever, only some of the proponents of this approach advocated using the target language as the language of instruction (Howatt & Widdowson, 2004). Also, while many advocates of communicative language teaching (CLT) in its various manifestations believe that the target language should be the primary language of instruction in language classes, others do not (e.g., Antón & DiCamilla, 1999; Belz, 2003). Among those who maintain that there is a place for both L1 and L2 instruction, there is disagreement about when and how each should be used. In South Korea, an official scheme of certification relating to TEE was introduced in 2009. For the most part, teachers have been negatively impacted by the scheme, some of whom have suffered emotional scars and have even left the teaching profession (Yi et al., 2011). Perhaps one of the reasons for this is the fact that some teacher trainers appear to ap- proach the issue of TEE as if it were solely a matter of English language proficiency (Hayes, 2012). They do so even though learner-centred approaches to education, including CLT, generally involve a re- duction in teacher talking time (Gharbavi & Iravani, 2014; Thornbury, 1996) and disgregard the wide range of concept introduction and concept check- ing strategies, which do not rely heavily on teacher talk, that have been developed (e.g., Scrivener, 1994).
Approach to Textbook Analysis The textbook analyses centred on a number of focus points which were determined on the basis of a review of major changes and developments that have taken place since the heyday of grammar translation. It is with one of these focus points only—the language of instruction —that we are concerned here. What we sought was any indica- tion, direct or indirect, of the authors’ expectations in relation to the language of instruction to be used by the teachers.
Analysing the Textbooks: The Approach to Teaching English Through English Figure 1. Captain English Course Revised II, p. 77. In each of the students’ books, directions, instruc- Figure 2. Middle School English I, pp. 16 & 17. tions and questions often appear in the L1 or are accompanied by translations. In addition, there is In the Korean series, there is less translation frequent translation of words and phrases from alongside the main text than in the Japanese texts. texts that form the core of each unit (see Figures 1 However, before the main text is introduced, all of & 2). the language it contains is presented and translated in short segments. In language courses where translation is not in- tended to be the primary method of conveying new
16 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS , - - - - 17 - , pp. 12-13) , pp. High School English High : Teachers’ Guide Teachers’ 41.6 • November / December 2017 : Her hobby is reading books. hobby is reading : Her in watching movies. is interested : He : What is the boy interested in? : What is the boy interested This time we will listen to a di : Good job. we using what time to talk and practice : It’s a form. to give you I am going Now : Yes. : Open your books to page 134 books : Open your and read we will listen to some short sentenc : Now : It’s an application form for school clubs. school for form an application : It’s What we found in the textbooks that were anal that were in the textbooks What we found Teachers’ Guide: High School English High Guide: Teachers’ On the other hand, the teachers’ guides encour On the other hand, the teachers’ at scripts in English age the teachers to use lesson Whether teachers cycle. stages in the lesson various that this type do so or not, the fact remains actually interpreta of the authors’ of material is indicative on the it is predicated Furthermore, of TEE. tion will understand the that the students assumption is there scripts. Certainly, language of the lesson teachers should do in cases no guidance as to what enjoys doing. (Listen) What is the girl’s favourite favourite enjoys doing. (Listen) What is the girl’s activity? Student/s Teacher Student/s Teacher The first before. than the one we heard longer alog listen, trytime you what the man wants out to find (Listen) What does the man to do in the future. . . . to do in the future? want Teacher What on page 15. at the picture Look just learned. is it? Student Teacher blanks. Then your name and age in the fill in First, the clubs to join from want you club choose which want you why check the reasons Finally, mentioned. ready? you Are to join the club. ( hand, On the one the paradox. ysed was a curious seem to be designed in such a way books students’ understanding. to facilitate translation as to require do are two different things. In spite of all of this, the this, the of all of In spite things. two different do are described be might what include guides teachers’ in lengthy, sometimes are which scripts,” as “lesson teachers with the expressions and provide English stages. lesson by them at certain be used that might are utterances student hypothetical In some cases, below). examples (see also provided Teacher the two to read you I want aloud. topic today’s “What They are under the topic. right expressions you know what and “I think of the picture?” do you about learn Let’s painting.” a famous mean, but it’s ( them together. 216) p. Teacher what each student and find es. Listen carefully - - Teaching English Through English English Through Teaching ------p. 12).p. THE LANGUAGE TEACHER above). In addition, our In addition, above). Johnson, Umeda, & Oh: Umeda, Johnson,
High School English, School English, High check if the students under : to teach, but given no guidance as Teachers’ Guide: Middle School English School English Middle Guide: Teachers’ (
] θ what [ Teachers’ Guide Teachers’ : Good! Look at the picture and mark the at the picture : Good! Look they should do so. Note, in particular, the the in particular, they should do so. Note, (
p. 102). p.
of –th I, that they can say their birthday. that they can say for they should use the ordinal them that Teach to the pronunciation attention the date and pay Teach them all twelve months in English so so in English months twelve them all Teach
how
Although, in terms of the curricula, the expecta in terms of the curricula, Although,
what they actually expect and encourage them to they actually what translation included in these guides, suggests that included translation teachers to do and writers advise textbook what do not provide any practical advice on how this advice practical any do not provide of This, combined with the extent can be achieved. possible as the medium of instruction in class, the as the medium of instruction possible analyzed the series guides accompanying teachers’ tion is that teachers should use English as much as as much is that teachers should use English tion stand it item you enjoy doing most. item you and Listen to the dialog Teacher
• • section in italics (added for emphasis) in the second emphasis) for (added in italics section below: example instructed to ers’ guides, however, the teachers are often simply often simply the teachers are guides, however, ers’ It goes without saying that teachers’ guides are in guides are that teachers’ goes without saying It to language instructors. In these teach dispensable introduction) and meaning checking (concept (concept and meaning checking introduction) on translation. that do not rely checking) strategies findings indicated that the teachers’ guides did very that the teachers’ findings indicated (concept meaning presentation to introduce little ings in mind (see Figure 1 Figure ings in mind (see illustrations often seemed to be designed more with often seemed to be designed more illustrations mean of specific scene setting than clarification in introducing language that is likely to be new language that is likely in introducing 2014). Furthermore, 2016; Umeda, to them (Oh, no carefully considered strategy for using language strategy for considered no carefully as a scaffold to students familiar that is already textbooks we have analyzed suggests that there is suggests that there analyzed we have textbooks standing without recourse to translation. However, However, to translation. standing without recourse in the is introduced language the sequence in which of the many different strategies that have been that have strategies different of the many meaning and check under to clarify developed tation of the language being taught. Most impor Most being taught. of the language tation teachers to some introduce the writers could tantly, designed in such a way as to assist with interpre as to assist way designed in such a language in such a way as to help elucidate its to help elucidate as in such a way language are illustrations that They could ensure meaning. example, textbook writers could present newly newly could present writers textbook example, of familiar in the context language introduced meanings, the expectation is that other techniques is that other techniques the expectation meanings, For will be adopted. meaning communicating for The Language Teacher • Readers’ Forum where their students do not understand. Hayes, D. (2012). Mismatched perspectives: In-service teacher education policy and practice in South Korea. Conclusion In C. Tribble (Ed.), Managing change in English language Teachers of English in Japan and Korea are grap- teaching: Lessons from experience (pp. 99–104). London, pling with the complexities involved in attempting UK: British Council. to teach English through the medium of English Howatt, A. P. R., & Widdowson, H. G. (2004). A history in a context in which there appears to be little of English language teaching. United Kingdom: Oxford useful discussion of when they should do so, how University Press. they should do so, and why they should accept that Kim, D., Yi, J., & I. Yi (2012). Middle School English I. Seoul, their attempts to do so will necessarily benefit their Korea: Chunjae Education. students. One of the problems the teachers face is Kim, D., Yi, J., & I. Yi (2012). Middle School English II. the fact that at least some of the Ministry-approved Seoul, Korea: Chunjae Education. textbooks made available to them provide what Langham, C. (2007, May). MEXT-authorized English appears to be contradictory and conflicting advice. textbooks: The writing and screening of a Japanese high Furthermore, many of the textbooks fail to offer school text series. Paper presented at the 6th Annual JALT useful guidance in relation to the many strategies, Pan-SIG Conference, Japan. Retrieved from http://jalt. including reducing teacher talking time, that can org/pansig/2007/HTML/Langham.htm be employed when attempting to use the target Liddicoat, A. J. (2004). Language policy and methodology. language as a language of instruction. When this International Journal of English Studies, 4(1), 153–171. is considered in light of the fact that Ministry-ap- Ministry of Education, Culture, Sports, Science and proved textbooks often have multiple authors, Technology (Japan). Koutougakkou gakushu shidou yoryo including some of those university-based academics gaikokugo eigoban kariyaku [Study of course guideline who provide language teacher training courses, for foreign languages in senior high schools; provision- questions about the extent to which a TEE policy al version]. Retrieved from www.mext.go.jp/a_menu/ is currently capable of productive implementation shotou/new-cs/ youryou/eiyaku/1298353.htm inevitably arise. Such questions become even more Ministry of Education and Human Resources Develop- salient when it is borne in mind that in South ment. (2006). 영어교육혁신방안정책참고자료 [Yeong-eo- Korea, where the policy has been in existence for al- gyoyughyeogsinbang-anjeongchaegchamgojalyo: Data most two decades, the positive impact of the official for policy on innovation of English education]. Seoul: Ministry of Education and Human Resource Develop- certification scheme appears to have been low. In ment. the longer term, TEE policies, when accompanied by clear guidance, may prove generally effective. In Ministry of Education, Science and Technology (Ko- rea). (2008). 외국어과 교육과정 (I) [Oegug-eogwa the shorter term, Ministries of Education in Japan, gyo-yuggwajeong: Curriculum for foreign language Korea, and in other parts of Asia, would do well to (I)]. Retrieved from http://ncic.re.kr/mobile.dwn.ogf. reconsider the advisability of attempting to impose inventoryList.do such policies. Oh, K. (2016). The teaching and learning of English at secondary school level in Korea: The curriculum and References its implementation (Doctoral dissertation). Retrieved from http://researchcommons.waikato.ac.nz/ Antón, M., & DiCamilla, F. J. (1999). Socio-cognitive handle/10289/2222 functions of L1 collaborative interaction in the L2 class- Sano, M., Takahashi, K., Nisizawa, M., Hirahara, A., Bond, room. Modern Language Journal, 83, 233–47. L. G., Anonymous, & Taishukan Publishing Co., Ltd. Belz, J. A. (2003). Identity, deficiency, and fist language (2012). Captain English Course 1 Revised. Tokyo, Japan: use in foreign language education. In C. Blyth (Ed.), Taishukan. Redefining the boundaries of language study (pp. 145–83). Sano, M., Takahashi, K., Nisizawa, M., Hirahara, A., Bond, Boston, MA: Heinle. L. G., Anonymous, & Taishukan Publishing Co., Ltd. Chang, K., Kim, M., & Choi, B. (2012). Secondary English (2012). Captain English Course 2 Revised. Tokyo, Japan: novice teachers’ professional development through Taishukan. mentoring. Secondary English Education, 5(2), 26–50. Scrivener, J. (1994) Learning Teaching. Oxford, UK: Mac- Choi, T-H. (2015). The impact of the Teaching English millan Heinemann. through English policy on teachers and teaching in Tahira, M. (2012). Behind MEXT’s new Course of Study South Korea. Current Issues in Language Planning, 16(3), Guidelines. The Language Teacher, 36(3), 3–8. 201–220. Thornbury, S. (1996). Teachers research teacher talk. ELT Gharvabi, A., & Iravani, H. (2014). Is teacher talk perni- Journal, 50(4), 279–288. cious to students? A discourse analysis of teacher talk. Procedia: Social and behavioral sciences, 98, 552–561.
18 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - - - 19 - - - - - is a teaching fel is a teaching is a teacher of 41.6 • November / December 2017 Another area is interactional sociolinguistics and sociolinguistics is interactional Another area descrip a from we study, There discourse analysis. tive perspective, the language of everyday conversa and use of language in as well as the structure tion at I look example, For contexts. institutional various is language use field language use. A third classroom and broadcast. in the media, both print in the teaching and learning of in the teaching and learning at secondaryEnglish level school in South Korea. Sclafani, Daniel Dunkley: Dr. could I begin by asking you: What is sociolinguistics? the Sclafani: It’s Jennifer of language and study many That includes society. One is subfields. different How language variation: does language vary regional to eth according socially ly, to cultural according nicity, affiliation. to political background, or according Keiko Umeda Keiko of Waikato at the University low She has a PhD Zealand. in New the from Linguistics in Applied in New Waikato of University focuses research Zealand. Her national in which on the ways designed are languages curricula with partic and interpreted, to the Japanese ular reference context. Oh Kyoungja in secondaryEnglish in schools She has South Korea. Gwangju, Linguistics in Applied a PhD of Waikato University the from fo research Zealand. Her in New practices cuses on attitudes and - - - Teaching English Through English English Through Teaching - TLT INTERVIEWS TLT THE LANGUAGE TEACHER ] , 309-324. , 309-324. 55 , http:// - Interviews brings you direct insights from leaders in Interviews insights the brings from field you ofdirect language learning, teach Torrin Shimono & James Nobis Torrin TLT a pertinentIf you have issue you invited to be an interviewer! ing, and education—and are you and have access to an expert or specialist, please make a submission of would like to explore or less. 2,000 words Email: [email protected] Johnson, Umeda, & Oh: Umeda, Johnson, Seoul, Korea: Neungyule Education. Neungyule Seoul, Korea: JALT PRAXIS JALT [ The teaching of English in secondary of English The teaching is an applied lin is an applied interviews. For thisissue, we bring you an TLT
The Bulletin of Shitennoji University of The Bulletin
researchcommons.waikato.ac.nz/handle/10289/2222 English. School High study. study. curriculum to the classroom From schools in Japan: from Retrieved (Doctoral dissertation). through English to senior high school students in Ja students high school to senior English through course of of the new the implementation pan: Towards Aichi Gakuin University Daniel Dunkley Jennifer Sclafani An Interview with Dr. An Interview with Dr. So without further ado, to the interview! methodology and he holds an MA from Surrey Universi Surrey methodology and he holds an MA from at [email protected]. UK. He can be reached ty, English lecturer at Aichi Gakuin University, Nagoya. His Nagoya. University, Gakuin Aichi at Englishlecturer include testing, cultural studies and interests research Language and Sociolinguistics, Discourse & Society, an She was interviewed by Daniel Dunkley, in Society. in the Department of Linguistics at Georgetown Uni Georgetown Linguisticsat of the Department in in Journal Her publications of have appeared versity. her fascinating research on political discourse. Dr. Scal on political discourse. Dr. her fascinating research Professor fani is a sociolinguistand Associate Teaching edition of Jennifer Sclafani about discussion with Dr. interesting Colleagues! Welcome to the November/December Colleagues! Welcome language teaching. language-teacher training, and language-teacher to as it relates discourse analysis curriculum and syllabus design, and syllabus curriculum teaching methodology, language language teaching methodology, development, teaching materials in New Zealand. Her research research Zealand. Her in New on language centre interests guist and Chair of the School of School guist and Chair of the of Waikato Arts at the University Diane Johnson Yi, C., Hwang, W., Ahn, S., Ku, E., Kim, J. & Yi, J. (2012). J. & Yi, Kim, J. E., Ku, Ahn, S., W., Hwang, C., Yi, Umeda, K. (2014). Umeda, Tsujioka, N., & Tsukamoto, M. (2012). Teaching English English (2012). M. Teaching & Tsukamoto, N., Tsujioka, The Language Teacher • JALT Praxis: TLT Interviews
What exactly do you teach, and what is your research what different linguistic strategies they use to craft area? a political identity, or what I call a presidential self. My courses are sociolinguistics, language and So this image is completely separate from the policies gender, language and identity, and cross-cultural themselves? communication. As for research, I specialize in lan- guage and politics. My most recent research focus is Of course, the content itself is always at play, but on language in political discourse. what I look for when I’m looking at debates are salient moments in the debate. For example, a piece What is special about political discourse? that I just wrote was on introduction sequences; what’s the first thing that happens in the debate? In What got me interested in political discourse in the many of the debates candidates introduce them- first place is what is not special about it, in the sense selves. Especially at the beginning of a primary that it resembles, in many ways, types of talk that season many candidates aren’t very well known we study elsewhere. to general audiences nationwide; they might be known only in their state, or among certain sec- How did you choose to study political discourse? tors of the population. But this is their chance to Well, I came to DC from Boston. We linguists talk really put their public self forward. So, I started by about communicative competence—all the things focusing on what they say in their self-introduction. you need to know about how to use a language They always say I’m from…I represent the state in appropriately beyond vocabulary and grammar. Part this capacity, I’m very happy to be here tonight. of your communicative competence, if you come What other details do candidates give? from Boston, is if you go to a social event, regard- less of how you feel about sports, you have to know The next most frequent thing that they mention how the Red Sox are doing, and you need to feign is something about their family. That gave me the interest, or just have a vague idea of what’s going idea that family is important; talking about your on. So, as a Bostonian, that becomes part of your marital status, your children, your grandchildren, communicative competence. You need to be able to your foster children, is somehow working towards say something about the Red Sox. When I moved to this construction of a presidential self. And when DC, I realized that this is a place that is very much you think about it, that’s not surprising, in Ameri- focused on politics; anyone you talk to on the street can politics at least. The first family play a very big either works directly in politics, or tangentially in role in the public eye. So, I started looking at how politics. So, part of your communicative compe- they were mentioning their family members, in tence, as someone who lives in this area is being order to construct themselves as leaders, in order to able to talk about politics. That’s what first got me present themselves. interested in political discourse. I started reading about politics and watching political news more How do candidates relate their family to a certain carefully, just to be able to get along with people. policy? Why did you focus on election campaign debates? There was a lot of mention of family in a debate on national security. You might think that strange; why My research interest is on language and identity, should I talk about my brothers and my children and when I started to follow politics more closely, in order to present myself as very knowledgeable I realized I was much more interested in primaries and experienced, and someone who’s well versed than the general elections. When you are in the in matters of national security? As it turns out, in primaries and you’re watching a debate (I focus on the 2011-2012 GOP primary candidates would say “I debate discourse), you can have up to ten people on have a brother who served in the armed forces, so I a stage with various opinions on all the issues. You know what voters are thinking when they’re elect- watch a debate in order to figure out who you are ing a president. They want to make sure that their going to vote for in the primaries; when their pol- family members are safe. They want to make sure icies are not very different from each other. What that we bring our military home safely.” So they’re people end up focusing on, and what the candidates able to work in their family relations as a way to say focus on, is the identity or brand that distinguish- “I know what you’re feeling, voters.” It’s a way to es them from other candidates. So my interest in relate to audiences, and it’s also a way to show that political discourse is how candidates do this, and they were born to do this.
20 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: TLT Interviews
Which candidate do you remember best? Are there areas other than name recognition? This family connection came out in a very interest- Well, another element that seems to be very import- ing way with Newt Gingrich. He talked about his ant is this idea of consistency: presenting oneself father having served in the infantry, and because of as consistent. And consistency works towards this this family history of service in the military, he de- larger idea of authenticity. If someone is authentic, ARTICLES cided that national security was going to be his life’s you can trust them. They are consistent, and they’re work. In this way, he constructed his own career in always going to present themselves the same way. politics as this natural progress in his family history, So there is a degree of consistency between Trump’s and so it was inevitable that he would end up in this persona in the non-political sphere and the way place. And so family ends up playing multiple roles he presents himself linguistically. So regardless of in the construction of a presidential self. whether people agree with what he says—he says things which are offensive to large sections of the Do you think people are convinced by this, or do they American public—the idea that he is consistent take the same skeptical attitude as you? from his TV show to the political sphere is some- JALT PRAXIS • INTERVIEWS thing that is appealing. If people can trust him to Good question! On this particular aspect, I haven’t remain the same, then perhaps they can trust him done any perceptual studies to see how people as a president. relate to it. But, what we do see is that voters, when deciding who to vote for, tend to place more em- Trump’s speeches often seem incoherent, so why do phasis on personal characteristics than they do on some voters still like him? experience or positions on policies. So qualities like authenticity, likeability— who’s the candidate you’d Journalists often ask me that question. However, like to get a beer with—are important. people seem to respond to his incoherence. If we can barely understand what he means, then why are How can this appeal to people of all backgrounds and we paying attention? It’s all about the sound bite. In regions? order to get your name in the headlines you need to be able to craft one-liners. The larger coherence of These are characteristics that you can cultivate a speech isn’t as important as saying one-liners to totally outside your politics. get your name in the headlines or geting the brand Let’s talk about the 2016 presidential campaign. Why identity and recognition. do you think Trump was so successful? Thank you for these thought provoking ideas, Dr. Scla- The candidates among both sides who have gotten fani. We look forward to reading your future publica- the most attention are those who have constructed tions on political discourse. themselves in some way as outsiders, and anti-es- JALT FOCUS tablishment. On many different fronts Trump has presented himself as an outsider. He’s not a career References politician, and his linguistic style contrasts with Sclafani, J. (2015). Family as a framing resource for polit- the style of everybody else. There are many aspects ical identity construction: Introduction sequences in of his language that appeal, both at the level of his presidential primary debates. Language in Society, 44(3). outsider status, and at the level of relatability. 369–399. Sclafani, J. (2017). Talking Donald Trump: A sociolinguistic Of course, he’s well known as a TV personality. study of style, metadiscourse, and political identity. New York, NY: Routledge. Absolutely. I remember the Nevada caucus and a reporter went into a diner and showed people pho- tographs of the different candidates. They couldn’t JALT2017 identify Rubio and others, but they all know who 43rd Annual International Con- Trump was. When asked who they would vote for, ference on Language Teaching they all said Trump. In some ways it’s like choosing and Learning & Educational toothpaste. Out of an aisle of 20 brands, you go for Materials Exhibition brand recognition. November 17–20, 2017 Tsukuba International Congress Center (Epochal Tsukuba), Tsuku- ba, Ibaraki, Japan
THE LANGUAGE TEACHER 41.6 • November / December 2017 21
[JALT FOCUS] OFF THE PRESSES Focusing on Seed Learning, Inc
both content and vocabulary before tackling read- Requirements of Fluency ing passages in the chapter. Topical proper nouns that appear in the passages are also introduced on Development Materials the chapter preview pages. Another key requirement of a fluency develop- well-organized language course provides ment course is quantity of practice. Fluency devel- opportunities for learning through communi- ops by doing plenty of practice with easy material. cative activities involving listening, speaking, That is why each book in the Timed Reading for readingA and writing, deliberate study, and fluency Fluency series contains a lot of reading texts. Not development. The fluency development part of a only should there be plenty of texts to practice with, course should take about one-quarter of the course but the texts should also be reviewed again later. time, and there should be fluency development activ- When learners have finished working through one ities for each of the four skills of listening, speaking, book in the series, it is a good idea if they go back reading, and writing. over the texts they have already read, trying to read This Timed Reading for Fluency series of books them faster than they did the first time. from Seed Learning, Inc. strategically focuses on A fluency development course will work well if fluency in reading by focusing on key aspects of there is some pressure to go faster when using the materials designed for fluency development. language. This series of books uses timed readings. Material for fluency development must be, first When the learners read, they measure how long and foremost, known and familiar. It should not it takes them to do the reading, and they keep a involve unfamiliar language items or content too record of their reading speed. At the back of each far removed from what learners already know. This book there is a graph where learners should enter is because to become fluent, learners need to focus their reading speed for each text and their compre- on using material they already know well, not on hension score. The learners’ goal should be to make learning new vocabulary or grammar. The books their reading speed graph keep going up. The aim in the Timed Reading for Fluency series are carefully of learners should be to increase their speed until it written within a controlled vocabulary so that there gets close to 250 words per minute. is a minimum of unknown words. Book 1 is written Fluency in reading not only involves speed of within a vocabulary of 800 words, Book 2 within word recognition, but also involves comprehension. 1,100 words, Book 3 within 1,500 words, and Book This is why the texts in these books are followed 4 within 2,000 words. Words that might be unfa- by questions. There is no value in reading faster if miliar to some learners are dealt with before the there is a big drop in comprehension. Questions reading texts. that follow each reading passage in the series are Texts in the Timed Reading for Fluency series are specifically designed to gauge minimal compre- also conveniently grouped into topic areas so that hension from speed reading rather than optimal learners can read several texts within a limited comprehension from intensive reading. Rather than subject area. Their familiarity with both the lan- focus on details such as typically tested in reading guage and content of the topic area will help them skills assessments, the comprehension questions process the information more efficiently and not in Timed Reading for Fluency remain focused on detract from their reading speed. In addition, each general information that readers would glean from chapter begins with preview pages highlighting passages read relatively quickly. vocabulary items that might be less familiar to The Timed Reading for Fluency series from Seed learners who are working with a particular level of Learning, Inc. can serve as a useful tool for students the series. Those target vocabulary items are pre- to hone their reading fluency skills. Fluent reading sented in contexts similar to contexts in which the will support better reading scores for learners who words are used in the passages that follow. Thus, plan to take TOEFL®, TOEIC®, IELTS®, or other learners are able to familiarize themselves with such language skill assessment tests in the future.
THE LANGUAGE TEACHER 41.6 • November / December 2017 23 [JALT PRAXIS] MY SHARE Steven Asquith & Nicole Gallagher We welcome submissions for the My Share column. Submissions should be up to 600 words describing a successful technique or lesson plan you have used that can be replicated by read- ers, and should conform to the My Share format (see the guidelines on our website below). Email: [email protected] • Web: http://jalt-publications.org/tlt/departments/myshare
Greetings, and welcome to another issue of My Share, »» Preparation time: 10 minutes the column committed to sharing original classroom »» Activity time: 15 minutes per set ideas. As November draws near and the temperature »» Materials: Reader texts / listener’s question sheet turns cooler, I cannot help but associate this season (three sets supplied; see Appendices) with a period of learning and personal growth. Many of us in the teaching profession are in the full swing of the semester and looking to adapt useful and stimulating Being able to pick out specific information against ideas that can inspire our students. This issue features a background of often intrusive noise is an im- three unique activities that approach different aspects portant listening skill. The better we are at it the of classroom language learning. more effective listeners we become. The ‘Double In the November/December issue, we bring you three dictation challenge’ is a timed intensive listening lesson ideas that can be added to your teaching rep- activity designed to put these listening skills to the ertoire. First, Steve Hampshire presents an interesting test! Students are arranged into groups of three. take on using dictation in class that involves two speak- Students one and two are tasked with reading out ers reciting separate passages simultaneously while a third student takes notes on details they hear. This dic- loud continuously and simultaneously (with the aid tation exercise seems particularly useful for getting stu- of different supplied texts) to student three, whose dents to pick out key information in a stream of speech. challenge is to listen for and write down specific Second, in Eric Hirata’s article, Transition Circles, stu- bits of information to complete a question sheet, dents have an opportunity to work together in groups all within a pre-set time limit. My students find this to co-construct an extended response and practice us- ‘dictation with a difference’ challenging, useful and ing transition words. This creative and challenging ex- fun. I trust yours will too! ercise can help students consolidate their knowledge about using transitions, and complements many writing classes. Third, James Bury brings us a speaking and lis- Preparation tening activity that develops students’ critical thinking skills by requiring students to consider ways to solve Copy one set of readers’ texts A and B various dilemmas. I imagine this activity would be a and the listener’s question sheet for each great addition to many teaching contexts. Enjoy! group of three students (see Appendices). — Nicole Gallagher Procedure Step 1: Divide the class into groups of three and A Double Dictation assign the roles of readers and listener / writer. Step 2: Give text A to student one and B to stu- Challenge dent two. Give student three the question sheet. Steve Hampshire Step 3: Explain the task as follows: a. Students one and two simultaneously read their Fukuyama City University respective texts at a steady pace to student three. [email protected] b. Students one and two, when reaching the end of their text, begin reading from the top again as in a loop tape. This continues until the time Quick guide allotted by the teacher is up. »» Key words: Simultaneous dictation, listening for / c. Student three listens out for specific information writing specific information required to complete the question sheet. »» Learner English level: Pre-intermediate and above d. Student three is by no account allowed to look at the texts. »» Learner maturity: 3rd Year Junior High and above
24 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: My Share
Step 4: Give students a minute or so to look at their texts / question sheets, read them through, Transition Circles and check any pronunciation issues or vocabulary issues. Eric Hirata Step 5: Set a time limit for the dictation (about five Nagoya University of Foreign Studies ARTICLES minutes for the supplied texts) and conduct the activity. [email protected] Step 6: To conclude the activity, either the listener relays the information they have gathered back to Quick Guide the readers for checking, or alternatively the readers »» Speaking, writing, teamwork can ask the listener questions based on their texts. Keywords: »» Learner English level: Intermediate and above »» Learner maturity: High school to university Optional additions »» Preparation time: 10 minutes
a. The writer can control the speakers simulta- »» Activity time: 15-30 minutes JALT PRAXIS • MY SHARE neously by saying “Stop”, “Start” and / or other »» Materials: Flashcards, timer agreed commands. b. This function can only be activated after the first Cohesion, particularly in writing, is not a skill full reading of the texts. that is easily developed in EFL learners. Although c. This function can only be activated (five) times! some students may be able express themselves d. Get all the students to stand during the activity coherently, their ideas and thoughts may not be to simulate being in a busy public space. The lis- connected, making their writing difficult to under- tener will need something to rest their question stand. Giving students the opportunity to practice sheet on. using transitions makes them aware of the impor- tance of connecting the ideas they want to express. This quick and easily recyclable activity helps to Extension: This activity can be repeated if required develop cohesion in a fun and practical way. (see appendices) so all your students have a chance to test their listening skills. Variation: Use competing audio or video sources. Preparation Step 1: Make sets of transition flashcards for each group in class. Each set should contain different Conclusion transition types, such as: (a) giving an example (for
Not only does this activity present an interesting example, for instance); (b) adding information (also, JALT FOCUS angle on dictation it also provides valuable practice additionally); (c) contrasting (however, nonethe- in reading /speaking and listening /writing. ‘A dou- less); (d) introducing a consequence (as a result, for ble dictation’ is also a highly flexible activity which this reason); and (e) summarizing (in conclusion, to can be easily adapted to suit a wide range of learner summarize). levels and age groups. Step 2: Prepare some questions, for example, “What is your favorite kind of movie?”, “Which season do Appendices you like best?”, and “What do you like best about school?” The appendices are available from the online version of this article at:
THE LANGUAGE TEACHER 41.6 • November / December 2017 25 The Language Teacher • JALT Praxis: My Share is said because they should start their sentence with the transition written on their flashcard. Make Discussing, Deciding, and sure that students know that, as a group, they must produce five connected sentences to answer the Reporting: Dilemmas question. Step 5: Provide students with an example. “My fa- James Bury vorite kind of movies are animations. For example, I Shumei University love Inside Out. Additionally, I like suspense movies. However, I hate horror movies. As a result, I never [email protected] rent horror movies. In conclusion, I like animations and suspense movies, but I hate horror movies so I never rent them.” Quick Guide »» Keywords: Discussion, giving and justifying opin- Step 6: Tell students they will have 3 minutes to ions, debating, problem-solving, dilemmas. answer the question as a group. Teachers should »» Learner English level: Intermediate and above monitor the groups and provide help if needed. »» Learner maturity: Senior high school and above Step 7: After all the groups have finished, choose »» Preparation time: 10 to 15 minutes one group to present their answer in front of the »» Activity time: 30 minutes to 1 hour class. »» Materials: Dilemma worksheet Step 8: Before repeating the activity with the next question, have students exchange their transition flashcards so that everyone has a different transition This activity provides the opportunity to review type. context-specific lexis and the second conditional in a flexible, fun, and engaging way. Although the Step 9: To end the activity, give the students one main focus is on developing students’ speaking and final question, but this time have them answer it as listening skills, it can be extended to provide prac- a quick writing exercise. tice for all the major language skills. The activity can be used in lesson types ranging from general Variations English conversation to Business English and En- glish for Specific Purposes. Students often enjoy the Variations can include doing this as a writing activ- problem-solving aspect of the activity, especially if ity where students write a sentence and then pass the dilemmas are relevant to them and are directly the paper along to the next student. related to their personal goals and objectives.
Conclusion Preparation This activity gives students the chance to practice Step 1: Before the lesson, make a worksheet with speaking and listening while using transitions in a a selection of dilemmas. The number of dilemmas practical manner. By keeping the topics simple, the needed depends on the size of the class, level of the students are using language and knowledge they students, and their personalities. An example set of already have so their attention is focused on using work-based dilemmas is provided in the Appendix. the transitions in a cohesive manner. The activity can be used to introduce or review transitions and Step 2: Print enough worksheets for each student. allows students to understand that using transitions can make their message clearer. Although I limit Procedure this activity to about 20 minutes, students always want to continue and come away with the motiva- Step 1: Review the second conditional structure and tion to add the transitions practiced to their essay elicit some example sentences related to the topic drafts. of the lesson. Step 2: Divide the class into groups of three or four students. Step 3: Distribute the worksheet and have the stu- dents discuss the dilemmas. Step 4: Have the students decide on the best solution or possible action. Ask them to provide justifications for their choices. Each group should
26 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: My Share have only one solution or action for each dilemma, the board so that they can be used as comparisons if but they should be encouraged to think of as many time permits. justifications as they can. Students should write their answers on the worksheet as they will need to remember their groups’ responses in the next stage. Conclusion ARTICLES Step 5: Reorganize the groups so that all of the For discussions to work well it is important that students are now working with a different set of students understand their contributions are students. important, that mistakes are acceptable, and that Step 6: Have the students report their previous different opinions must be respected (Brown & Bud- groups’ responses and justifications to each other. ding, 2015). This activity achieves this by providing Encourage them to take notes of all of the respons- students with the opportunity to work collabora- es. tively and engage in learning that deals with moral situations in a fun and communicative way. Step 7: Have the students discuss which response is best. They must decide on one ‘best’ response for each dilemma. References JALT PRAXIS • MY SHARE Step 8: Ask the students to report back to the whole Brown, C. & Budding, C. (2015). Using TED Talks to build class which response their group thought was best. large-group discussion skills. The Language Teacher, It is a good idea to write the students’ choices on 39(3), 18-19.
[RESOURCES] TLT WIRED Edo Forsythe In this column, we explore the issue of teachers and technology—not just as it relates to CALL solutions, but also to Internet, software, and hardware concerns that all teachers face. We invite readers to submit articles on their areas of interest. Please contact the editor before submitting. Email: [email protected] • Web: http://jalt-publications.org/tlt/departments/tlt-wired
The Basics Getting (and Keeping) It Free for everyone and available for every platform, OneNote combines the tried-and-tested organi- Together with OneNote zational layout of a physical notebook with the functionality of other MS Office products such as JALT FOCUS Branden Kirchmeyer Word and PowerPoint. Several versions exist, the Sojo University most extensive of which being OneNote 2016 for Windows, which is bundled with the MS Office suite and included in the cost of that package. am a neat freak: Shirts hang in my closet according Alternatively, the standard OneNote app boasts an to the visible spectrum, and my television volume impressive range of functionality and is available for is always adjusted to even numbers. But the realm free through the Windows App Store, Google Play Iin which I most enjoy establishing and maintaining Store, and iTunes Store. order is my professional environment. It is no secret that organization plays a crucial role in the lives of Those familiar with any of the Microsoft Office teachers and students—units must be planned, re- products will soon recognize the familiar ribbon at sources assembled, research conducted, manuscripts the top, where one can change input styles, add bul- drafted, conferences attended—all of which require lets and numbering, insert multimedia, link to re- gathering, analyzing, and recalling information. sources both within and outside the notebook, and Navigating the accumulated nebula of information draw shapes or figures. All of these tools are also can test even the most fastidious record keeper. readily accessible in the iOS and Android mobile Fortunately, technology has provided a few gifts and versions. In addition, the ability to sync and share this article will introduce my personal favorite tool notebooks across platforms and devices empowers for staying organized, Microsoft’s OneNote. users with mobility and connectivity. The focus of this article is OneNote’s central feature: its orga- nizational structure. This article will explain how
THE LANGUAGE TEACHER 41.6 • November / December 2017 27 The Language Teacher • JALT Praxis: TLT Wired teachers can use this tool for instructional planning, Research research, and professional development. Keeping research projects organized can be chal- lenging, and writing reports is even more so. Orga- Instructional Planning nizing with OneNote has allowed me to keep much better track of progress through the different phases OneNote is structured simply and intuitively, like of research. Possibly the most time-saving aspect of a book or a website. Each level is only a click away, OneNote is the ease in which data can be collected, and teachers can even cycle between their favorite analyzed, and commented on by all members of notebooks without the need to exit the application. a research team, who can use OneNote to jointly For each course I teach, I create a new notebook work on research or manuscripts. Collaboration is with the course year and name as the filename (I made simple with the sharing button, which allows actually duplicate similar courses from prior terms you to add an author, share a link, or send copies of to save time). Within this course notebook (see notebooks. Figure 1) I have several sections including Course Plan and Lessons. The Course Plan section contains pages titled Course Outline and Class Schedule, and the Lessons section has a page for each lesson of the course, containing lesson plans, teaching notes, and content: both actual files and links to outside sourc- es. The section titled Student Information contains data and notes on individual students, which has proven useful for recordkeeping, lesson differentia- tion, and disciplinary measures.
Figure 2. Research & Collaboration. This figure illustrates a configuration of OneNote for research projects.
Figure 2 shows one of my notebooks set up for a research project that I am currently conducting with a colleague. The screenshot shows that some content has been added by my colleague (flagged with HK), and other content by me (unmarked here, Figure 1. Instructional Planning. This figure illus- indicated with BK in my colleague’s version of the trates a configuration of OneNote for instructional notebook). Another helpful aspect of OneNote for planning purposes. research is the ability to add tags, which can be cus- tomized and used to mark tasks, unanswered ques- tions, and important ideas. A beneficial extension Gathering content for lessons is a cinch using for MS Office users is that tasks marked in OneNote the Insert tab on the ribbon. As shown in Figure 1, can be displayed in Outlook with options for setting content can be externally linked (such as the Pow- notifications and reminders. erPoint file under the Materials heading), internally linked (the “basic class materials” hyperlink under the Materials heading connects to a page in the Course Professional Development Information section), or embedded straight into the The first time I started using OneNote was to take notebook (such as the video). One very useful feature notes during a presentation at a conference. From of embedded content is that when copying media or there my Professional Development Notebook (see text from a website onto a page in OneNote, the ob- Figure 3) has blossomed into a complete archive of ject’s URL is automatically appended to the content every conference, training session, online course, as an appropriately named caption. Furthermore, and webinar I have ever attended. This notebook content can be added straight from web browsers or allows me to effortlessly disseminate relevant infor- device cameras with OneNote extensions. mation to my colleagues and administrators, either
28 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: TLT Wired by sharing a page of notes on a particular presen- EndNote, official Microsoft templates streamlined tation, or by linking a page from this notebook to a for class management (e.g. Class Notebooks), and page in the aforementioned research notebook so integration with learning management systems that my colleagues and I can both refer to it later. such as Moodle. Whether you’re a neat freak like me, a disheveled ARTICLES genius, or something in between, OneNote can help organize personal and professional data. If you would like to learn more about using OneNote for your professional environment, consider attending my TnT workshop on this topic at the JALT Interna- tional Conference 2017 in Tsukuba.
Links Class Notebook add-in for OneNote instructions:
THE LANGUAGE TEACHER 41.6 • November / December 2017 29 [JALT PRAXIS] YOUNG LEARNERS Mari Nakamura The Young Learners column provides language teachers of children and teenagers with advice and guidance for making the most of their classes. Teachers with an interest in this field are also encouraged to submit articles and ideas to the editor at the address below. We also welcome questions about teaching, and will endeavour to answer them in this column. Email: [email protected] The 21st Century Primary Classroom Building 21st Century Skills Primary English teachers often remark that while they understand the value and purpose of 21st cen- in the Young Learners’ tury skills in the English language classroom, these skills are much harder to put into practice. This is Classroom (Part Two) because the 21st century primary classroom is more organic, more inquiry-based, and much more stu- Kathleen Kampa dent-centered. Teachers often find traditional class- rooms to be easier to manage due to a very specific Charles Vilina class structure that has little variation: Desks facing forward, with students sitting quietly and listening What We’ve Learned So Far to the teacher at the head of the class. In our previous article, we introduced a concept While a traditional class structure can be graded that is rapidly gaining prominence in young learn- highly for efficiency, it faces the prospect of low ers’ classrooms around the globe: Namely, creating student motivation and participation. Activities are a classroom environment in which the 21st century often limited to remembering and understanding skills of critical thinking, creativity, collaboration, and content, which may result in satisfactory test scores, communication are effectively employed to develop but do not really contribute to language fluency. fluency in English. And when we speak of fluency, we are referring to We focused on Bloom’s Revised Taxonomy, which the students’ ability to use English meaningfully, lists the thinking skills that students use when purposefully, and as a means to discover the world learning new content. We discussed the natural around them. progression of learning in this taxonomy: Beginning So we would like to invite teachers to consider with the lower-order skills of remembering and un- a new environment–the 21st century classroom– derstanding content, then moving up to the high- where the skills of critical thinking, creativity, er-order skills of analyzing, evaluating, and creating collaboration, and communication are the primary content. We argued that as students are challenged focus of learning and the means through which to think more critically and creatively about the language fluency is built. Everything that contrib- world around them (using targeted and guided En- utes to self-exploration, inquiry, and discovery glish as their means of expression), their motivation is welcome in this classroom–analog resources, and willingness to participate increase–along with digital resources, realia, and most importantly, our opportunities to build stronger language skills. students’ own prior knowledge and experience that Finally, we discussed the benefits ofcollaboration they contribute to the learning process. in the classroom, whereby students progress from individual work, through pair work and group Thinking Inquisitively work, and then ultimately to whole class discus- In the 21st century classroom, the teacher is less sions. Throughout this collaborative process, target of an authority and more of a facilitator as students language is reinforced along with the students’ are motivated to ask questions and seek answers. confidence in speaking. In fact, the 21st century teacher is a role model for In this issue, we hope to elaborate further on this learning–demonstrating curiosity, inquisitiveness, powerful new methodology, with the intention and a sense of wonder about the world. This spirit of providing specific and concrete ways in which of curiosity and wonder is found naturally within teachers can put it into practice in their own class- children, but is often “taught out” of them in a tra- rooms. ditional classroom. With time and patience, it can be revived.
30 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: Young Learners
So for our first concrete example, learn to be a • categorize: by education required (high school, “wonderer.” As you introduce any new topic to your college, graduate school, doctorate, trade students, model some “I wonder” questions: school). • I wonder why most cookies are round. What other Students can also compare and contrast stories in foods are round? class. Consider the classic fairy tales Snow White and ARTICLES • I wonder where rain comes from. Where does the Cinderella. How are the two stories similar? How are rain go? they different? • I wonder how animals sleep. Do fish swim when Students respond well to questions that stimulate they sleep? critical thinking–questions that challenge them to come up with answers beyond simple comprehen- As the teacher models curiosity, students are sion. These questions can be especially effective encouraged to ask their own questions. This may if students work together in pairs or small groups. require some language guidance from the teacher For example: as students search for the right words. By creat- JALT PRAXIS • YOUNG LEARNERS ing an atmosphere of inquiry, student curiosity is A. What is good about having a dog for a pet? What is JALT PRAXIS strengthened. And as students ask questions, there good about having a cat for a pet? is a strong motivation for them to find answers– B. If you could choose only one form of transportation and with those answers come opportunities to use to use for the next week, what would it be? English meaningfully and memorably. C. What four items would you put in a time capsule to In any inquiry-based classroom, students use represent 2017? Why? their prior knowledge and experience to talk about As students work together to answer these what they already know. If you ask, “What vehicles questions, teachers supply the language prompts use flashing lights?” students may be able to use they may need to communicate effectively. These their prior knowledge. They may need guidance to prompts depend on the level of the students, the use the words fire engine, police car, or ambulance, target language they are learning, and the additional but their willingness to share their knowledge language (words, phrases) they may need to com- provides an opportunity to learn these words in municate their ideas in English. English. What makes these tasks effective is that students are motivated to come up with answers, and to Thinking Critically share those answers with fellow students. As the We like to think of critical thinking as “making activity progresses from pair work to group work to sense” of information. Beyond the simple compre- a whole class activity, their confidence in speaking hension of information, we want to challenge our increases. students to think more deeply about it. If we are JALT FOCUS teaching topics such as animals, sports, vehicles, or Thinking Creatively professions, we want students to process the infor- We like to think of creativity as the art of making mation to more fully understand and use it. the world malleable, like a ball of clay. Creative This can be done in many ways. Students can activities challenge students to take what they know compare and contrast items within a group–with and to make something new out of it. Creative animals, for example, we can create a Venn diagram activities often elicit joy, humor, and a bit of class- for carnivores and herbivores, with omnivores room magic by making new connections. overlapping in the middle. We can list those same One aspect of creativity is the ability to gener- animals in a specific order based on criteria such as ate ideas. Brainstorming is a simple task that gets their size, their populations, or their risk of ex- students’ creative ideas flowing. You might begin tinction. We can categorize animals based on the like this: biomes they live in, their vertebrate class (mammal, reptile, amphibian, etc.), or for younger learners, the number of legs they have. Step One: Let’s consider some critical thinking tasks for the Students brainstorm alone: By yourself, draw pic- topic professions: tures or make a list of things that are all yellow. • compare/contrast: working inside, working Give students only a few minutes to do this. outside, both; (Other words that could be used for this activity • list: by level of danger, by income earned; include square, bumpy, round, purple, smelly, tiny, old, bouncy, etc.).
THE LANGUAGE TEACHER 41.6 • November / December 2017 31 The Language Teacher • JALT Praxis: Young Learners
Step Two: desks into groups of four. In this way, pairs of Students pair up to discuss and compare their two students can work together side-by-side (or face-to- lists of ideas. Ideas that have been thought of by face), then work together as a group of four stu- both of the students are circled. If either of the stu- dents. Later, they can face the teacher at the front dents has a unique idea, he or she draws a star next of the class for a whole-class discussion. to it. Students should have only a few minutes to Is English always being used by the students discuss which ideas are similar and different. throughout the collaborative process? Most likely, no. As students explore information more criti- cally and creatively, they may need the benefit of Step Three: discussing ideas in their own language. However, Gather the entire class together to make a “class list” the teacher’s role is to encourage students to use of all the things that are yellow. Students take turns as much English as possible among themselves, to calling out one word to add to the class list. As a give support if students need words or phrases in word is called out, any other students in class with English, and to help prepare them to explain their the same word should raise their hands, and then ideas in English when they present them to the cross that word out on their own list. If any student whole class. This might be in the form of models or in class calls out a word that no one else in the class prompts in English, written on worksheets or on has written, he or she can draw a second star beside the whiteboard for everyone to see. that word. How many words did you think of that The stronger students can also assist those in the were unique? As students participate in activities like group who need more language support. This can this, they are challenged to go beyond the common strengthen the language skills among all students in ideas associated with the topic. a differentiated classroom. Teachers need to know that the process of mov- Step Four: ing student dialogue (in pairs, groups, or whole- Form groups of three students. Each student choos- class) from L1 to L2 is a slow but steady one. Re- es two words from the class list. As a group, they member that students have a strong motivation to connect these six words to create something new, communicate their ideas when they think critically such as a yellow story, yellow song, yellow poem, or and creatively. As English words and phrases begin yellow picture. to replace native words and phrases, real learning can take place–and in time, fluency in the second language. Another aspect of creativity involves making con- nections. The Japanese game Shiritori challenges students to connect the ending sound of one word Communicating Fluently with the beginning sound of a new word. This could This brings us to our own ideas about fluency. As also be done with English words. we mentioned before, we view fluency as the ability You can help students connect ideas in many dif- of a student to use English meaningfully to share ferent ways. Use picture or word cards for support. thoughts and ideas. This does not mean perfec- A student turns over the first card and names it (for tion in vocabulary or grammar, but rather that the example, bus). The next student says a word that focus is on communication with others. English connects with bus, such as driver. The next student then moves from being an academic subject (to be says a word that connects with driver, such as uni- learned, tested, and sometimes forgotten) to a life form. If the next student cannot think of any new skill (to be used as a natural means of communica- connecting words, a new card is turned over and tion throughout one’s life). the game begins again. We are convinced that the 21st century approach Creative activities will vary widely depending on to learning English is highly motivating, challeng- our young learners’ ages and abilities, the topic to ing students to think critically and creatively while be taught, and the target language we wish to teach working together. This approach has the opportu- in the process. nity to create memorable experiences and lasting relationships in the classroom. English becomes a powerful tool for students to fully participate in Working Collaboratively the wider world around them–to ask questions, to Throughout the process of critical and creative seek answers, and to define who they are as global thinking, we encourage students to work togeth- citizens. er. Many 21st century classrooms arrange student
32 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALTJALT PRAXISPRAXIS • BOOKJALT REVIEWS FOCUS JALT FOCUS - - - - - 33 - - Recently - makes suggested makes text, not supported by a , in itself, is not particularly gen , in itself, is not particularly ’s topics are highly appropri highly are topics ’s ’s units have simple and clear simple units have ’s Research & Write Research standalone 41.6 • November / December 2017 Research & Write Research Research & Write Research Research & Write Research also briefly addresses the issue of Internet-based data the issue of Internet-based addresses also briefly of the risks it warns students example, gathering. For sources main texts as research of using Wikipedia’s lists and Reference and instead suggests using its End secondaryrecommended data sources. discus intense to stimulate erative, and is unlikely research ambitious and debate or to inspire sion is a It topics. are further scaffolded through each unit’s three-step each unit’s through further scaffolded are it, data, then analyzing of first collecting approach Also helpful is that most writing it up. and finally from quickly can progress of the suggested lessons In activities. to student-centered teacher-fronted and writing each of the chosen research addition, ones. This point builds upon the previous topics of points checklist is underlined by each chapter’s that they have to ensure that encourages students their latest com incorporated each new skill into design of these of the simple position. Because adapting no difficulty units, teachers should have their own to suit the suggested activities or altering and needs. Several of the data-collection classroom homework. can be assigned for writing task activities in university students targeted—for ate—indeed, train behavior smartphones, include Topics Japan. university classes. Some of and first-period in Tokyo, to pair work themselves lend the suggested activities in individ interactions of one-to-one or to a series ual interviews. gives It and other technologies. use of the Internet for data gathering—especially for suggestions key such as social media tools primary free data—using and recorders Voice and Facebook. Survey Monkey interviewing and, for suggested video cameras are transcribing interview data. The textbook for later, on both writing and speaking skills. Course aims in speaking skills. Course on both writing and while research basic and practicing learning cluded re to a longer paragraph-practice from progressing scores with TOEIC own students, My essay. search understanding at all difficulty as 500, had no as low in the textbook. the material presented con from that progress methods of instruction They practice. student-centered into tent-knowledge
- - - BOOK REVIEWS BOOK ] THE LANGUAGE TEACHER Unlock Listening &
column, or consider suggesting column, or an alternative book that to our membership. would be helpful JALT PRAXIS JALT [ . Robert Taferner Robert in the please consult the list for review of materials available in writing a book review, interested If you are Received http://jalt-publications.org/tlt/departments/book-reviews • Web: Email: [email protected]
is a content-based EFLis a content-based esearch & Write: Essentialesearch & Write: Writing Skills for Academic
Based on my experience, there is a need for a a need for is there experience, Based on my
Reviewed by Regan Tyndall, Asia University Reviewed by Regan Tyndall, 7773-6516-6.] house, 2015. pp. 103. ¥2,500. ISBN: 978-4- house, 2015. pp. 103. ¥2,500. ISBN: Skills for Academic Writing Skills for Academic Macmillan Language Tokyo: [Boon, Andy. Research & Write: Essential Essential & Write: Research and Daniel Newbury’s evaluation of and Daniel Newbury’s Speaking Skills 2 This month’s column features Regan Tyndall’s review of review Regan Tyndall’s column features This month’s Essential Skills Academic Writing for & Write: Research ate-level freshmen and sophomores, and focused and focused and sophomores, freshmen ate-level course for which I used and assigned this textbook I used and assigned this textbook which course for and intermedi to low-intermediate was delivered 604). The content-and-integrated-learning (CLIL) (CLIL) 604). The content-and-integrated-learning and apply information within their own writing information and apply et al., 2006, p. (Blackstone and speaking activities” relevant academic skills involving critical thinking. critical skills involving academic relevant to “synthesize students allows research In addition, Hoskins, and Johnson (2006) note that research note that research (2006) and Johnson Hoskins, language skills but also develop not only projects with low-intermediate learners. Blackstone, Spiri, Spiri, Blackstone, learners. with low-intermediate learners in the 400-500 TOEIC score range, and score TOEIC in the 400-500 learners even effective been found these skills have yet dia copied and pasted onto the page. Rarely are are the page. Rarely and pasted onto dia copied courses with English skills attempted for research 2009) that when we ask our students to do research, to do research, we ask our students when that 2009) Wikipe from with a quotation they often return variety of reasons. It has been noted (Canning, has been noted (Canning, It of reasons. variety textbook such as this in Japan universities for a for universities such as this in Japan textbook students of low-intermediate to of low-intermediate students levels. intermediate short-essay compositions. It is It compositions. short-essay university Japanese designed for writing skills for paragraph and paragraph writing skills for textbook that guides studentstextbook and research basic through R The Language Teacher • JALT Praxis: Book Reviews
Teacher’s manual or other materials. Only the “Dear literacy, the combination of Student” letter of introduction is translated into language and cognitive skills Japanese. There is no glossary, but the book itself necessary for academic success uses simple language. When an unfamiliar term (Hyland, 2009; Scarcella, 2003). does appear (e.g., secondary data, direct quotations) The text methodically addresses its meaning is defined. However, supplementary receptive and productive skills, materials are probably required if an instructor providing activities designed to is intent on providing a broad range of writing develop learners’ command of approaches and topics, as in a more standard in- phonetic, lexical, and syntactic troductory writing course. I used about 75% of the forms as well as skills needed for units in the textbook, including all those relating academic environments, such as specifically to research, whereas I considered the giving presentations and participating in lectures and basic writing-content chapters (Topic Sentences, debates. Throughout the book, the units generally Supporting Sentences, Concluding Sentences, The move progressively from receptive to productive Argumentative Essay) as supplements to the more activities. Setting the stage for the final speaking task, detailed information that I supplied, sometimes via the Critical Thinking section’s activities are mapped other textual resources, to students. Nevertheless, to Bloom’s Taxonomy, a widely-used framework this textbook distinguishes itself in that its main that describes activities in terms of the skills they purpose is to allow low-intermediate level students are meant to develop (Loose, 2011). I felt this section a foothold into conducting research in English, and helped link the final Speaking section to real-world in this it succeeds admirably. In short, Research & speaking goals. The series adheres closely to the Write is a very plainly and clearly presented class- Common European Framework of Reference for room-research tool, but should not be confused for Languages (CEFR) standards, as documented on the a broader process writing textbook. publisher’s website. Research & Write allows teachers of low-inter- The choice of targeted language structures and mediate level students to incorporate research vocabulary is supported by the proprietary Cam- skills into the classroom. In so doing, the textbook bridge Learner Corpus and English Vocabulary contributes greatly to the Japan-based range of EFL Profile. Each of the book’s 10 units explore language writing textbooks. through broad topics, for example, places, educa- tion, and business. This generality ensures students can readily associate with each of the themes and References thus focus on language learning (Nunan, 2005). Blackstone, B., Spiri, J., Hoskins, C. & Johnson, I. (2006). Each unit is headed by a documentary-style video Student-generated research in the university EAP class- with an average length of 3.5 minutes. These videos room. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson have a practical, educational quality and seem to (Eds.), JALT2005 Conference Proceedings. Tokyo: JALT. keep the students’ attention well in class. Subtitling Canning, C. (2009). Basic research skills for EFL students. was unnecessary for my classes, but is available on The Language Teacher, 33(6), 19–20. the DVD version for classes needing extra support (King, 2002). The units’ two main listening texts are adapted Unlock Listening & from situations found in Western university envi- ronments, and are well-sculpted to suit the tar- Speaking Skills 2 geted skill level. Listening 1 includes activities that [Stephanie Dimond-Bayir. Cambridge: focus on features of naturally spoken English, such Cambridge University Press, 2014. pp. 223. as intonation and connected speech. Listening 2 employs the same themes as Listening 1, but focuses ¥3,240. ISBN: 978-1-107-68232-0.] on language that learners will use in the units’ main Reviewed by Daniel Newbury, Fuji speaking activities. The texts are in British English, University providing a possible additional benefit of exposing students to multiple dialects for classes taught by an American-English speaking instructor. Although the nlock Speaking and Listening is a four-lev- texts are scripted, I felt that they represented the el English for General Academic Purposes target language well, and the accompanying activi- (EGAP) series providing a robust solution for ties for developing specific listening skills and sub- Uteachers aiming to develop their students’ critical skills are well-conceived. However, they are gen-
34 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: Book Reviews erally long, which may be challenging for students References at the end of a 90-minute lesson. To address this, I Hyland, K. (2009). Specific purpose programs. In M.H. sometimes had students do the listening exercises Long & C.J. Doughty (Eds.), Handbook of language for homework so that they could work at their own teaching (pp. 201-217). Oxford, England: Wiley Black- speed and listen multiple times when needed. well. ARTICLES A major component of the series is the learning King, J. (2002). Using DVD feature films in the EFL management system (LMS). This provides learners classroom. Computer Assisted Language Learning, 15(5), with online access to the book’s audio and video 509-523. components outside of class. The exercises provid- Loose, J. (2011). More than English: Teaching lan- ed in the LMS segue well with those in the books, guage & content to ELLs. Retrieved from: http:// and are automatically graded by the online system. morethanenglish.edublogs.org/for-teachers/blooms- Feedback from colleagues using books from the revised-taxonomy Unlock series suggests the LMS facilities have been Nunan, D. (2005). Practical English language teaching. New employed to varying degrees and purposes. One York, NY: McGraw-Hill. JALT PRAXIS • BOOK REVIEWS teacher used these exercises as a way for learners to Scarcella, R. (2003). Academic English: A conceptual self-assess before starting the book content. Anoth- framework. Retrieved from University of California er teacher found that the LMS did not fit with their Linguistic Minority Research Institute website: http:// classroom and so did not use it. Teachers with even escholarship.org/uc/item/6pd082d4 a little technical savvy should find the LMS useful and relatively easy to set up, and the publisher pro- vides good email support for those who encounter Recently Received problems. Steve Fukuda & Julie Kimura The Language Development section provides instruction focused on grammar and vocabulary [email protected] building. Of these, the vocabulary activities target- A list of texts and resource ma- terials for language teachers ing collocations were the most useful. Overall, this available for book reviews in TLT section could be better integrated with the rest of and JALT Journal. Publishers the book, as it was sometimes difficult to link the are invited to submit complete content here with the listening activities it was sets of materials to the column meant to support. In the student questionnaire, one editors at the Publishers’ Re- view Copies Liaison address listed on the Staff page on the student commented about wanting more detailed inside cover of TLT. explanations of the content. I usually had the stu- dents complete the Language Development section for homework. Recently Received Online An up-to-date index of books available for review can be JALT FOCUS The Critical Thinking section draws on the units’ found at
THE LANGUAGE TEACHER 41.6 • November / December 2017 35 The Language Teacher • JALT Praxis: Recently Received
* Journeys: Communication for the Future — Ano, K., Ueda, Smart Writing: Active Approach to Paragraph Writing — Na- N., Toyama, M., Toshima, M., & Haedrich, K. Tokyo: Asahi kaya, M., Yoshihara, M., & Fallon, R. Tokyo: Seibido, 2017. Press, 2017. [15-unit 4-skills course incl. teaching manual, [14-unit beginner-level writing course incl. classroom CD web and classroom audio]. and teaching manual]. * Listening Steps — Yoneyama, A., & Wells, L. Tokyo: Kinse- ! Speak It Up — Veenstra, J., & Romanko, R. Tokyo: Sanshusha ido, 2017. [15-unit listening course incl. teacher’s manual, Publishing, 2017. [15-unit speaking course based on tasks online videos, and classroom audio CD]. incl. student audio CD, downloadable teacher’s manual, * New Ways in Teaching with Music — Arnold, J. L., & Herrick, and classroom audio mp3s]. E. (Eds.). Alexandria, VA: TESOL Press, 2017. [A collection * VOA News Plus — Yasunami, S., & Lavin, R. L. Tokyo, Sei- of lessons using music incl. 101 activities for various skills bido, 2016. [15-unit writing, listening, and speaking course and levels]. incl. teacher’s manual, classroom audio and video, and on- ! NTV News24 English — Tsuda, A., Kinshi, K., & MacDonald, line English Central access]. K. Tokyo: Eihosha Publishing, 2017. [15-unit 4-skills course * Vocabulary for Economics, Management, and International based on news articles and video clips incl. student book Business — Racine, J. P., & Nakanishi, T. Tokyo, Nan’un-do, DVD and teacher’s manual]. 2016. [10-unit course using corpus-driven vocabulary incl. Our Times, Our Lives, Our Movies — Tabolt, J., & Morina- quizzes and vocabulary notebook]. ga, K. Tokyo: Kinseido, 2017. [15-unit reading course using Hollywood films incl. teacher’s manual and downloadable audio]. Books for Teachers (reviewed in JALT Journal) Outcomes (2nd Edition) — Deller, H., & Walkley, A. Tokyo: Contact: Greg Rouault — [email protected] Cengage Learning, 2017. [5-level four-skills course incl. Researching Across Languages and Cultures: A Guide to Do- student DVD, workbook, teacher’s book, interactive white- ing Research Interculturally — Robinson-Pant, A. & Wolf, A. board DVD, Examview®, and online resources]. Oxon, England: Routledge, 2017. * Reading for the Real World (3rd edition) — Malarcher, C., Reflecting on Critical Incidents in Language Education: 40 Di- Janzen, A., Worcester, A., & Anderson, P. Tokyo: Compass lemmas for Novice TESOL Professionals — Farrell, T. S. C. Publishing, 2015. [4-level academic reading series designed & Baecher, L. London, England: Bloomsbury, 2017. for high school and university students incl. teacher’s man- ual, free app and website worksheets and tests, and down- loadable audio].
[JALT PRAXIS] TEACHING ASSISTANCE David McMurray Graduate students and teaching assistants are invited to submit compositions in the form of a speech, appeal, memoir, essay, conference review, or interview on the policy and practice of language education. Master’s and doctoral thesis supervisors are also welcome to contribute or encourage their students to join this vibrant de- bate. Grounded in the author’s reading, practicum, or empirical research, contributions are expected to share an impassioned presentation of opinions in 1,000 words or less. Teaching Assistance is not a peer-reviewed column. Email: [email protected]
Previous essays in this column have focused on the contributions that team teachers, assistant language When Top Managers teachers, teaching assistants, and student assistants can make to teaching foreign languages and to de- Become Teaching Assistants veloping workplace communication skills in the class- room. This issue’s Teaching Assistance introduces com- David McMurray pany top managers, the senior-level executives within a firm, who provide opportunities to university language The International University of Kagoshima majors to improve their communication skills during practical training internships. Internships are offered by an employer to potential employees, called interns, enior managers are sometimes called upon to who agree to work at a firm for a fixed, limited period give practical training to university language of time. Interns are usually undergraduates, and most majors. Although higher level managers can be internships last between a few hours and 12 months. Sinvited to give guest lectures in the classroom, the The student trainees work in these organizations, often main advantage of these specialist trainers is that without pay, in order to gain work experience and satis- they can open the doors to actual working environ- fy requirements for an academic qualification. ments. These are places that language teachers can’t readily emulate in university classrooms.
36 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: Teaching Assistance
In Japan, university administrators and teaching learners in various real-world settings. For exam- faculty can provide students with a diverse range ple, Japanese students can go to Taipei to teach in a of internship programs to choose from. Commu- Japanese language school or Chinese students can go nity-oriented domestic internships can be as short to Dalian to teach in English language schools. The as a one-day stint following a top manager around interns can apply the pedagogical concepts and the- a local company. A popular three-day internship, ories they have studied in actual teaching situations. ARTICLES referred to as “carrying the president’s briefcase” is Applying JSL and TESOL basic training coursework really just a step up from some city-organized pro- in real-world situations can develop students’ confi- grams that encourage elementary school students dence and satisfaction in teaching languages. to visit their fathers or mothers at the workplace. Most interns in Japan are not paid, but students re- ceive credits toward their degrees. In undergraduate programs requiring 124 credits of study, internship credits can reach 12 credits or 10% of the total re- JALT PRAXIS • TEACHING ASSISTANCE quirements. The on-the-job training students receive from a company employee can’t really be matched by in-class and on-campus instruction from a teacher. Curricula for most medical positions, including nurs- ing degrees, require extensive internship. Veterinary programs can require several months of training on farms and clinics operating in the same prefecture as the university. Teacher education programs require Figure 1. CEO (center) giving a book company tour a minimum of a two to four week practicum at the to interns from Japan. same elementary, junior, or senior high school in which the student studied. Increasingly, business, Trainees who major in education on postgraduate arts, and humanities programs are requiring students degree programs are eligible to assist teaching staff to do fieldwork and take internship courses in a during lectures. Trainees in undergraduate degree wide variety of companies. Even music majors intern programs are invited to interact with students as entertainers in hotels, resorts, and at weddings. during chat sessions and support lessons on cultural The types of companies that offer opportunities to exchange. students can literally be listed alphabetically from A: Publishing houses in Taiwan also offer excellent airports; B: banks; C: courts; to Z: zoos. internships. Most schemes last for two to eight con- Typically, universities organize two-week unpaid secutive weeks over the summer period, providing internship programs during the summer at compa- the opportunity for those interested in a career JALT FOCUS nies in Japan, but some students take the challenge in publishing or business administration to gain of university-arranged overseas internships for up valuable insights into the industry. Students can get to one year. This arrangement is also often popular intern positions in sales, editing, or production. with foreign students as it allows them to return This past summer a group of students were given to their home countries to get work experience at guidance to edit, publish, and print their own small the same time as getting credits for their degree book in the English language. On the very first program in Japan. Depending on country visa reg- day, interns had breakfast with the chief executive ulations, salaries in the form of living expenses are officer, who later guided them on a tour of the pub- sometimes paid in addition to housing and overseas lishing facilities (Figure 1). They visited customers flight subsidies and other cost reimbursements. and bookstores on university campuses. As authors For the past six years I have accompanied univer- visited the publishing house, the interns said they sity students when they participated in internship got to meet and interact with very interesting peo- programs in Taiwan and Korea. These programs run ple from around the world. most smoothly when I’m accompanied by a teach- At a major language school and software produc- ing assistant to help accomplish the tasks of helping tion company other students had the opportunity between 12 and 20 undergraduate students to find to design applications for use on smart phones. On their workplace and make introductions, as well their final day the interns made a professional pre- as motivating and coaching students who need to sentation together with the company CEO (Figure make final presentations to company staff. 2), who later provided a detailed evaluation of the These internships allow students training to students’ performance. become language teachers to work with language
THE LANGUAGE TEACHER 41.6 • November / December 2017 37 The Language Teacher • JALT Praxis: Teaching Assistance
These interns came back to their regular class- room environment with lots of questions and new challenges for their teachers. I find that interns who successfully complete overseas programs generally return to my classroom with a better understand- ing of the career path they want to follow. And this enlightenment leads them to set new goals for im- proving their language and communication skills.
Figure 2. CEO (left) of a software firm co-presents with intern and supervisor.
[JALT PRAXIS] WRITERS’ WORKSHOP Vikki Williams and Charles Moore Writers’ Workshop is written on a collaborative basis with the members of the Peer Support Group (PSG). In each column, topics are shared that provide advice and support for novice writers, experienced writers, or nearly anyone who is looking to write for academic purposes. If you would like to inquire about submitting a paper for review, or are interested in joining the PSG team, please contact us using the following information. Email: [email protected] • Web: http://jalt-publications.org/psg All research studies should include the descrip- Presenting Statistics in tive statistics. The mean score (the average of all scores) is represented by a capital M in italics, and Tables is followed by the standard deviation, represented by capital SD, in italics. Correlations are reported David Ockert to three decimal places, and notice that there is no Toyo University ‘0’ before the full stop. Why? Because correlations cannot be ‘1.0’ or more. If they were, the items would be identical. Below the table the word Note is his article was written to explain how to pres- italicized, and the P (probability) value is indicated ent statistical results in table format in a paper with an asterisk. There is also a space before and for submission to a peer-reviewed journal. The after the ‘<’ sign. Ttables included were produced by the author and On the other hand, Table 2, from Selected Pa- appeared in previously published papers. They are pers from the 2016 PAC Conference (Ockert, 2016), properly cited in the text and appear in the referenc- follows a different format, and presents the pre- es as they would in an actual manuscript for submis- and post-data of an experiment involving Skype sion to a peer-reviewed journal. Therefore, the styles exchanges. The table number appears above the of the three tables are different for each journal, and heading and is in all caps, and both are centered and the reader should keep this in mind when reading in bold font. Also, the content words in the table and scrutinizing them. heading are capitalized. Notice, however, that Table For example, Table 1, which appeared in The Jour- 2 has two sub-headers (Before Skype & After Skype), nal of Second Language Teaching & Research (Ockert, which are both underlined. This is because each 2015a), represents a common format. The table num- appears within the standard three horizontal line ber is followed by a period, then the table heading format, and each covers two data columns. Finally, in italics. Notice, however, that only the first word is as Table 2 compares the results of an educational capitalized. Also, there are only three horizontal lines intervention, it should show whether or not the and no vertical lines, to minimize the amount of ink statistical significant differences between the two used (Hudson, 2015). Please note that FLAs stands for groups’ means are meaningful (Brown, 2012). To do foreign language activities, and WTC is the acronym this, the effect size is reported, as well as the statisti- for willingness to communicate. cal power (Soper, 2016b).
38 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALTJALT PRAXIS • WRITERS’JALT FOCUS WORKSHOPJALT FOCUS - - - - 39 .721* WTC .95 .74 .65 .77 Stat Power Stat = 29) Selected Papers Selected Papers n .752* .813* Motiv 1.06 0.80 0.54 0.83 Effect Size Effect number appears before the appears before number FLAs .701* .610* .704* no , p. 449. Copyright 2016 by the 449. Copyright , p. by D. Ockert, 2016, Ockert, by D. ,” 1.17** 0.93** 0.62* 0.96** 41.6 • November / December 2017 .510* .572* .534* .526* Desire to Desire Mean Difference Mean Travel Abroad Travel = 0.50 (medium effect): A 0.5 SD between the A 0.5 SD between effect): = 0.50 (medium p. 103. CC BY 3.0. CC BY 103. p. = 0.20 (small effect): A 0.2 SD between the the 0.2 SD between A effect): = 0.20 (small be A 0.8 SD difference effect): = 0.80 (large d the two groups. means of d the two groups. means of d groups. means of the two tween the An additional method of explaining the data can method of explaining An additional • • • pow ‘statistical the calculating be demonstrated by power is Statistical results. er’ of the experiment’s indi which value a numerical a method of assigning will consistently that a study cates the probability example, For effect. significant obtain a statistically is likely that a study power of .80 means a statistical re in the effect significant a statistically to produce As statistical repeated. when 8 out of 10 times sults 1.0, reach power can’t power sizes and statistical The PPC effect period. SD 1.16 1.10 1.16 1.14 .491* .653* .633* .504* .603* Comm Conf to to Conf TABLE 2 TABLE - - M After Skype 5.07 4.10 4.48 4.10 SD THE LANGUAGE TEACHER 1.33 1.27 1.22 1.28 1.46 1.30 SD 1.70 1.84 1.70 1.77 M 3.81 3.10 2.85 2.87 2.62 2.99 M Before Skype Before 3.14 3.31 3.17 4.45 Anniversary International Symposium on English Teaching on English Anniversary Symposium International th Before and After the Intervention, Effect Sizes, and Statistical Power ( Statistical Sizes, and and After the Intervention, Effect Before SD < .05 < .05 , p M The Journal of Second Language Teaching & Research, 4, & Research, of Second Language Teaching The Journal “Technology-enhanced language learning: Motivation and the brain and Motivation language learning: “Technology-enhanced (Cohen, 1992a; Soper, 2016a). Notice the Notice 2016a). 1992a; Soper, (Cohen, The < .01; * < .01; d Pearson correlations coefficients of the survey Pearson results < 0.01 level (2-tailed) level < 0.01 p p ** * “A correlation analysis of tech-based English activities and Japanese elementary student affective variables,” by D. by variables,” elementary affective student and Japanese activities English of tech-based analysis correlation “A
Instrument Items Instrument
For reference, the effect size analysis compares compares analysis size the effect reference, For As can be seen, statistically significant differ significant seen, statistically As can be WTC Posture International FLAs Motivation Confidence to Communicate to Confidence Abroad to Travel Desire Motivation to travel Desire FL Activities Posture International English Teachers’ Association-Republic of China. Association-Republic Teachers’ English Adapted from & the 25 from the 2016 PAC Note. Note. From From 2015, Ockert, Note. Note.
Table 1. Table intervention 2009): Field, (in a small or large effect for the difference in means in difference for the a small or large effect of an a result as example, for between two groups, the non-PSR students after the intervention. Cohen the intervention. after students Cohen the non-PSR constitutes about what suggestions has provided the statistically significant differences between the between the differences significant the statistically (PSR) and self-review the positive for mean scores indicates that the mean of one group is 1.0 standard standard is 1.0 of one group that the mean indicates of the other group. higher than that deviations ‘0’ before the full stop for the effect size data. This is the effect for the full stop ‘0’ before which than 1.0, size can be greater because an effect Cohen’s Cohen’s mean scores for the students before and after the and after before students the for mean scores sizes using intervention, the effect by calculating fore, further analysis is performed to compare the compare to is performed analysis further fore, the between differences significant statistically ences exist between four of the six items. There of the six between four ences exist The Language Teacher • JALT Praxis: The Writers’ Workshop
(Cohen, 1992b; Soper, 2016b) of the results are also References provided in Table 2. Brown, J. D. (2012). Statistics corner: What do distribu- Table 3 shows the results from a principal tions, assumptions, significance vs. meaningfulness, component analysis (PCA) from an article which multiple statistical tests, causality, and null results have appeared in the OnCUE Journal (Ockert, 2015b). As in common? Shiken Research Bulletin 16(1), 27-32. can be seen, the formatting for Table 3 is different Cohen, J. (1992a). A power primer. Psychological Bul- from that of the first two tables presented. Of the letin, 112(1), 155-59. Retrieved from
40 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALTJALT FOCUS FOCUS • SIG FOCUS ------41 - - - - - CUE Cir University of University the anniversary conference, th is an academic journal fea is an academic 41.6 • November / December 2017 On CUE Journal On CUE Journal is a new quarterly publication featuring short short featuring publication is a new quarterly The Teacher Development (TD) and CUE SIG and CUE SIG (TD) Development The Teacher The 2016 CUE SIG Conference, co-sponsored by co-sponsored Conference, The 2016 CUE SIG versity, Bertha Du-Babcock from City University of University City from Bertha Du-Babcock versity, from Starfield and Sue Kong, Hong as well as 24 poster presentations. South Wales, New its 25 In 2018 CUE will hold Osaka JALT Chapter, was held at Kindai university was held at Kindai Chapter, Osaka JALT 38 short presen featured in Osaka. The conference and plenary 10 poster presentations, talks bytations, Makoto and University of Waseda Anthony Laurence The 2017 CUE ESP University. Sophia from Ikeda Bi the JALT by was co-sponsored which Symposium, Chapters, JALT and Tokyo and Yokohama SIG zCom featured It Yokohama. in University was held at Keio of Kindai Uni Terui plenary Masako speeches by publications can be found on our website
he College and Univer he College sity Educators (CUE) in was established SIG
At the CUE SIG conference our members present members present our conference the CUE SIG At
CUE’s purpose is to provide a forum for address for a forum purpose is to provide CUE’s
in the field of English for Specific Purposes. Specific for English of in the field posium, which has been held four times, features times, features has been held four posium, which and plenaries their research and teaching ideas in formal presen and teaching ideas in formal their research The CUE ESP Sym and poster sessions. tations conference. We also hold annual forums at the JALT at the JALT forums annual also hold We conference. Conference. and the PanSIG Conference International CUE holds two CUE holds and the CUE SIG the CUE ESP Symposium years: CUE Events ment and networking opportunities for the college the college for and networking opportunities ment in Japan. and university teaching community ties. We support presenters and collaborate with and collaborate support presenters We ties. develop professional to provide groups other JALT as a setting to exchange information and opinions and opinions information as a setting to exchange opportuni and publication presentation through ing at Japanese colleges and universities and serves and universities colleges ing at Japanese at the college and university level. CUE dissemi and university level. at the college to teach related about research nates information ing the specific needs of foreign language teachers foreign needs of ing the specific biggest SIG with a membership of 499 members. biggest SIG portance we place on addressing the wide variety of the wide variety on addressing portance we place be JALT’s to grown have needs of our members. We the speakers at CUE events, and the educators who and at CUE events, the speakers the im reflects and edit our publications, write for a voice for EFL postsecond EFL for a voice ary The diversity of our officers, teachers in Japan. group has strived to providegroup opinions and present their and present opinions the its inception, ideas. Since 1993 to provide JALT mem JALT 1993 to provide their to voice bers a place Educators in Japan Educators College and University College and
CUE: A Forum to Support CUE: A Forum T The Language Teacher • JALT Focus: SIG Focus a Member Support Conference Grant. The purpose of college and university educators in Japan. Please of these grants is to help CUE members who need stop by our table at the JALT International Confer- funding for research or conference related expens- ence for a chat and more information about how es. They will also offer an opportunity for recipients CUE can serve your professional development and to publish their research or a review in one of the networking needs. CUE publications. We encourage you to share your Wendy M. Gough ideas for improving our ability to serve the needs JALT CUE SIG Coordinator
[JALT FOCUS] NOTICES Malcolm Swanson This column serves to provide our membership with important information and notices regarding the organ- isation. It also offers our national directors a means to communicate with all JALT members. Contributors are requested to submit notices and announcements for JALT Notices by the 15th of the month, one and a half months prior to publication. Email: [email protected] • Web: http://jalt-publications.org/tlt/departments/jalt-focus 2017年第2回総会開催通知 ことで、本総会の出席者としてみなすことができます。 Notice of the Second 2017 JALT Ordinary お手数をおかけいたしますが、ご支援とご協力のほどよ General Meeting (OGM) ろしくお願いします。 When you receive this email, please follow the 日時：2017年11月19日(日) / Date: November 19, 2017 instructions on how to complete the absentee bal- (Sunday) lot. It is important for us to have a majority of JALT 時間：17:40 – 18:40 / Time: 5:40 p.m. – 6:40 p.m. members present at the OGM for it to be valid, and 場所：つくば国際会議場「エポカルつくば」、中ホール300 holding a valid OGM is necessary for us to main- Location: Convention Hall 300, Tsukuba Interna- tain our status as a nonprofit organization (NPO). tional Congress Center “Epochal Tsukuba” Fortunately, you can vote online by absentee ballot and be counted present for the meeting, as per the JALT Constitution. 議案 / Agenda: Thank you very much for being a member of JALT • 第1号議案 議長選出 / Item 1. Appointment of and for your continued support. Chairperson • 第2号議案 議事録署名人選出 / Item 2. Determi- nation of Signatories New JALT Associate Members • 第3号議案 監事選挙結果 / Item 3. Result of Audi- tor Election • 第4号議案 その他の重要事項 / Item 4. Other Important Issues
*10月下旬に、会員の皆様に議案の詳細と個別の不在投 Xi’an Jiaotong-Liverpool University, Language 票へのリンク先をEメールでご案内いたします。 Centre • http://www.xjtlu.edu.cn *An email containing details of the agenda and a Xi’an Jiaotong-Liverpool University (XJTLU) is the link to an individualized ballot will be sent to you in largest international collaborative university in late October. China, and the Language Centre at XJTLU is quick- Eメールがお手元に届きましたら、不在投票の方法に従 ly becoming one of the most significant universi- って投 票をしてください。 ty-level centres of its type globally. At present, the centre has over 180 full-time teaching staff deliver- 本総会は、特定非営利活動法人（NPO）としての地位を 保つ為に必要なもので、過半数以上の会員の皆様による ing English, Spanish and Chinese language courses, 出席（定足数）をもって、正式に開催することができます。 as well as English for Academic Purposes (EAP) 幸い当学会では、会員の皆様に向けて電子投票システ teacher training, with more languages to be added ムを提供させていただいており、不在投票をしていただく over the coming years. Located near to Shanghai in the historic city of Suzhou, XJTLU offers the chance
42 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Focus: Notices to experience Suzhou’s multiple UNESCO world school and university students. Using challenging heritage sites first-hand, while also enjoying a high yet attainable exercises, the textbook promotes a standard of living in one of China’s most developed supportive atmosphere and full participation in the regions. classroom. The complementary 12 hours of easy ac- cess online audio allows students to effectively study
Work with us ARTICLES independently. • English, Spanish and Chinese language teach- ing positions available We hope you share our objective of promoting an effective, supportive, attainable, and indepen- • Competitive salaries and attractive benefit dent study-oriented teaching strategy for students. packages When you come to Tsukuba, please visit our booth • Study with us and join our presentation to more completely • Chinese language coursesEAP teacher training understand how the Way To Go! textbook and audio courses system can recognizably benefit your students. • English as a medium of instruction teacher train- ESL Learningは効果的なESLの教育・学習戦略である ing courses Way To Go! を推進する為2016年設立。TOEIC350〜650 JALT PRAXIS をターゲット。高校、大学生に効果的に役立つガイド込ス More details: See http://www.xjtlu.edu.cn ピーキング・リスニング練習用テキストブックとオーディオ システム。やりがいのある達成可能なエクササイズを使用 西安交通リバプール大学言語センター しこの テ キ ストブックによりサ ポ ートのある雰 囲 気と授 業 への参加を促進。簡単にアクセスできるオンラインオーデ 西安交通リバプール大学（XJTLU）は中国国内最大の国 ィオで学生自身で効果的に学ぶことが可能。詳しくはつく 際共同大学です。中でも言語センターは急速に発展して ば展示会にて。 おり、世界的にも有名になりつつあります。 For further information 現在言語センターには教員１８０名以上が所属し、英 語•スペイン語•中国語•言語教員トレーニングコースなど • http://WayToGoESL.com を提供。今後より多くの言語コースを提供する予定です。 • [email protected] JALT FOCUS • NOTICES 大学は上海に隣接する歴史的都市、蘇州市に所在。高い 生活水準を誇る蘇州では、ユネスコ世界遺産なども気軽 に楽しむ事が出来ます。 Express Publishing 教員募集 http://www.expresspublishing.co.uk • 英語•スペイン語•中国語教員を募集 学生募集 • 中国語コース • English for Academic Purposes (EAP) 教員教育コース • English as a medium of instruction 教員教育コース 詳細: http://www.xjtlu.edu.cn Express Publishing was established in 1988 with the ESL Learning purpose of raising the standards of English language teaching and is highly respected worldwide for pro- ducing a wide variety of innovative teaching mate- rials, including course books, grammar books, exam materials, supplementary materials and readers, to meet the needs of students and teachers alike. The ESL Learning was established in 2016 to promote company has enjoyed steady, rapid growth with a Way To Go!, an effective ESL teaching and learning current list of over 3500 titles and sales in over 90 strategy. The developer of the strategy and author countries; Express Publishing is recognised as one of the textbook, Cameron North, has been teach- of the leading publishers worldwide. ing English at universities in Aichi, Japan for over Throughout the last 30 years of operation, we 28 years. Coupled with extensive second language have successfully managed to bridge the gap be- studies in French and Japanese, Cameron truly be- tween technology and pedagogy and forge strategic lieves in effective and supportive teaching method- partnerships with various publishers all over the ologies. world. Targeted for TOEIC levels 350-650, Way To Go! is a guided speaking and listening practice textbook and audio system that will effectively benefit both high
THE LANGUAGE TEACHER 41.6 • November / December 2017 43 JALT MEMBERSHIP INFORMATION The Japan Association for Language JALT Partners JALT cooperates with domestic and international partners, Teaching (JALT) including (JALTは以下の国内外の学会と提携しています): • A professional organization formed in 1976 • AJET—The Association for Japan Exchange and - 1976年に設立された学術学会 Teaching • Working to improve language learning and teach- • IATEFL—International Association of Teachers of ing, particularly in a Japanese context English as a Foreign Language -語学の学習と教育の向上を図ることを目的としています • Almost 3,000 members in Japan and overseas • JACET—the Japan Association of College English - 国内外で約 3,000名の会員がいます Teachers • PAC—the Pan Asian Conference consortium http://jalt.org • TESOL—Teachers of English to Speakers of Other Languages Annual International Conference • 1,500 to 2,000 participants Membership Categories - 毎年1,500名から2,000名が参加します All members receive annual subscriptions to The Language • Hundreds of workshops and presentations Teacher and JALT Journal, and member discounts for - 多数のワークショップや発表があります meetings and conferences. The Language TeacherやJALT • Publishers’ exhibition - 出版社による教材展があります Journal 等の出版物が１年間送付されます。また例会や大会に割引価 格で 参 加 で きます。 • Job Information Centre - 就職情報センターが設けられます • Regular 一般会員: ¥13,000 • Student rate (FULL-TIME students of http://jalt.org/conference undergraduate/graduate universities and colleges in Japan) 学生会員(国内の全日制の大学または大学院の学 JALT Publications 生): ¥7,000 • The Language Teacher—our bimonthly publication • Joint—for two persons sharing a mailing address, - 隔月発行します one set of publications ジ ョ イ ン ト 会 員（ 同 じ 住 所 で 登 録 す る個人2名を対象とし、JALT出版物は2名に１部): ¥21,000 • JALT Journal—biannual research journal - 年2回発行します • Senior rate (people aged 65 and over) シニア会員(65歳 以上の方): ¥7,000 • JALT Postconference Publication - 年次国際大会の研究発表記録集を発行します • Group (5 or more) ¥8,500/person—one set of publi- cations for each five membersグループ会員(５名以上を • SIG and chapter newsletters, anthologies, and con- 対象とし、JALT出版物は５名ごとに１部): 1名 ¥8,500 ference proceedings - 分 野 別 研 究 部 会 や 支 部 も 会 報 、ア ン ソ ロ ジ ー 、研 究 会 発 表 記 録 集 を 発 行 し ま す http://jalt.org/main/membership http://jalt-publications.org Information JALT Community For more information please consult our website
支部及び分野別研究部会による例会や研究会は日本各地で開催 され、以下の分野での発表や研究報告が行われます。バイリンガリズ ム、CALL、大学外国語教育、共同学習、ジェンダーと語学学習、グロー Joining JALT バル問題、日本語教育、自主的学習、語用論・発音・第二言語習得、児 Use the attached furikae form at Post Offices 童語学教育、生涯語学教育、試験と評価、教材開発 等。 ONLY. When payment is made through a bank http://jalt.org/main/groups using the furikae, the JALT Central Office receives only a name and the cash amount that was trans- ferred. The lack of information (mailing address, chapter designation, etc.) prevents the JCO from successfully processing your membership appli- cation. Members are strongly encouraged to use the secure online signup page located at https:// jalt.org/joining. ARTICLES JALT PRAXIS JALTOLD FOCUS GRAMMARIANS - - - - - 45 - The Life . These nonperformative declare purported to be , or , in which Mr. Sneaze Sneaze Mr. , in which , in which it is a human it is a human , in which swear , I Am a Cat I Am promise 41.6 • November / December 2017 The Art of the Deal The Art , the kind that don’t actually achieve anything: anything: achieve actually , the kind that don’t us, penetrates us, and binds the galaxy together” Some attribute the power of UG to Kenobi). (Noam WEELADs organisms inside us, called microscopic a Language Ac for (Wildly Elaborate Explanations accidental apes were Prehistoric Device). quisition ago of years by these organisms millions infected ly left mp3 player black a giant they discovered when and started extraterrestrials behind by vacationing in it. listening to the podcasts stored can be difficult to distinguish from to distinguish can be difficult verbs after just homework, do my Mom, I’ll promise “I me another chance, Baby, “Give game”; one more no I have sir, or “No it up to you”; make I swear I’ll bag to declare.” in my fruit or alcohol fresh author. real by a author created A fictional Murr and Opinions of the Tomcat in fact it was Ger of a cat, when the autobiography who human, a A. Hoffman, man storyteller T. E. The putative author con (Note: the book. wrote example, to works such as, for cept does not apply Soseki Natsume’s or Donald narrating his adventures, is merely Trump’s form.) lower life by a that is being fictionalized A tautology. through flows of language that force A hypothetical surrounds the universe and all things in it. “It conditions, will achieve a favorable result (acquisi result a favorable will achieve conditions, a can of soda, two aces). tion, the act it is A verb that, in its utterance, performs describing, as in What a speaker doesn’t say, but means anyway de but means anyway say, doesn’t What a speaker but innuendo, said it. This is like spite not having naughty. less usually input (language, that meaningful An assumption under the right and a six), processed a three money, performative verb– performative putative author– tautology– universal grammar– implicature– input hypothesis–
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. stylized THE LANGUAGE TEACHER prosthesis synthesis [email protected] OLD GRAMMARIANS OLD ] trimmed hedges Words You Don’t Need to Know Don’t You Words Scott Gardner Gardner Scott of Linguistic/Literary A Glossary (e.g., “photography is not an art”); “photography (e.g., JALT PRAXIS JALT , which is someone’s effort to develop to develop effort is someone’s , which
[ (“yes it is, you nincompoop”); nincompoop”); it is, you (“yes
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of these (e.g. “IMHO”) are called called are “IMHO”) of these (e.g. used to indicate the speaker’s hesitation to commit hesitation the speaker’s used to indicate versions Abbreviated saying. they are to what fully A word or phrase, such as “in my humble opinion”, opinion”, humble my such as “in or phrase, A word just been said to them. the look on a language learner’s face upon realizing face upon realizing on a language learner’s the look has of what word to understand a single they failed When aspects of language acquisition reach a reach When aspects of language acquisition further; also, any and cease to progress certain level to pick your nose with a drumstick taped to your taped to your nose with a drumstick your to pick wrist!”). my browser’s memory cache”); and finally and finally memory cache”); browser’s my have you’ll and that finger at me once more (“Wave (“photography may at times reach the level of art, the level reach at times may (“photography a waste of are cat photos Facebook endless but your parts: antithesis An ancient argumentation process, with several process, argumentation An ancient apostrophe in text messages is an example of cant. is an example in text messages apostrophe usage and the group. Spelling “cant” without an without an “cant” Spelling usage and the group. Language used in a particular way by an in-group, by an in-group, way Language used in a particular down both on the look such that outsiders may Remembering the beginnings and endings of words the beginnings and endings of words Remembering but not the mildews.
“Your boyfriend’s a lowlife”; “My boring linguistics boring linguistics “My a lowlife”; boyfriend’s “Your word.” just a walking bahuvrihi teacher is basically thing it is describing. Examples: “She’s old money”; old “She’s thing it is describing. Examples: shirt!”; be such a stuffed “Don’t “Butterfingers!”; A two-part synecdoche made of constituents of the of the of constituents synecdoche made A two-part me on a spit!” their own unique hyper-responses to surprising or to surprising or their own unique hyper-responses me in butter and hang roll shocking news: “Well, ous responses to it. Not to be confused with to be confused with to it. Not ous responses affectedness The idea that one cannot consume and respond to consume and respond The idea that one cannot by previ been influenced having without literature hedge–
fossilization– affective stylistics– affective
dialectic– cant–
bathtub effect– bathtub bahuvrihi word– bahuvrihi Are you coming to JALT2017: Language Teaching in a Global Age? November 17 – 20, 2017 Tsukuba International Congress Center (Epochal Tsukuba), Tsukuba, Ibaraki, JAPAN http://jalt.org/conference
JALT2017 Technology In Teaching Featured Speaker Workshops (TnT) Workshops: Digital technology • Malu Sciamarelli – Sponsored by the LiLT SIG for teaching and learning and Pilgrims English Language Courses • Creative writing, essential, not supplemental Friday, 17 Nov 2017 – 13:30 - 19:00 • Literature for all: Creative texts for every class • Bob Cvitkovic: LiveCode: Software for Research • Patrick Newell – Sponsored by National Geo- and Education graphic Learning • Peter Brereton: Writing Feedback: Using Wikis & • Power of TED Screencasts • Future of learning • Rab Paterson: Cloud’s Eye View of Google: What • Sumiko Ogawa – Sponsored by the GILE SIG It Can Do for You • Inspiring Japanese students to be global citizens • Charles Browne: Utilizing Free Online Tools to • GILE SIG Roundtable Teach Vocabulary • Paul Nation – Sponsored by Compass Publishing • Nina Kang & Barry Griner: Stress-Free Testing • Simplified material in language learning Through Use of Polling Apps • How important are fluency development • Nadine Richard & Mari Arjona Toledo: Simple activities? Tools for Flipped / Interactive Classrooms • David Beglar – Sponsored by Temple University, • Simon Bibby: Connect and Deliver: Use Face- Japan Campus book & Google Drive • Teaching speaking: The key is scaffolding • Branden Kirchmeyer: Getting (and Keeping) It • Developing reading fluency via extensive Together with OneNote reading • Mark deBoer: Using Moodle to Foster Student • Shoko Sasayama – Sponsored by Atama-ii Books Collaboration • An evidence-based approach to L2 task design • Daniel Dusza: Integrated Technology - Trans- • What can L2 learners tell us about task design? forming EFL Classes • Steve Mann – Sponsored by Abax • Joseph Tomei: LINE: Use What All the Cool Kids • Reflective tools for teacher development Use • Ways in using and augmenting material • Jamey Heit: How Automated Assessment Can • Reiko Yoshihara – Sponsored by the GALE SIG Improve Outcomes • Feminist approaches in university EFL classes • Paul Daniels: Using Web Speech Technology in • Narratives of feminist EFL teachers’ identities the Speaking Class • Christine Pearson Casanave – Sponsored by • Gary Ross: Online Speech: A New Way to Prac- Tokyo JALT and the CUE SIG tice Conversation • Writing for publication: Challenges and strategies • Rich Bailey: Teach Smarter: Mobile Assisted • Issues for teachers in writing and publishing Language Learning • Rab Paterson – Sponsored by JALTCALL • Mark Shrosbree: Technology for Output Practice • Research around the world • Are you changing with the times?
For more information or to view the schedule: http://jalt.org/conference