1st Shikoku JALT Conference Program

1st All Shikoku JALT Conference Date: Saturday, May 29, 2010 (1:00-‐5:30) Venue: Kochi University, Media Library, 6th Floor Sponsors: East Shikoku JALT & Matsuyama JALT Website: http://eng.core.kochi-‐tech.ac.jp/eastshikoku/ JALT Members and students: free One-‐Day Member Fee: 1000 yen

1st All Shikoku JALT Conference Saturday, May 29, 2010 (1:00-5:30)

Kochi University, Media Library, 6th Floor

Program:

1:00-1:10 Welcome

1:10-2:00 Keynote Lecture (6F)

Ian Isemonger (Kumamoto University, JALT Journal Editor) In this keynote lecture, Ian Isemonger, JALT Journal Editor, discusses the state of the research trajectory in applied linguistics and the rapidly changing publishing environment in which this trajectory finds public expression. The lecture is primarily concerned with issues which pose a threat to the integrity of research in the area.

2:00-2:30 Featured Speakers (concurrent) (6F) Masahiro Nagasaki (Kochi University of Technology) Title: Changing EFL reading classrooms into “Reading Workshops” Reading workshops can change students to effective and lifelong readers (Rountas and Pinnell, 2001). In reading workshops, students read because they find it fun and meaningful. However, in EFL classrooms, students read because they are required to read. Research on integrating reading workshops into EFL is being implemented and results are positive. The students read more, for joy and with purpose. (2F) Harry Carley (Matsuyama University) Title: Team Teaching: The Total Team Team teaching is most commonly understood as two instructors sharing a class. The presenter will explain how TT actually stands for the ‘total team’. Who the members are on this total team will be examined and explained. Hopefully upon completion the listener will come away with a broader understanding of their position in the classroom and how they fit on the ‘total team’.

Concurrent presentation sessions:

2:30-3:00 (6F) Ian Willey Checking Native Checking (2F) Rudolf Reinelt Using Media in Rating 2nd FL Oral Examinations

3:00-3:30 (6F) Marcus Otlowski Establishing an Instructor-Learner Dialogue (2F) David Paterson “How Sweet the Sound? Pronunciation in Performance”

3:30-4:00 **BREAK**

4:00-4:30 (6F) Brett Milliner Effective Listening Assessment (2F) Daniel Ribble & Joanna Hare Techniques for Using Film in the Classroom

4:30-5:00 (6F) Jennie Milliner Learner Perceptions of Computer-assisted vs. Face-to-face Peer Feedback on Writing (2F) Paul Batten & Gerardine McCrohan Testing Communicative Compensatory Strategies

5:00-5:30 (6F) Jeremiah Mock The Insight Playshop™ Approach to Adult Learning

***********************************************************************************

5:30-6:00 Steering committee meeting: 2nd Shikoku JALT Conference (Matsuyama 2011)

6:30~ Party – Dandan Gikyo (段々桔梗) Myanmar/Japanese fusion, 4500 yen (drinks and food included)

Presentation schedule

Ian Willey (Kagawa University) Title: Checking native checking (2:30-‐3:00, 6F -‐ University; English for Specific Purposes) Many Japanese journals require "native checks" for English abstracts accompanying Japanese submissions. However, native checks done by English teachers on texts produced by scientists may be superficial at best, harmful at worst. The presenter will describe an ongoing study that seeks to identify revision strategies utilized by checkers when editing an English abstract, and points where checkers feel interaction with the author is required. Fifty native English speakers in three groups (English teachers at Japanese universities; people working outside of Japanese universities; and people with healthcare training) were asked to edit two abstracts produced by a Japanese nursing researcher. Editorial changes were then categorized from a cognitive perspective. Additional data was collected from think-‐aloud sessions and post-‐task interviews. Results to date suggest that a native check is a complicated phenomenon yielding diverse results depending on who does the checking. Implications for English teachers working at Japanese universities will be discussed.

Rudolf Reinelt (Ehime University) Title: Using Media in Rating 2nd FL Oral Examinations (2:30-‐3:00, 2F -‐ University 2FL Teaching; Testing) Based on the language needs of 2FL German beginners, the presenter conducts courses focusing on conversation, but also integrating other language skills. The final oral examination of the course is rated, simultaneously, by the course teacher (presenter) who does a holistic assessment, and, to maintain the target language environment, by German native speaker exchange students in Japan and people in Germany through the use of Skype. This method of oral assessment helps to address the shortage in second foreign language native speaker raters. The presentation will demonstrate a trial run of how this simultaneous oral rating system works in practice. Advantages and problems will be discussed, and suggestions for further research in this kind of testing will be offered.

Marcus Otlowski (Kochi University) Title: Establishing an Instructor-‐Learner Dialogue (3:00-‐3:30, 6F -‐ University; learner feedback) Feedback is an essential process for instructors to develop and improve their courses. For instructors of low-‐level learners, the most commonly used feedback instruments can require a degree of L2 competence that many low-‐level learners may not possess; for example, learner diaries and lengthy personal reflections. These instruments may not be the most effective methods for obtaining information about the class, the learners and their interaction with the presented materials. Low-‐level learners may not feel comfortable or be able to express themselves adequately when required to write in diaries or write long reflective pieces. This presentation reports on the results of a reflective feedback project administered to English Composition classes at a Japanese university. It reports on how this short reflective feedback instrument provided sufficient information to make adjustments to materials and instruction, and how it promoted learners, many of them for the first time, to reflect upon themselves as language learners.

David Paterson: (Matsuyama University) Title: How sweet the sound? Pronunciation in performance (3:00-‐3:30, 2F -‐ University; Speaking & Pronunciation) With reference to a variety of examples, from speech contest entrants to professional singers, potential difficulties in both oral production (by performers) and aural comprehension (by listeners) of other languages will be examined. Can comparing the phonologies of both first and target languages help predict, understand and attempt to overcome such barriers? What can be discovered through analysis of the ways in which song lyrics are learnt and performed?

3:30-4:00 **BREAK** 3:30-4:00

Brett Milliner (Kochi University & Kochi Women’s University) Title: Effective Listening Assessment (4:00-‐4:30, 6F -‐ University & other; Listening; Language Testing) Unlike the other English macro skills, it is difficult for language teachers to effectively gauge a student’s listening ability. After a brief introduction of some of the key considerations teachers need to make when creating language tests, an evaluation of different listening tasks will be presented with regard to validity and reliability. This presentation aims help teachers create more effective listening tasks and evaluations.

Daniel Ribble & Joanna Hare (Kochi University) Title: Techniques for Using Film in the Classroom (4:00-‐4:30, 2F -‐ University; motivation, reading, listening, vocabulary) Films and film excerpts provide realistic learning experiences and are good sources of authentic spoken language. We hope to demonstrate a variety of activities using film to help improve reading, pronunciation, and summarizing skills and in acquiring collocations, idioms, and specialized vocabulary.

Jennie Milliner (Kochi University & Kochi Women’s University) Title: Learner perceptions of computer-‐assisted vs. face-‐to-‐face peer feedback on writing (4:30-‐5:00, 6F -‐ University; Writing) Peer review is an integral part of the process-‐writing classroom, for among its many benefits, it can increase awareness of audience, foster collaborative learning, promote ownership of text, and enable students to learn through reviewing their peers’ work. But how do learners feel about the peer review process? This paper presents a study on Japanese EFL students’ perceptions of face-‐to-‐face and computer-‐assisted peer review. Research will be presented in the context of previous studies concerning the influence of cultural attitudes on peer feedback as well as traditional versus computer-‐assisted peer review. Analysis will be made of the ways in which learners respond to both modes of peer feedback in order to explore the pedagogical implications for the Japanese EFL classroom.

Paul Batten & Gerardine McCrohan (Kagawa University) Title: Testing Communicative Compensatory Strategies (4:30-‐5:00, 2F -‐ University, junior high and high school; communicative strategies, testing) Improving students’ communicative competence is usually an aim of many, if not most, EFL teachers and researchers. We as teachers recognize that students learning a second language need to develop communicative strategies to help them overcome or compensate for the inevitable breakdowns in communication. This presentation introduces the tools students need to interrupt, ask questions, give verbal and non-‐verbal signs they did or didn’t understand, to ask questions for meaning, and to rephrase and describe vocabulary. Testing these skills presents a problem for many teachers. We will describe our testing methodology, an approach in which students must interact with the examiner using the strategies studied to be successful. We will also present some pre-‐ and post-‐course data showing students’ improvement over the course.

Jeremiah Mock (Kochi University & Kochi Women’s University) Title: The Insight PlayshopTM Approach to Adult Learning (5:00-‐5:30, 6F -‐ University; Active learning, Educational philosophy) Play is the lifeblood of learning. In children, we see how play and learning are deeply intertwined. Adults, like the children they once were, discover and retain more when learning is fun. Of course, adult learning often requires effort, but the dominant Fordist (manufacturing) model of undergraduate education worldwide emphasizes arduous work rather than playing hard. The Insight PlayshopTM approach emphasizes creating action-‐filled play-‐with-‐intention experiences. This methodology invites "teachers" to become learning facilitators who design purposeful play-‐based experiences that spark co-‐learners' curiosity, imagination and creativity. Through active play-‐with-‐intention, learners can gain insights about culture, language, everyday life, values, relationships, nature, metaphysics, etc. This session will invite participants to try a play-‐with-‐intension activity designed to awaken thinking and promote transformation.

Access information:

1. Kochi University

2. Kochi University -‐ Media Mori Library Building

Just under the campus palm trees… ...you will find the Media-‐no-‐mori

3. Dinner party location

For participants arriving by expressway, the Ino IC exit is nearest the campus. The main entrance to Kochi University is on the Roman densha streetcar line. Parking is free on campus.

Dandan Gikyo is a 1-‐minute walk south of the main Harimayabashi intersection at the center of Kochi City. One block south of the Shikoku Bank main branch, you will see a Family Mart convenience store. Turn right (west) there, and you will find 段々桔梗 at the first corner.

段々桔梗 (だんだんぎきょう) 高知市南はりまや町1-2-11 東南アジア料理, ミャンマー料理 , 鳥料理

088-824-3888

Notes:

JALT2010 Conference info: The 36th Annual International Conference on Language Teaching and Learning 19–22 November, 2010 (Aichi Industry and Labor Center, Nagoya)

East Shikoku JALT Officers: Darren Lingley, Kochi University (President) [email protected]‐u.ac.jp (090-‐9554-‐9446) Lawrie Hunter, Kochi University of Technology (Program Chair) lawrie_hunter@kochi-‐tech.ac.jp Marcus Otlowski, Kochi University (Treasurer) [email protected]‐u.ac.jp (090-‐6282-‐9339) Takahiro Ioroi, Kochi Women’s University (Publicity Chair) [email protected]‐wu.ac.jp David Grant, Kochi National College of Technology (Membership Chair) [email protected]‐ct.ac.jp Paul Daniels, Kochi University of Technology (Website Editor) daniels.paul@kochi-‐tech.ac.jp Matsuyama JALT Officers:

Kiyoshi Shioiri (Chapter President) Kiyomi Tamai (Membership Chair) John Garras (Program Chair) Junko Yamamoto (Publicity Chair) Jaehee Ryu (Treasurer)

Join JALT here: http://jalt.org/main/membership

1st Shikoku JALT Conference Program

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