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Pansig 2011 Proceedings

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Pansig 2011 Proceedings Editors: Kim Bradford-Watts Robert Chartrand Eric M. Skier Message from the editors The 10th Annual Pan-SIG Conference, held at Shinshu University, Matsumoto, Japan over the weekend of May 21st and 22nd, 2010 was a resounding success with teachers and researchers attending from across Japan and a number of other countries. We would especially like to thank Mark Brierley and the conference committee for their efforts, which resulted in a professional, but friendly, atmosphere at the site. The 2011 Pan-SIG Proceedings may be considered a window onto the conference for those who were unable to attend, or those who would like to revisit a particularly impressive presentation. Collected herein are 20 papers representing the excellent scholarship in evidence at this year’s Pan-SIG Conference. We hope you find the papers in this volume as interesting as we have. We are looking forward to working with submissions from presenters at the upcoming 11th Annual Pan-SIG Conference to be held at Hiroshima University on June 16-17, 2012. Lastly, we wish to dedicate the Proceedings to Mr. Matthew Walsh, who very sadly passed away at far too young an age on October 6th, 2011. Matt was co-editor for the 9th Pan-SIG Conference Proceedings and was slated to have been lead editor of this volume. In addition to being a first-rate teacher-researcher, he was a wonderful human being with a big heart and an infectious smile. He will be missed terribly. Kim Bradford-Watts Robert Chartrand Eric M. Skier 2 Table of Contents 1. Feedback on the Tenth Annual Pan-SIG Conference 2011 Mary Aruga 5 2. Three types of reader: Activities for motivation in Extensive Reading John Bankier 15 3. Intercultural communication in teacher training Samuel James Crofts 39 4. Teaching and testing fluency John Campbell-Larsen 57 5. Fluency development through skill transference Brian Cullen and Sarah Mulvey 68 6. Using Chaos Theory as a path to language fluency Eric Fortin 80 7. Transfer Appropriate Processing: Establishing a basis for application in the SLA classroom Nathaniel French 93 8. Challenging mainstream thinking of fluency: Its definition and assessment Donna Fujimoto 108 9. Testing-A boon or a bane on the path to fluency? Andrew Joseph Lawson 116 10. Language learning spaces: Creating a communicative classroom Tonya M. Kneff 128 3 11. Language policy in Japan: Shifting paradigms Michael Mondejar, Joël Laurier, Linamaria Valdivia, Bill Mboutsiadis and Edward Sanchez 149 12. Encouraging fluency through poster presentations Jennifer Morgan 166 13. Multinational workshops on technical issues create fluent English global technical leaders (GTL) Keunyoung Pak, Kazunori Fukuchi, Motomu Takeshige, Atsuko Shigihara, Motoko Takeuchi, Kiyoshi Iida, Yoshikatsu Kubota, Mika Owada, Dinil Pushpalal, and Peter John Wanner 179 14. Python in the class-Tools to help you teach fluency Malcolm Prentice 193 15. Prepared presentations improve student sense of potential for progress Ryan Richardson 202 16. The role of graphics in business English textbooks Cameron Romney and Leon Bell 210 17. Developing institutional relationships through ER David Ruzicka and Mark Brierley 220 18. Masculinity and the desire to acquire English Todd Squires 235 19. Elementary school English: Collaborate English lessons with subject area themes Takano J. Kambara, Y. Suzuki 247 20. Speaking fluency across performances of the 3/2/1 activity Alex Wright 263 4 Feedback on the Tenth Annual Pan-SIG Conference 2011 Mary Aruga Shinshu University Reference Data: Aruga, M. (2012). Feedback on the Tenth Annual Pan-SIG Conference 2011. In K. Bradford-Watts, R. Chartrand, & E. Skier (Eds.), The 2011 Pan-SIG Conference Proceedings. Matsumoto: JALT. Abstract The Pan-SIG conference is an annual collaborative effort of the Special Interest Groups (SIGs) within the Japan Association of Language Teachers (JALT). This article describes a first effort at gathering feedback on it for two purposes: to obtain input to help presenters in their future presentations and to provide suggestions for improving future conferences. 分野別研究部会年次大会(Pan-SIG conference)は全国語学教育学会（ＪＡＬＴ）内分野別 研究部会による協同の取り組みである。ここでは、それに関しての初の調査について記 述するもので、二つの目的がある：プレゼンターが今後のプレゼンテーションをより良 くするための情報を得ること、及び今後の年次大会運営をより良くするための提案をす ることである。 Key words conference feedback, Japan Association for Language Teaching (JALT), Pan-SIG, presentation feedback, conference management The Pan-SIG conference is a collaborative effort of the Special Interest Groups (SIGs) within the Japan Association of Language Teachers (JALT). The theme of the tenth annual conference in 2011 held at Shinshu University’s Matsumoto campus was "Paths to Fluency". Participating SIGs included: Business English (BE), Bilingualism (BL), Computer-Assisted Language Learning (CALL), Critical Thinking (CT), College and University Educators (CUE), Extensive Reading (ER), Framework and Language Portfolio (FLP), Global Issues in Language Education (GILE), Japanese as a Second Language (JSL), Junior and Senior High School (JSHS), Learner Development (LD), 5 Life Long Learning (LLL), Material Writers (MW), Other Language Educators (OLE), Professionalism, Administration and Leadership in Education (PALE), Pragmatics (PRAG), Study Abroad (SA), Task Based Learning (TBL), Teaching Children (TC), Teacher Education (TED), Testing and Evaluation (TEVAL) and Teachers Helping Teachers (THT), in conjunction with the Shinshu Chapter of JALT. This first attempt to gather feedback on a Pan-SIG conference was made for two main reasons: to provide input to help presenters in their future presentations and to provide suggestions for improving future conferences. Feedback forms (see Appendix 1) were provided in the conference packets; these were to be filled out and collected by student assistants at the site exit. Data was gathered also through Surveymonkey post-conference. While over 200 participants attended the conference, feedback was received on only 35 of the approximately 120 sessions, from 16 participants (hardcopy: ten, Surveymonkey: six). Participants were asked to rate each presentation they attended on a four-point Likert scale according to whether it was: engaging, easy to follow, beneficial to their teaching and had a good balance of practice and theory. A box was included for “good points/suggestions” about each presentation. At the end of the survey was a space for comments/suggestions about the conference as a whole including logistics such as payment/registration, venue and PR. The feedback directed to individual presenters was sent directly to each presenter and to the program chair. Eight presenters responded positively to the feedback, saying that it was “welcome” and “useful”, while one presenter commented that the low number of replies rendered it “statistically insignificant”. If a presenter received only one reply which happened to be extremely negative, it could be not only skewed, but demoralizing. It was also noted that the forms could have been made clearer, especially when one presenter made more than one presentation. One presenter said it would be good to know ahead of time what would be done with the feedback. Suggestions from the presenters for improving the lack of response included: 1) have presenters bring their own feedback forms to distribute and collect at their presentation, 2) have volunteer staff (who could double as timekeepers) distribute and collect forms at each presentation and put them into envelopes which would be handed to the person in charge, 3) make sure the importance of the forms is stressed at the opening ceremony and at each plenary and 4) announce that a certain amount of money 6 would be donated to a charity for each form submitted. Implementation of suggestions 1) and 2) could be left to the discretion of the presenter. Concerning the conference as a whole, 18 of the 25 who offered comments praised aspects such as organization, presentations, venue (good location; the compact site facilitated more networking), party (on-site), bus service (good directions), food, staff and website. All of the eight emails sent to the Pan-sig committee provided positive feedback for similar reasons, with the plenaries, presentations, and staff (friendly and helpful) receiving especial praise. Six comments included issues to be addressed or suggestions for future conferences: Panels should have a moderator to ensure that each panelist has a chance to speak and to keep the discussion on course. There were too many presentations with too few attendees. There were some discrepancies in the handbook. The presenters went over time, making it difficult to get to the next presentation on time or to set up for one’s own presentation. There should be timekeepers who could also run for help in the event of an equipment breakdown. There was no place to sit and talk or read programs. One participant was looking for refreshments, in vain. Hopefully the Pan-Sig Proceedings will be online in a more timely manner than last year. Another issue brought up was the low attendance of teachers from local schools. As regards to pre-conference procedures, it was suggested that vetting guidelines should be stricter and presentations should be labeled to make it easier for participants to tell at a glance what kind of presentation it would be (e.g. getting ideas for classes, developing ideas for language teaching or interacting with other people). Lastly, for the benefit of future conference planners, especially in terms of publicity, Appendix 2 shows how attendees found out about the conference and Appendix
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