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ISSN 2188-8612 JACET International Convention Selected Papers Volume 5 JACET 56th (2017) International Convention English in a Globalized World: Exploring Lingua Franca Research and Pedagogy August 29 – 31, 2017 Aoyama Gakuin University JACET International Convention Selected Papers, Volume 5 Published by the Japan Association of College English Teachers (JACET) JACET Selected Papers Committee Director-in-Charge KAWANO, Madoka (Meiji University) Editorial Board Chair OKUGIRI, Megumi (University of the Sacred Heart) Deputy Chair KAWAI, Yasushi (Hokkaido University) SATO, Natsuko (Tohoku Institute of Technology) DALSKY, David (Kyoto University) KURAHASHI, Yoko (Tokai Gakuen University) HAENOUCHI, Hiroko (Nihon University) NALL, Matthew (Miyagi University) HIRAMOTO, Satoshi (Yasuda Women’s University) PENG, Virginia (Ritsumeikan University) IIDA, Atsushi (Gunma University) TAKAHASHI, Sachi (Kyoto University) ITO, Mika (Tokai University) TOMITA, Kaoru (Yamagata University) KANAMARU, Toshiyuki (Kyoto University) TOYA, Mitsuyo (University of the Ryukyus) KANEKO, Emiko (University of Aizu) WISTNER, Brian (Hosei University) KANEKO, Jun (Yamagata University) Advisory Board CHEW, Phyllis Ghim-Lian (Nanyang Technological University) SEIDLHOFER, Barbara (University of Vienna) JACET Prize & Academic Publication Selection Committee Head OZEKI, Naoko (Meiji University) Vice-Head IWAI, Chiaki (Hiroshima City University) ii Reviewers BABA, Tetsuo (Tokyo Gakugei University) NOMURA, Kazuhiro (Kobe City University of FUJIOKA, Mayumi (Osaka Prefecture University) Foreign Studies) HIRAKAWA, Makiko (Chuo University) OGURI, Yuko (Kansai Gaidai University) IKENO, Osamu (Ehime University) OISHI, Harumi (Gifu Shotoku Gakuen University) ITO, Harumi (Kansai Gaidai University) SAKAI, Hideki (Shinshu University) IZUMI, Shinichi (Sophia University) SHIKANO, Midori (Nanzan University) JIMBO, Hisatake (Professor Emeritus, Waseda University) TAJIKA, Hiroko (Tsuda University) KATAGIRI, Kazuhiko (Senshu University) TAKAGI, Akiko (Aoyama Gakuin University) KIMURA, Matsuo (Aoyama Gakuin University) UEMATSU, Shigeo (Doshisha University) KINOSHITA, Toru (Nagoya University) WATANABE, Yoshinori (Sophia University) KOJIMA, Hideo (Bunkyo University) YAMANE, Shigeru (Kansai University) KOMIYA, Tomiko (Okazaki Women’s University) YAMATO, Ryusuke (Kyoto Sangyo University) LEIS, Adrian (Miyagi University of Education) YOSHIDA, Kensaku (Sophia University) MURANOI, Hitoshi (Tohoku Gakuin University) Cover Design KASUNO, Shin-ichi Editorial Office The JACET Office Address: 55 Yokotera-machi, Shinjuku-ku, Tokyo 162-0831 JAPAN Phone: +81-3-3268-9686 / Fax: +81-3-3268-9695 E-mail: [email protected] First published in August, 2018 ISSN 2188-8612 Copyright © 2018 by JACET All rights reserved. No part of this publication may be reproduced or republished in any form without permission in writing from JACET. The articles published herein do not reflect the opinions of JACET. iii Contents Invited Papers* English as a Lingua Franca: Why is it so Controversial? ······················································Barbara Seidlhofer 2 Lingua Francas and World Orders: The Place of English in a Globalized World ·············································Phyllis Ghim-Lian Chew 25 Selected Papers Research Articles The Effects of Overseas Study on Japanese University Students: Challenges and Opportunities in the Development of Intercultural Competence and Impacts on Future Career ······························································ Misa Fujio 50 Non-native Preservice English Teachers’ Lexical Usage and Interactional Patterns in Transcriptions Coded on COLT Part B Scheme ······························· Noriaki Katagiri and Yukiko Ohashi 80 Student Views of the Monolingual Method ···················································· Shigeko Shimazu 111 Children’s Sound-Letter Recognition Knowledge Predicts High Self-Evaluation of English Abilities: Analyses of Questionnaires and Tests Given to Japanese Elementary School Children ································· Makiko Tanaka and Hiromi Kawai 130 Practitioner Report Examination of Beneficial and Enjoyable Pronunciation Activities ··························································· Junko Chujo 157 Symposium Paper Person-in-Context Theory and Spirituality in the Japanese College EFL Contexts: Implications from Theory, Survey, and ELT Practice ···············Masao Kanaoka, Ema Ushioda, Atsuko Watanabe, and Chihiro Kato 178 Submission Guidelines ············································································ 199 * The two papers are contributions from the plenary speakers of the JACET 56th International Convention (2017, Tokyo) at Aoyama Gakuin University, Tokyo, Japan, from August 29 to 31, 2017. Invited Papers Seidlhofer, B. English as a Lingua Franca English as a Lingua Franca: Why is it so Controversial? Barbara Seidlhofer University of Vienna Abstract As networks of digital communication have vastly extended over recent years and changed all our lives, whether we like it or not, so the use of English has spread to become a global lingual franca as the means for this communication. This is not a matter of dispute. What has been, and still is, a matter of dispute, however, among sociolinguists and language teaching professionals alike is whether this phenomenon warrants serious study. The study of English as a lingua franca has given rise to a good deal of controversy, and objections have been raised both about its sociolinguistic validity in theory and about its pedagogic relevance in practice. In this paper I will consider these objections, and suggest reasons why reactions to the study of ELF communication have so often been dismissive, not to say hostile. I will then go on to argue that what makes ELF study so controversial is that it challenges received ideas which are no longer in accord with the changed realities of the contemporary globalised world, so that what makes it controversial is precisely what justifies it as a significant area of enquiry. An understanding of the nature of ELF communication necessarily calls into question taken-for-granted assumptions that have hitherto informed how English has been described and taught. These assumptions are deep-rooted, often sustained by tradition and vested interests, and they cannot simply be ignored. ELF study is controversial because it undermines a sense of security in established ideas and practices. So I will also argue that it is important to consider how traditional assumptions can be acknowledged and some continuity retained in ELF study, particularly when following its pedagogic implications through to practical implementation. 2 JACET Selected Papers Vol. 5 (2018), 2-24 Keywords: English as a lingua franca, community, variety, globalization, language use and learning Introduction The JACET 56th International Convention was dedicated to the theme “English in a Globalized World: Exploring Lingua Franca Research and Pedagogy”. The convention abstract stated: As the extent and diversity of English use continue to rapidly grow, we need to reconsider ELF by situating it clearly against the backdrop of a globalized world with considerations for issues in applied linguistics and language teaching. This is what this paper seeks to do. It is true of course that the widespread use of English as a lingua franca (ELF) is a fact that we cannot but acknowledge (for a succinct explanation see the introduction to Murata, 2016). It is generally recognized that as international contacts such as in business and academia and networks of digital communication have vastly extended over recent years and changed all our lives, whether we like it or not, the use of English has spread to become a global lingual franca as the predominant means for this communication. So this is not a matter of dispute. However, what has been, and still is, a matter of dispute, particularly among sociolinguists and language teaching professionals, is how this phenomenon is to be understood, and whether it is justified to take it seriously in terms of research and pedagogical implications. The description of the theme of this convention states very clearly that JACET has decided this is indeed worth serious study. And it should be noted that in Japan ELF research and thinking about implications for education policy and 3 Seidlhofer, B. English as a Lingua Franca pedagogy have been particularly strong over recent years (see D’Angelo, 2018). This is evidenced, for instance, in the founding of the JACET ELF SIG and JACET ELF SIG Journal, the Waseda ELF Research Group and Waseda Working Papers in ELF, the CELFIL (Content and ELF Integrated Learning) project (Hino, 2015), the English as a lingua franca program at Tamagawa University (Oda, 2017), Japanese data in the Asian Corpus of English (ACE), edited volumes on ELF with international publishers (e.g. Murata, 2016), international research projects and individual PhD projects at numerous Japanese universities, and an impressive number of contributions from Japan in recent issues of the Journal of English as a Lingua Franca. Nevertheless, ELF has remained a controversial matter. So it seems appropriate, to enquire into why this should be so, and to show how insights into what is so controversial about ELF might actually open our eyes to what is so significant about ELF as both an area of research and as an orientation to teaching English in today’s globalized world. Earlier Controversies In 2003 I edited a book called ‘Controversies
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  • Drawing on the Design Perspective Towards an Affirmation of English As a Lingua Franca

    Drawing on the Design Perspective Towards an Affirmation of English As a Lingua Franca

    Englishes in Practice 2016; 3(2): 29-54 DOI: 101515/eip-2016-0002 Glenn Toh Academic Writing in a Japanese Situation: Drawing on the Design Perspective towards an Affirmation of English as a Lingua Franca Abstract The contents of this article concern ELF 500, a course in graduate school academic writing that adopts an ELF-aware approach. In my discussion, I will first review the literature on language, ideology and power as it relates to Japanese cultural politics. Following this, I will draw on the notions of critique and design as described in Lillis (2003) as critical transformative strategies to encourage student academic writers to become more conscious of: (1) the constructed and situated nature of knowledge and meaning making as viewed by scholars in the area of academic literacies; (2) the importance of their own agency towards realizing their potential as academic thinkers and writers; and (3) the importance of understanding the fluid, dynamic and performative nature of English in its role as a lingua franca as a means towards constructing meanings that are valuable and unique to their own emergent ontologies as Japanese users of ELF. My discussion is, throughout, very much motivated by a professional concern that the teaching of academic writing should be carried out within an overall pedagogical framework that recognizes the importance of the humanizing and transformative role of language education. Keywords: Critical Pedagogy, Locality, Identity and Meaning Making 29 要約 本論文では、ELF モデルを使用したアカデミック・ライティングの授業である ELF500 に関して論述する。始めに、言語・イデオロギー・権力と日本文化・政治 との関係についての先攻研究に言及する。 次に、Lillis (2003)による「批評 (critique)」と「デザイン(design)」の意味について説明する。それらは、次の 事柄に対する学生の認識をより促進するストラテジーとして述べられている。(1) アカデミックリテラシー研究者がみなしている、知識と意味形成が持つ建設的・ 状況的特徴 (2) 学術的思想家および書き手としての可能性を理解するための、自 分自身の主体性の重要性 (3)日本人英語話者にとって特有で価値のある比類ない 意味を創造するために、ELF の動的性質を理解することの必要性。この議論は、ア カデミック・ライティングの指導は、個性や言語の変容的役割の重要性を認める 教育基盤において行われるべきであるという著者の関心に基づいたものである。 キーワード：批判的教育学、地域思想、地域アイデンティティ、意味形成 1.