Pansig 2012 Proceedings

The 2012 Pan-SIG Proceedings Literacy: SIGnals of Emergence The 11th Annual JALT Pan-SIG Conference June 16-17, 2012 - Hiroshima, Japan Edited & Published by JALT Pan-SIG Proceedings Editor-in-Chief Dr. Robert Chartrand Kurume University Editors Sam Crofts (Meijo University) Gavin Brooks (Kwansei Gakuin University) Layout and Design by Gavin Brooks Message from the editors: The 11th Annual Pan-SIG Conference was held at Hiroshima University on June 16 and 17, 2012. The theme of the conference was, Literacy: SIGnals of Emergence, and was a collaborative effort from 22 Special Interest Groups (SIGs) within JALT (Japan Association for Language Teaching). The conference was highly successful as more than 200 participants attended over 130 presentations with a variety of topics and interests from a wide spectrum in the field language teaching. The 2012 Pan-SIG Proceedings is a representative effort from the conference in Hiroshima as 30 papers were accepted for publication in this year’s volume. The quantity and quality of presentations and published papers from the conference is increasing year by year and shows the professional determination of talented individuals who shared their thoughts and insights of teaching languages. We are honored and proud to have been a part of this process. We would like to thank all of the contributors for submitting their papers for this publication. We are also very grateful for the readers of the papers who suggested changes to the authors and contributed to the high quality of this volume. The success of these proceedings is a cumulative effort from a large number of individuals. We hope that you will enjoy reading the papers in these proceedings and that you can gain some insight for your professional development. Robert Chartrand Sam Crofts Gavin Brooks February 10th, 2013 ii The 2012 Pan-SIG Conference Proceedings Message from the Conference Chair: These proceedings are a microcosm of the diverse topics which were covered during the 2012 Pan-SIG Conference held at Hiroshima University in mid-June. Readers will find a vast array of interesting and informative articles in these pages on different aspects of language education and teaching methodology. When I look at the table of contents, I can see that there are many articles relevant to my teaching and research interests; I know that readers will discover the same. I would like to take this opportunity to thank Dr. Keiso Tatsukawa at Hiroshima University for allowing us to use their facilities and make this conference happen. We could not have done it without his support and generosity. Although the venue was not near a major train station or airport, we were fortunate to have over 200 delegates make their way to attend from all over Japan. I would also like to thank Dr. Robert Chartrand for stepping in as chief editor of the proceedings. He has done a tremendous job of assembling submissions from the conference presenters and coordinating the work done by the members of the editorial advisory board. As a result of this hard work I am sure that you will find some new and fresh perspectives on literacy in language education. Naomi Fujishima 2012 Pan-SIG Conference Chair The 2012 Pan-SIG Conference Proceedings iii The 2012 Pan-SIG Proceedings Editorial Advisory Board Mark Brierly Thomas Lockley Shinshu University Kanda University of International Studies Brian Cullen Margaret Orleans Nagoya Institute of Technology Seinan Jo Gakuin University Doreen Ewert Michael Parrish University of San Francisco Kwansei Gakuin University William Green Ryan Richardson Sapporo University Kansai University Michael Iwane-Salovaara Judith Runnels Momoyama Gakuin University Hiroshima Bunkyo Women’s University Barry Kavanagh Joe Sykes Tohoku University Akita International University Megumi Kawate-Mierzejewska James Venema Temple University, Japan Campus Nagoya Women’s University David Kluge Nanzan University iv The 2012 Pan-SIG Conference Proceedings ISBN 978-4-901352-40-6 The 2012 Pan-SIG Conference Proceedings Literacy: SIGnals of Emergence Hiroshima, Japan JALT Central Office Urban Edge Bldg 5F, 1-37-9 Taito, Taito-ku, Tokyo 110-0016, Japan http://jalt.org/ http://www.pansig.org/ The 2012 Pan-SIG Conference Proceedings v Table of Contents Which Reading Tasks Help Non-English Majors Understand Academic English Readings? 1 Mutahar Al-Murtadha Japanese University Students’ Awareness of Hedging Devices in Academic Writing 13 John Bankier The Extensive Reading Foundation’s Online Self-Placement Test 22 Mark Brierley, Richard Lemmer, & Kosuke Adachi Understanding and Improving the Design of Academic Listening Classes 31 Gavin Brooks Towards a Pedagogy of Conversation 37 John Campbell-Larsen Face-to-face Communication and Instant Messaging: Similarities and Differences 43 Seth E. Cervantes & Robert C. Olson Spirited Singles: Re-reading Femininity in Anne of Green Gables 49 Kristie Collins Podcasting for Your Students: Why and How? 55 Samuel James Crofts Metaprograms for Literacy Development and Critical Thinking 61 Brian Cullen, Avril Matsui-Haye, & Sarah Mulvey Academic Science Texts and Popular Science Texts: Differences and Similarities 68 Stuart Cunningham & Paul Leeming Working Together: Using Tasks to Teach Reading and Writing 73 Loran Anna-Marie Edwards Model United Nations in the ESOL Classroom 79 Tom Fast From Praise to Critique in Offering Peer Feedback on Writing 86 Mayumi Fujioka Using Texts in the University Classroom: Japanese Teachers’ Practices 92 William Green Teaching Sociolinguistic and Cross-Cultural Literacy Effectively 97 John Herbert Development Beyond the Classroom 102 George Higginbotham, Monika Szirmai, Ken Ikeda, Nathan Ducker, Masashi Nakamura, Bill Mboutsiadis & Mathew Porter Design and Practical Applications of University Courses Employing Extensive Reading 111 Glen A. Hill vi The 2012 Pan-SIG Conference Proceedings Correlations Between BULATS Speaking/Writing and TOEIC® Scores 118 Michihiro Hirai Putting Communicative Literacy Into Conversation 126 Michael Iwane-Salovaara Benefits of Drama Techniques for Literacy Development in EFL 133 Aya Kawakami Oral Interpretation in the Language Classroom: Dramatic Activities for Non-Dramatic People 140 David E. Kluge Japanese L1 Transfer in Refusals in English 148 Kimiko Koseki Read all About it! Studying can be a Social Activity 155 Joël Laurier, Ethan Taomae, Machiko Asakawa, Ayako Kanamaru & Chie Shiramizu Better Reading Through a Better Understanding of Punctuation 162 Margaret Orleans Developing Professional Literacy to Enhance Career Fluency 166 Michael Parrish, Richard Miller, Zane Ritchie & Ryan Richardson Using Rasch Analysis to Evaluate an Achievement Test 175 Judith Runnels Communicative Competence for Listening Comprehension 181 Yukie Saito The Challenge of English Sentence Subjects (Shugo) to Japanese Learners 187 Nobuko Trent Fables and Fairytales: An Overlooked Classroom Resource? 196 James Venema Increasing Opportunities to Critique Content in the Media 202 Richard John Walker & Neil Matthew Addison All materials in this publication are copyright © (2013) by JALT and their respective authors. The 2012 Pan-SIG Conference Proceedings vii viii The 2012 Pan-SIG Conference Proceedings Which Reading Tasks Help Non-English Majors Understand Academic English Readings? Mutahar Al-Murtadha Kanazawa Institute of Technology [email protected] Research on second language learning has emphasized the role of the learner in the learning/ teaching processes (Allwright, 1984; Bada & Okan, 2000; Block, 1994, 1996; Brown, 2001; Noora, 2008; Nunan, 1988; Rifkin, 2000; Wright, 1990).This study investigates the most effective activities (PowerPoint presentations, content-based conversations, vocabulary and comprehension worksheets, textbook exercises, listening exercises, group work, pair work, or portfolios) that help non-English majors understand academic readings, based on what students themselves think. These activities were used to teach 320 engineering students at Kanazawa Institute of Technology. After finishing the course, students were asked to rate the most effective activities. Results indicated that students considered traditional activities such as worksheets and textbook exercises to be more effective than any other communicative activities. Such results have implications for teachers, materials writers, and syllabus designers. 第二言語習得における研究は学習または指導過程において学習者の役割を強調してきた。（Allwright, 1984; Bada & Okan, 2000; Block, 1994, 1996; Brown, 2001; Noora, 2008; Nunan, 1988; Rifkin, 2000; Wright, 1990）本稿は、英語専攻ではない学生が大学で英語のリーディングをする際に、その読解を助ける最も効果的な活動（パワーポイントでの発表、会話、語彙と読解のワークシート、教科書の練習問題、聴解問題、グループワーク、ペアワーク、ポートフォリオ）は何かを調査するものである。これらの活動は金沢工業大学の工学専攻である320名の学生を教えるために使用された。本コースが終了した時点で、学生にどの活動が最も効果的であったかについて調査した。結果、学生はコミュニケーションを要する活動よりも、ワークシートや教科書の練習問題のほうを好んだ。これらの結果は教師、教材作成者、またシラバスをデザインする人たちにとって重要な何かを意味するものである。 Keywords: reading tasks, non-English majors, effective classroom activities, learning process Introduction consuming process which requires both teachers *Foreign language learning is a slow and time- and students to work together in most cases. In a learner-centered approach, learners’ skills, beliefs, *Al-Murtadha, M. (2013). Which reading tasks help needs, preferences, and assumptions are given due non-English majors understand academic English attention. Research on second language learning has readings? In R. Chartrand, S. Crofts, & G. Brooks emphasized the role of the learner in the learning/ (Eds.), The 2012 Pan-SIG Conference Proceedings teaching processes (Brown, 2001; Noora, 2008;

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