Rudolf Reinelt (ed.)

Foreign Language Learning and Teaching Places:

Schools, Universities and Others

外国語学習及び教授の場：学校、大学、その他

- The6thMatsu11 Presentations book -

containing the papers and presentations from

the 6th FL Teaching and Research Mini-Conference, September 24-25, 2011 in Matsuyama, Ehime, Japan

第6 回松 11 プレゼンテーション・ブック

第6 回外国語教育研究についてのミニ学会 in Matsuyama Sept. 24& 25, 2011 年 9 月 24・25 日

Ehime University, Matsuyama, Japan

松山市 愛媛大学
December 2011
Issued by:
Rudolf Reinelt Research Laboratory	ルードルフ・ライネルト研究室発行
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Table of Contents page

Rudolf Reinelt (Ehime University), Introduction: The new decade and (2nd) FL Teaching

- FL Learning and Teaching Places: Schools, Universities and Others		4
The extended program: All abstracts accepted for presentation			7
Introductory paper
1.	仲 公一 （松山市立清水小学校）, 豊かなかかわりを通して生きる力をはぐくむ学習の創造－
ひと・もの・こととよりよくかかわり合う力の育成－			11
2.	Morten Hunke (Onichi Kyokai), What’s that noise? Audio applications for improving
pronunciation and fluency			24
3.	Eun-Hee Lee & Hee Jeong Oh (Seoul Women’s University), Relationship between
Motivation and Grade Improvement			41
4.	Katrin Niewalda (Matuyama University), Arbeit mit literarischen Texten im Unterricht
Deutsch als Fremdsprache für Anfänger			46
5.	Megumi Okada (Sophia University), How to Realize Multiculturalism Caring for
Minority Language People - Life history of Taiwanese immigrant mothers in Japan –			50
6.	Kentaro Ochi(Sophia University), Group dynamic assessment and the effect on
acquisition of prepositions: The different perspective of successful learners and
unsuccessful learners			60
7.	Risa Shiwaku (Sophia University), Conceptual Fluency of Japanese EFL Learners:
Appropriation of L2 Conceptual Metaphors			77
8.	Rudolf Reinelt (Ehime Univ. ), The RRSpeaking Test as a Harmonious System		87
9.	Harry Carley(Matsuyama University), Wikis and Widgets, Ways to Tech Up your
Teaching			113

10. Geoffrey Maroko (Kenyatta University), An appraisal of the sources of language input

in selected English lessons	131
Acknowledgements	132
Timeline for 7thMatsu12	132
Study scenes from 6thMatsu11	132
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Rudolf Reinelt

Introduction

The new decade and (2nd) FL Teaching - Foreign Language Learning and Teaching Places: Schools, Universities and Others

If the spread of places of origin of the presenters who appear in person is any indication of the realm of a conference, this mini-conference has made an important step forward: Welcoming Prof. Eun-Hee Lee as first overseas presenter from Seoul Women’s University, this conference has become a truly international event. It also enjoyed endorsement by both the Regional Education Development and, for the first time, the International Culture Development sections of the Matsuyama city office. True to this international atmosphere, the presentation over Skype also enjoyed a lively discussion around half the world. The audience in Matsuyama was exactly the same in number as last year, not a bad result considering that no funding was available this time.

Scientific context

After the September 24-25th conference, in the same way as last year, all presenters and would-be presenters, who could for whatever reason not come to the conference in person, were given a chance to write up their presentations and submit their papers. The following is a brief overview trying to place the conference contributions in the scientific context. This is followed by the papers and presentations in the order they were presented.

As we come to the closing part of the initial phase of the new decade, the new directions and developments in (2nd) FL teaching can be supposed to have found their place and settled. It is then far from accidental that the room metaphor has become used as conference theme recently, for the huge GAL (German Association for Applied Linguistics) as well as for this mini-conference.

The “actual” or “virtual” room determines a large number of factors of foreign language learning: What and how well you will learn, who you will learn with, who you will learn from, and in many cases whether you will learn anything relevant at all.

Common to all rooms of FL learning, however, is one characteristic which distinguishes them from many other kinds of rooms such as e.g. a hobby room. What you learn or do there is to be used, at least in part, in that room, while the ultimate goal of FL learning is, except for pedagogical purposes, useful only exclusively outside of the room of FL learning, or, even in the widest of senses, “classroom”.

Due to this split of “room of acquisition” and “room of application”, it is difficult to control what becomes transferred and what not. But what is feasible in the FL classroom is to try and prepare the learner as best as anyhow possible.

The contributions in this volume demonstrate efforts made

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-in all kinds of “rooms” imaginable, from elementary school (Naka) to high school (Ochi), short-term university (Lee), private university (Niewalda), national university (Reinelt, Shiwaku) and in private language school courses (Hunke) on to private contact (Okada) and finally even language teacher trainees (Maroko) as well as faculty development (Cawley).

-in various fields of instruction and its control. They concern e.g. the four skills (Reinelt and Hunke, elementary phrases (Naka) (speaking)) as well as grammar (prepositions, Ochi), but also characteristics of private learning (Okada), and technical aspects(Hunke, Cawley). Motivation, control and questionnaires feature in all presentations, but especially in Lee, Ochi and Shiwaku.

-in various contents areas, from literature (Niewalda), metaphors (Shiwaku) and partly new creations (Hunke) to simple means for making contact (Naka) and also how to prepare contents for teaching (Maroko, and, technically, Cawley).

Learners are in all age brackets, from elementary and junior high school, (Naka) to university (Niewalda, Reinelt, Lee, Ochi, Shiwaku) and on to teacher trainees (Maroko) as well as private learners of all ages (Hunke, Okada).

Besides English, aspects of the acquisition or retention of a few other languages were also discussed: Taiwanese/Chinese, Japanese as a FL, and German.

Introduction to the contributions

In the volume below, this year's contributions appear in alphabetical order. All papers address more than one teaching context and learning skill, and update us on various areas of research.

In particular:

Selected as one of three model schools in Matsuyama, Japan, Naka presents the background, goals and efforts in the new subject Foreign Language activities in the fourth, fifth and sixth grade at his Shimizu elementary school. Hunke provides his adult German learners with speaking opportunities in a project where they create podcasts.

Lee’s questionnaire investigates Korean university students’ opinions in order to enlighten the relationship between motivation and proficiency improvement. Niewalda explains the relevance and recommends the inclusion of literature text even on elementary levels of foreign language teaching.

Using the life history method, Okada researches the heritage languages of Taiwanese immigrants and explores their effects on multiculturalism in Japan. Ochi introduces us to and applies Group Dynamic Assessment to find out

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different perspectives of successful and unsuccessful learners’ attempts at acquiring various English prepositions.

Shiwaku reports that culturally organized artifacts such as concepts play a central role in regulating our mental activity, but, especially in the form of metaphors, and are challenging even for long-time L2 learners.

Reinelt asks what kind of system the RR speaking test, developed at the authors Ehime University, is and proposes a harmonious system as conceptual base.

Cawley introduces us to recent media and the most important characteristics and how to make use of wikis and widgets for language teaching.

Maroko introduces us to the sources of language input English teacher trainees can use in Kenia.

The contributions this year were all located in different kinds of places, but it should be obvious that with the appropriate abstractions and applications, the ramifications should be informative for other areas as well. Teachers from any location of foreign language instruction will find interesting information and approaches.

If only some of this materializes, this mini-conference has attained its goal. Next year, we may still do corrections on the course for this decade or already come up with alternative ideas, or even be able to present early results. In any case, see you again on September 23 and 24, 2012 in Matsuyama

Looking forward to the 2012 contributions For the organization

Rudolf Reinelt

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The extended program: All abstracts accepted for presentation

The 6th FL Teaching and Research Mini-Conference in Matsuyama

『第６回外国語教育研究についてのミニ学会 in Matsuyama』

Theme: Foreign Language Learning and Teaching Places: Schools, Universities and Others

テーマ： 外国語学習及び教授の場：学校、大学、その他

Days of the conference 開催日：2011 年 9 月 24 日(土)、25 日(日)

Convening time 開催時間：	9 月 24 日(土)	13:00-18:30
	9 月 25 日(日)	9:00-17:30

開催場所： 愛媛大学（松山市文京町３） 愛大ミューズ3F 343会議室

Venue: Ehime University, Matsuyama City, Bunkyo-cho, Aidai Muse 3F Convention Room 343

主催：ルードルフ・ライネルト (愛媛大学 教育・学生支援機構)

Organisor: Rudolf Reinelt (Ehime University Education and Student Support

Center)

1 presentation slot: 50 mins (40 mins presentation + 10 mins break) except if requested otherwise by the presenter(s)

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Saturday 9 月 24 日(土) First day ＜第 1 日目＞

Morning 午前 9:00 – 9:45

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

9:45-12:45 予備 additional slots

12:45 開会 歓迎の挨拶 Welcome address

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13:00 個人発表Individual presentations

①13:00-13:40 仲 公一 （松山市立清水小学校）, 豊かなかかわりを通して生きる力をはぐく む学習の創造－ひと・もの・こととよりよくかかわり合う力の育成－

②13:50-14:30 Morten Hunke (Onichi Kyokai), What’s that noise? Audio applications for improving pronunciation and fluency

③14:40-15:20 Rabindranath S. Polito (Mindanao State University), Language and Power in the Blogs of Freshman Students of MSU-IIT: A Critical Discourse Analysis

④15:30– 16:10 Eun-Hee Lee & Hee Jeong Oh (Seoul Women’s University), Relationship between Motivation and Grade Improvement

⑤16:20-17:00 Katrin Niewalda (Matuyama University), Arbeit mit literarischen Texten im Unterricht Deutsch als Fremdsprache für Anfänger

⑦17:10-18:50 Fateme Jahedi (Islamic Azad University), The Effect of Morphological

Awareness on Vocabulary Knowledge of High School Students

⑧18:00-18:50 Mohsen Salimyan & Roya Abdollahpour (Islamic Azad University),

1.The Influence of English as an International Language on Persian in Iran

2.The Relationship between Inductive Reasoning Aptitude and Reading comprehension of Iranian EFL Students

3.THE POTENTIAL IMPACTS OF FIRST LANGUAGE WRITING SKILL ON SECOND LANGUAGE WRITING SKILL

18:50– 19:00 Conclusion	まとめ
19:00 第一日目終了 End of first day
19:30- 反省会及び懇親会	Welcome party

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Sunday 9 月 25 日 (日) Second day＜第 2 日目＞

Opening 9:00-9:20 開会 Saturday summary and Sunday preview

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⑨9:30 – 9:50 個人発表 Individual presentations

Mr. Naka? （松山市立清水小学校）

⑩10:00-10:40 Megumi Okada (Sophia University), How to Realize Multiculturalism Caring for Minority Language People - Life history of Taiwanese immigrant mothers in Japan –

⑪10:50-11:30 Kentaro Ochi(Sophia University), Group dynamic assessment and the

effect on acquisition of prepositions: The different perspective of successful learners and unsuccessful learners

⑫11:40-12:10 Risa Shiwaku (Sophia University), Conceptual Fluency of Japanese EFL

Learners: Appropriation of L2 Conceptual Metaphors

12:10 – 13:10 Lunch 昼休み

個人発表 Individual presentations

⑬13:10-13:50 Rudolf Reinelt (Ehime University), The Speaking Test as a Harmonious System

⑭14:00-14:40 Damon ZaghiSaroukolaei (???), Writing Performance in Narrative and

Argumentative Modes of Rhetoric and Personality Types of Iranian EFL learners

⑮14:50-15:30 Harry Carley(Matsuyama University), Wikis and Widgets, Ways to Tech Up your Teaching

15:30 -15:50 Coffee Break 休み

⑯15:50-16:30 Reza Barzegar (Islamic Azad University)& Masoume Karimi (Iran University), Making peer assessment and portfolio assessment work: The Case of Iranian Learners

⑰16:40-17:20 Geoffrey Maroko (Kenyatta University), An appraisal of the sources of language input in selected English lessons

17:30 Closing address 閉会の挨拶

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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

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Acknowledgements

This 6th FL Teaching and Research Mini-Conference 2011 in Matsuyama has not been funded by any conference support grant from the Institute for Education and Student Support, Ehime University, but enjoyed its unrelenting support. We further acknowledge the help of website managers, colleagues and office staff at Matsuyama University, the

German Teachers Association, Linguistlist, and the Japanese Association for Language Teaching (JALT). M.Y. took care of all office work.

感謝

この「第6 回外国語教育研究についてのミニ学会 in Matsuyama」は、学会支援経 費の援助を受けなかったが、愛媛大学の絶えまないサポートを頂いております。 また、松山大学、日本独文学会、Linguistlist、全国語学教育学会、それぞれの Website及び情報配信担当者の皆さまにお世話になりました。M.Y.は一連の事務的 な仕事を担当してくれました。上記の皆さんに、深くお礼を申し上げます。

Timeline for 7thMatsu12, September 22-23, 2012

Schedule and conference
Call for papers	5 月18 日
Flyer	5 月21 日
申し込み締め切り		7 月31	日
開催日		9 月22	日、23 日
論文提出		11 月15 日
愛大HP 掲載		12 月25 日

See you in Matsuyama !

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