the11thMatsu16Compendium

Title page

Table of contents page

Organizer’s preface 4

Long program/ program handbook 5

Report to Matsuyama board of education 16

Papers

Rudolf Reinelt (Ehime University, Matsuyama, Ehime) " Creating Follow-up Courses (Creating a de-facto faculty of second foreign language courses)”

1. James Bury (Shumei University, Yachiyo, Chiba)“ Encouraging student output: Getting more by asking less" 18

2. James Bury (Shumei University, Yachiyo, Chiba)“The effects of using high-frequency words, spaced retrieval, and task cycling on students’perceptions of ability and levels of confidence. ” 86

3. Rudolf Reinelt (Ehime University, Matsuyama, Ehime)“Thumbs-up, Red Cross and Nuclear Energy: A case of non-inclusiveness of cultural and linguistic signs in times of globalization” 222

Scenes from 11thMatsu16 235

Organizer’s preface

On Sept. 17 and 18, 2016, the 11^th Matsuyama Mini-Conference on Language Learning and Teaching took place at the organizer’s Ehime University in Matsuyama, Ehime, Japan.

Convened under the theme: “Preparing for the Olympics? Let’s learn Foreign Languages!” this small conference had four presentations. All of them suggested and introduced new or improved methods and approaches, which can make the learning and teaching of foreign languages considerably better, and thus better prepare Japan for this international event.

Rudolf Reinelt, in his presentation ”Creating Follow-up Courses (Creating a de-facto faculty of second foreign language courses),” presented the system the presenter’s foreign language courses at Ehime university have developed into. The overview article paper from this presentation is used as an introduction to the presenter’s work on his homepage.

James Bury, of Shumei University, in his first presentation “Encouraging student output: Getting more by asking less” overcame the interrogative socratic question-asking method and the IRF standard model by changing the third move to other move-types which better mirror natural conversation such as open questions, statements of interest or speaker referrals etc. as reaction to students’ second moves, and which led to considerably more words in the students’ following moves.

James Bury, in his second presentation, used the “streamlined natural approach” by making materials relevant to the students and explored “The effects of using high-frequency words, spaced retrieval, and task cycling on students’ perceptions of ability and levels of confidence”.

Rudolf Reinelt, in his second presentation ”Thumbs-up, Red Cross and Nuclear Energy: A case of non-inclusiveness of cultural and linguistic signs in times of globalization”, employed a series of pictures designed as advice to refugees for their life in Germany for introducing cultural concepts in his advanced German classes. As one result, signs held to be valid globally turned out to be less so and foreign language teaching will have to cover this problem even more by questioning our purportedly shared understanding.

At this time apologizing for the considerable delay with which this compendium appears, we hope it furthers international understanding by contributing to the improvement of language teaching. We should see good results from this during the Olympic Games only a few years away from now.

For the organization

Rudolf Reinelt

Program ＜プログラム＞

Saturday 9月17日(土)　First day ＜第1日目＞

Morning 午前　10:00 – 12:00

Organizational meetings and set-up 関係者ミーティング 及び設営　

additional slots 予備

12:45 開会　歓迎の挨拶 Welcome address

13:00個人発表 Individual presentations

①13:00-13:50 Rudolf Reinelt (Ehime University), “Creating Follow-up Courses

(Creating a de-facto faculty of second foreign language courses)”

②14:00-14:25 James Bury (Shumei University), “Encouraging Student Output: Getting More by Asking Less”

14:30 - 15:00 Break 休憩

④15:00-15:50 Yu-chieh Chen (National Taiwan Normal University), “A Case Study of the L2Acquisition of Discourse Markers by Chinese Learners of English”

⑤16:00-16:50 Pansa Prommas (Prince of Songkla University), “A corpus-based study of discourse connectors in native Thai and English graduates’ academic writing ”

17:00– 17:50 First Day Conclusion ディスカッションと第一日目のまとめ

18:00 第一日目終了 End of first day

Sunday 9月18日 (日) Second day＜第2日目＞

Opening 10:00-10:20 開会 Saturday summary and Sunday preview

10:30 – 12:00 Symposium: シンポジウム　Theme: Preparing for the Olympics? Let’s learn Foreign Languages!

Discussants: All presenters, audience

12:00-13:00 Lunch 昼食

⑥13:00-13:50 Rudolf Reinelt (Ehime University), “Thumbs-up, Red Cross and Nuclear Energy：A case of non-inclusiveness of cultural and linguistic signs in times of globalization”

⑦14:00-14:25 James Bury (Shumei University), “The Effect of using high-frequency words, spaced retrieval, and task-cycling on Students’ perceptions of ability and levels of confidence”

⑧14:40-15:30 Gil Mikhael S. Cagalawan (Mindanao State University), “SEA Dota 2 Scene: Trash talking (An Underground Discourse)”

⑨15:40-16:30 Aliza Yahav (Yellin College of Education), “Content and Language Integrating Learning in EFL – Humanizing the ‘Other’ ”

16:40-16:50 Second Day Conclusion 第二日目のまとめ

16：50 Closing address 閉会の挨拶

End of conference 全日程終了

Extension possible 延長可

Contact address 連絡先: <reinelt.rudolf.my@ehime-u.ac.jp> 0081- (0)89-927-9359

Reasoning for the 11th FL Teaching and Research Mini-Conference in Matsuyama

Description:

In this age of internationalization and globalization it is important to use all means and media to bring quality research and innovative practices not only to big urban centers, such as Tokyo, Berlin, Peking or New York, but also to smaller cities, such as Matsuyama in the southwest of Japan, with their, despite the ubiquitous internet, still limited opportunities. Thus, as its goal, this conference aims at presenting up-to-date international quality research and learning and teaching methods and practices to the local and regional foreign language researchers and teachers. It is also meant to be a place where local researchers and teachers can present their work, approaches and results to a world-wide audience, in presence or over the internet.
This exchange is crucial in the field of foreign language learning and teaching, as many components of it are simultaneously in a constant flux and keeping up-to-date is crucial: The learners and teachers, the target language(s), the practices employed to implement these, and the research, the methods and their results as they have to be applied.

In order to keep the information available as open as possible, the conference invites all FL learning and teaching related presentations, but every year a topic is proposed. Topics in the recent years included ‘Into the Next Decade with (2nd) FL Teaching’ (2009), ‘The initial phase’ (2010), ‘Foreign Language Learning and Teaching Places: Schools, Universities and Others’ (2011), ‘Foreign Language Teaching and New Media: What have they Gained (2012). ‘Stages of Foreign Language Learning’. (2013), ‘Taking score – and moving on’ (2014), ‘Into the next decade:

The next 10 years of FL teaching research originating from and coming to Matsuyama/West Japan’ (2015), and this year’s theme is ‘Preparing for the Olympics? Let’s learn Foreign Languages!’.

Ehime University, where the organizer teaches, makes the presentations and/or their write-ups available to the public on the organizers homepage. The presentations from recent years can be consulted by pasting the following link into any browser (IE works fine, for Firefox you may have to disable Firefox’s own pdf reader): http://web.iec.ehime-u.ac.jp/reinelt/katudouhoukoku.html

Linguistic Subfield:

Applied Linguistics; Language Acquisition

LL Issue:

27.1488

http://linguistlist.org/issues/27/27-1488.html#1

http://linguistlist.org/callconf/browse-conf-action.cfm?ConfID=243776

The Flyer

Volume of received accepted abstracts

Encouraging Student Output: Getting More by Asking Less

James Bury (Faculty of Tourism and Business Management, Shumei University, Chiba)

Traditionally, in the Japanese education system there is an expectation among students that the teacher and textbook are the sole sources of information (Dashwood, 2005), and this view has been used as a way of ‘imposing order’ (Arum & Ford, 2012: 58) in the classroom. However, rather than reinforcing the students’ roles as passive, silent listeners, teachers in English communication classes need to encourage students to speak and communicate effectively if they are to prepare them to deal with the communicative contexts that present themselves when hosting global events, such as the Olympics.

In the majority of formal educational contexts, classroom interaction is commonly shaped by questions. While questions set cognitive challenges for students, guide the direction of learning, provide the opportunity to start discussion in the classroom, and are effective for managing classroom behaviour, it has been claimed that there is potential for teachers to encourage more student output by using alternatives to questions in their moves within an exchange (Bury, 2014).

This research investigated the effect eight teacher moves had on the amount of student output in English communication classes in a Japanese high school. The moves employed were open questions, closed questions, reflective statements, statements of mind, declarative statements, statements of interest, speaker referrals, and back-channeling. Ten-minute recordings of six different classes were taken, transcripts were made, and the data was then analysed. Finally, interviews with the participating teachers were conducted in order to ascertain their perceptions of the effect the different moves had had on classroom interaction.

By employing eight different moves in classroom interactions, this study provided students the opportunity to produce output following prompts that they would not usually encounter as much. Both the discourse analysis and teacher interviews indicated that the type of move made by the teacher had an influence on the length of the students’ responses. Furthermore, despite some variation between the classes, the identification of a distinct group of four moves that consistently encouraged more student output indicates that students responded better to them in this context. These findings suggest that alternative moves to questions should be employed more, in conjunction with questions, and regularly incorporated into classroom interaction to provide students the opportunity to produce more.

However, it was indicated that providing teachers with further training in how to effectively incorporate the different moves into their classroom language would greatly benefit the fluidity and authenticity of their interactions. After all, natural conversations are not just a series of questions being asked by one person and answered by another and this should be reflected in the classroom.

Keywords: classroom interaction, student output, classroom language

A Case Study of the L2Acquisition of Discourse Markers by Chinese Learners of English

Yu-chieh Chen (National Taiwan Normal University/ English Department)

Commonly agreed by linguists that discourse markers (henceforth DMs) have the characteristics of being oral and multifunctional (Lenk 1998; Müller 2004). DMs can work not only as informative markers but also instruct utterance interpretation. In other words, DMs may contribute to discourse coherence and connect utterances to the immediate context (Schiffrin 1987; Tyler and Bro 1992; Müller 2004). The main aim of this paper is to explore the distributions of DMs used by Chineselearners atdifferent language proficiency levels. Nineuniversity students were asked to conduct a self-introduction and they were further interviewed with guided questions. The data wereaudio recorded, transcribed and later categorized according to the types of DMs the subjects used.

The results of the study showedthatthe subjectsemployedthe discourse markeryeaha lot more than other DMs(see Table 1). Besides, the subjects differed from English native speakers in that they often usedyeahin sentence-final position. This result indicated thatoursubjectsseemedto be influenced by their L1 to develop their own local use of a specificDM since “yeah”is so frequently employed.In other words, their use of yeah might bedue to the equivalent use of the Chinese discourse marker:dui(對), a DM that Chinese native speakers often use in sentence-final positionto recheck orto confirm what they said.In addition,a pause was found beforeyeahwas utteredby the subjects. This is the same phenomenon found in duias well. Based on the findings, the following schema of yeahis proposed:

(1) The schema of the turn-final yeahconstruction

Q: Question

A: Answer(statement)+ ...+ DM:yeah

(pause)

Keywords: discourse marker, acquisition, Chinese learners of English

References

Lenk, U. 1998. Discourse markers and global coherence in conversation. Journal of

Pragmatics30.2:245-257.

Müller, S. 2004. Well you know that type of person: Functions of well in the speech

of American and German students. Journal of Pragmatics 33: 193-208.

Schiffrin, Deborah. 1987. Information and participation: Y’know and I mean. Discourse markers, pp. 267-293. Cambridge: Cambridge University Press

Tyler, A. and Bro, J. 1992. Discourse structure in nonnative English discourse: The effect of ordering and interpretive uses on perceptions of comprehensibility. SSLA 14:71-86.

Appendix

Table 1: The overall distribution of discourse markers by the subjectslike	so	you know	I mean	actually	okay	well	yeah	yes
6	16	1	1	4	4	2	32	15

SEA Dota 2 Scene: Trash talking (An Underground Discourse)

Cagalawan, Gil Mikhael S.
Mindanao State University - Iligan Institute of Technology, Lanao Del Norte, Philippines

Abstract of the Paper:

This study aimed to investigate the Trash-talks regarding on Playing Dota 2 or Watching its Live Streams and how these “trash-talks” were formed and how it is considered as trash talk. And how surveys was created and formed containing numerous phrases or words that used as “trash talk” and this determines if the said trash-talk is considered as one to the correspondences and how it became an Underground Discourse.

And also this paper determined the following themes of trash-talk: Discrimination, Racism, Personal Insults, and Superiority. Furthermore, semantic structure of each phrases or words that has been used on the said trash-talks are explained.

And lastly, this paper contains Data (e.g Videos, Screenshots, etc.) that will help the audience to have a clear understanding of the whole study and to be able to answer the following questions: how important is Trash talk? (to the players or the people who’s doing it) and what’s the significance of the Trash talk to the game.

A corpus-based study of discourse connectors in native Thai and English graduates’ academic writing

Pansa Prommas

Department of Languages, Faculty of Commerce and Management

Prince of Songkla University (Trang Campus), Thailand

This study examined similarities and dissimilarities in the use of discourse connectors (DCs) in non-native speakers’ writing corpus (NNSW) and native English speakers’ writing corpus (NSW). The NNSW corpus was collected from five Thai universities, whereas the NSW corpus was retrieved from the Louvain Corpus of Native English Essays (LOCNESS). Following the taxonomy adopted from Halliday and Hasan (1976), Biber et al. (1999), and Cowan (2008), 140 DCs were classified into eight semantic categories. Findings revealed that the frequency of DC occurrences in the NNSW corpus was significantly higher than that in the NSW corpus. However, the non-native speakers employed a narrow range of individual DC types. Some DCs (i.e., and, but, because) were predominantly preferable by the two groups. Regarding DC semantic functions, both non- and native speakers used and to denote additive, causal, temporal senses. The adversative sense of and appeared only in the NSW, never in the NNSW. Like the native speakers, but was used by the non-native speakers to mark contrastive facts, contrastive stances, concession, and addition. Because was also used to mark a cause-effect and a reason. In terms of syntactic distribution, but as well as and were restrictedly used by the non-native speakers interclausally as coordinators, rather than clause-initially as conjunctive adverbials. Other DCs which can be syntactically distributable in clause-initial, medial, and final positions (e.g., moreover, furthermore, for example, therefore) were used by the non-native speakers as conjunctive adverbials solely in the clause-initial position. Although both groups used these DCs in similar functions in different syntactic positions, findings suggested that the non-native speakers still had problems in areas of superfluous use of and, fragmentization with some DCs, inappropriate punctuation, and writing choppy sentences. These can be owing to the influence of their L1 language, more familiarity with colloquial language, and limitation of DC repertoire. Discussion and recommendations concerning how the findings can be applied to teaching academic writing in EFL/ ESL contexts are also provided.

Creating Follow-up Courses

(Creating a de-facto faculty of second foreign language courses)

Rudolf Reinelt (Ehime University, Matsuyama, Japan)

While the Japanese Ministry of Education pays lip-service to internationalization, its recent practice of abolishing non-technical courses at present or former national universities proves the depreciation of social science courses including foreign languages. Nevertheless, a number of students majoring in various subjects at the presenter’s Ehime university have requested to hold consecutive courses to his extremely optimized first-year introductory German general education courses. This continued for the second, third and fourth year. Thus, students have been able to continue their German learning in graded courses until simultaneously majoring in their subject. The fourth year students developed superior German speaking abilities and could ensuingly serve as scorers and eventually as speaking partners in first-year students’ oral examination dyads. In the end the presenter was able to build up a recycling system of four years of continued and graded German second foreign language learning. Ample research has accompanied the course development and makes it available to research far beyond Ehime University.

Particularly, in part one this contribution briefly outlines the characteristics of the presenter's first year courses. Part two introduces the system as it has been designed by the presenter for four years of German general education courses and their representation in the transcript. Part three outlines the requirements of such courses and demonstrates how the presenter attempted to meet them. Part four briefly introduces the students’ evaluation of the courses and comments on the most recently courses.

Part five introduces future tasks such courses pose. This presentation welcomes any input from the audience.

Thumbs-up, Red Cross and Nuclear Energy: A case of non-inclusiveness of cultural and linguistic signs in times of globalization

Rudolf Reinelt (Ehime University)

This presentation reports on a case study with visual cultural information material which uses purportedly global signs. Part one discusses the “global relevance” of concepts, words, signs and actions.

Part two reports problems with two cases of use of the same visual material.

- once as guidance with the /for target group, the incoming immigrants in provincial southern Germany, and

- once as teaching material for vocabulary in cultural context.

Part three compares the problem areas and the background knowledge and their influence on the interpretation of the materials.

Part four summarizes the findings, attempts at theorectically locating the issues and draws conclusions for the use of original materials in foreign language teaching contexts.

Content and Language Integrating Learning in EFL – Humanizing the ‘Other’

Aliza Yahav PhD, (David Yellin College of Education)

This paper chronicles the development of a course designed by two lecturers—one Arab, one Jewish, which aims to play a dual role: modeling Content and Language integrated learning (CLIL), while bringing together Israeli Arab and Jewish college students (English teachers in training) in a practical application of course content: combating bias, prejudice and stereotypes. The idea for the course grew out the conviction that the English as a Foreign Language (EFL) teacher is not simply a language technician, but an educator, and the EFL curriculum is a powerful tool insofar as the development of language skills cannot be divorced from their pragmatic content, which can act as a compelling social agent. The first, theoretical, part of the course focuses on the subject matter and takes place in parallel sessions at each of the two colleges—one in Jerusalem, one in the Galilee-- separately. The second stage opens with a face-to-face meeting at one of the colleges, where students become acquainted, and begin the process of collaborative learning which continues in a virtual environment throughout the second semester. Small groups consisting of students from each of the colleges collaborate on a joint project and present their work at a face-to-face meeting at the end of the year. The paper explains the choice of materials and activities, describes the collaborative work carried out in mixed (Jewish-Arab) groups, as well as the students’ reactions and their implication for EFL teacher education.

第３号様式

事業実施報告書

平成年月日

松山市長野志克仁様

所在地松山市文京町3 愛媛大学

団体名愛媛大学教育・学生支援機構

ルードルフ・ライネルト研究室

代表者ルードルフ・ライネルト印

平成 28 年 9 月 6 日付 28松（観国）第 250号で貴市の後援を受けた事業について，下記のとおり実施結果を報告します。

記

名称	第11回外国語教育及び研究についてのミニ学会 in Matsuyama
期日	平成28年9月17日（土）, 18日（日）
場所	愛媛大学愛大ミューズ3F 343会議室
参加者等実施結果概要	参加者：2日間を通じて3名でした。（台風接近などのため、海外からの発表者が来られないなど、様々な理由が考えられます。）概要：発表者は、「オリンピックの準備?外国語を習いましょう！」というテーマのもと、Reineltは、発表者が（第二）外国語学部であるかのように、愛媛大学で提供している全国で初めての4年間の第二外国語学習及びそれに関連する研究、ファカルティ・ディベロップメントなどを紹介した。続いて、Bury先生（秀明大学）は、外国語の授業の内、教員が質問を減らすアプローチで受講生の学習成果を増やす教授法を紹介した。第二日目、Bury先生は、観光ツーリズム英語授業における高頻度語彙使用、間隔学習法及びタスク循環化がもたらす受講生の学習効果を紹介した。Reinelt は外国人のための案内資料における概念などが日本における第二外国語教授における使用制限及び生じる問題点を論じた。終わりに、主催者は教育学のこれから小学校の教員となる参加者にこのミニ学会のこれまでの内容の小学校における授業への応用を説明した。詳細は、添付してあるThe 11^thTeaching and Research Mini-Conference in Matsuyama Program をご参照ください。追加今回の発表の論文は、愛媛大学のホームページに掲載予定です： <http://web.iec.ehime-u.ac.jp/reinelt/katudouhoukoku.html>

※大会プログラムや当日資料等，実施事業の内容の分かる資料を添付してください。