Ehime University, Matsuyama, Japan
松山市 愛媛大学
December 2013
Table of Contents page
Rudolf Reinelt (Ehime University), Introduction : Stages
of Foreign Language Learning 5
The
extended program
7
The
Flyer
9
1. Ron
Murphy (Ehime University愛媛大学),Performance of a Cloze Procedure as a Method for Assessing ER-induced Versus Incidental Reading Gains 10
2. Stephan
Ballin (Hiroshima), About the organisation of extracurricular events for adults
learners of a foreign langage 17
3. James Essex
(Komazawa University 駒澤大学), The Attitudes of Japanese University Students toward Accents of (Asian) Englishes: Before and After 19
4. Ali Safari (Masoumeh
University, Iran), Acquiring Locality Conditions on English Reflexives by
Persian Learners
25
5. Rudolf Reinelt (Ehime University 愛媛大学),The need for German RR step 2: Towards a general education advanced beginners German course at Ehime University 35
6. Kimiko
Ochi and Harry Carley (Matsuyama University 松山大学),Techniques for Teaching Beginning English Writing to University Students in Large Sized Classes
48
7. Harry Carley
(Matsuyama University 松山大学),How Going Green need not Leave Instructors Red with Rage in a Paperless Classroom 59
Acknowledgements 70
Timeline
for 9thMatsu14 70
Study
scenes from 8thMatsu13 70
Introduction : Stages of Foreign Language Learning
Rudolf Reinelt
The 8th FL Teaching and Research Mini-Conference in
Matsuyama
With an audience of
10 on each day, this year’s 8thMatsu13 conference was kind of smallish, but we
still heard three presentations on Saturday and four on Sunday. One complete paper
was submitted afterwards.
Overview
Saturday,
September 21
①13:00-13:40 Ron
Murphy (Ehime University愛媛大学), Using
the Cloze Procedure as an Indicator of Reading Comprehension
②13:50-14:30
Stephan
Ballin (Hiroshima), About the organisation of extracurricular events for
learners of a foreign language
③14:40-15:20 James
Essex (Komazawa University 駒澤大学), Attitudes to Accents of English: Before and After
④ Ali Safari (Masoumeh University), Acquiring
Locality Conditions on English Reflexives by Persian
Learners
(For technical reasons, this
paper was submitted after the conference).
Sunday,
September 22
⑧13:00-13:40 Rudolf
Reinelt (Ehime University愛媛大学), The
need for German RR step 2: Towards an advanced beginners’ course at Ehime
University
⑨13:50-14:30
Kimiko
Ochi and Harry Carley (Matsuyama University松山大学), Techniques for Teaching Beginning
English Writing to University Students in Large Sized Classes.
⑩14:40-15:20 Harry
Carley (Matsuyama University松山大学), How Going Green need not Leave
Instructors
Red
with Rage in a Paperless Classroom
⑪15:30-16:10
Katrin
Niewalda (Matsuyama University 松山大学), A project about games in the foreign language
classroom
Locating the
contributions within the scientific context of foreign language learning
Foreign Language
learning is anything from a unitary process. For one thing, there are a wide
number of areas, each of which can be characterized by a few representative
questions. Only to mention a few:
- What goals does
FL learning have? Are the goals defined at all? And if, how real are they? How
much has to be learned?
- In contrast to
first language learning: As the xth language is learned, what are the languages
learned before, and how do they influence language learning this time?
- The learning
environment: Does FL learning take place in an institutional context or outside
of that? Are there opinions favoring FL learning or varieties of a target
language? How is it supported and motivation generated?
- Are particular
educational theories to be followed? Which approaches are there?
- Especially, what
is the media environment like? Is it rich, limited and welcomed or
not?
- How is FL
learning partitioned? Are all skills to be trained?
And to make things
even more difficult, most of these areas also come in a variety of stages. The
teachability hypothesis (Pienemann 1989) is only one of them (for first
language learning conf. Gullberg & Indefrey 2011). The contributions to
this year’s 8th Matsu13 conference each addressed one stage, what
came before, and what was or is to be attained.
Starting with the broadest
environment, Ballin, using German in Japan as an example, introduced us to the
organization of extracurricular events, which become important if formal
instruction is not possible or wanted. Essex informed us of how attitudes
towards varieties of the target language, for e.g. Australian or Indian English,
can be changed. Finally, Reinelt presented the conditions for, and the
organizational difficulties and features of the first holding of a
general-education German course continuing beyond the first year.
Taking the recent
rapid media developments into account, Carley had his students submit homework
and papers over the internet and gave feedback in this environment- friendly
learning context.
Coming to the
concrete instructional context, Niewalda presented research and practical
approaches to using games in the classroom. A detailed presentation will be
available in the OLE at JALT 2014 compendium and a complete paper is presently
being prepared for publication.
Three particular
skills were addressed in the other presentations: Safari designed an approach
to researching one grammar point: Locality Conditions on English Reflexives.
Murphy demonstrated his application of the cloze procedure for testing reading comprehension,
and Ochi and Carley introduced us to the advantages of techniques for teaching beginning
English writing in large sized university classes.
Overall, the
topics addressed demonstrated the wide variety and high quality of both
research and practice originating from and being recognized in Matsuyama, and
relevant for foreign language learning and acquisition in this area and on a
global scale. In the future, we will also work on improving the media
conditions such as streaming and presenting over Skype.
Next year’s
conference with the theme “Improving Practices” is scheduled for Sept. 20 and
21, 2014, and proposals are being accepted until the August 1st deadline
to the conference coordinator at reinelt.rudolf.my@ehime-u.ac.jp
with the subject 9thMatsu14. Please also inform your colleagues of the
richness of this page and the opportunity to present at the upcoming 2014
conference in Matsuyama.
References
Pienemann, M. (1989) Is Language Teachable? Psycholinguistic
Experiments and Hypotheses: Applied Linguistics, Volume 10, Issue 1, Pp. 52-79.
Gullber g, M. & Indefrey, P. (eds.) (2011)
The Earliest Stages of Language Learning. John Wiley & Sons.
The extended program
Program ＜プログラム＞
Please see the note below (all times are
in JST)
The 8th FL
Teaching and Research Mini-Conference in Matsuyama
『第8回外国語教育研究についてのミニ学会 in Matsuyama』
Theme: Stages of Foreign Language Learning
テーマ： 外国語学習および教授における段階
Days of the conference開催日：2013年9月21日(土)、22日(日)
Convening
time開催時間: 9月21日(土) 13:00-19:00
9月22日(日) 10:00-18:00
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)
後援：松山市、松山市教育委員会
Support: Matsuyama City, Matsuyama City
Board of Education
1 presentation
slot: 50
mins (40 mins presentation
+ 10 mins
break)
except if requested otherwise by the presenter(s)
Contact address 連絡先:
<reinelt.rudolf.my@ehime-u.ac.jp> 0081-
(0)89-927-9359
Note:
Everything on this preliminary schedule,
except the dates and the venue, can be changed: Starting times, ending times,
presentation times as well as length etc., and of course the order of speakers.
Please, especially for
Skype-presentations, also consider that the schedule is in Japanese Standard
Time.
Please tell us your preferences until September
10th.
Thank you very much for your
cooperation.
For the
organization
Rudolf Reinelt
Saturday 9月21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
①13:00-13:40
Ron
Murphy (Ehime University愛媛大学), Using
the Cloze Procedure as an Indicator of Reading Comprehension
②13:50-14:30
Stephan
Ballin (Hiroshima), About the organisation of extracurricular events for
adults
learners
of a foreign language
③14:40-15:20
James
Essex (Komazawa University 駒澤大学), Attitudes to Accents of English: Before and After
④15:30-16:10
Jeanette
B. Onongen (Saint Louis University, Philippines), Emancipating Indigenous
knowledge as a gateway for second language acquisition
⑤16:20-17:00
Helta
Anggia (Bandar Lampung University, Indonesia), The Implementation of
non-communicative English Teaching (Teaching English Language Knowledge)
Towards an Established Language Learning- Community which is
communication-oriented
⑥17:10-17:50
Ali Safari (Masumeh University, Iran), Persian Adult
Learners’ Acquisition of the Locality Condition on English Reflexives
⑦18:00-18:40
Pendo Salu Malangwa (University of Dar es Salaam, Tanzania-East Africa),
Challenges of Translating cultural expressions in teaching kiswahili to
foreigners
18:40– 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
Sunday 9月22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: Stages of Foreign Language Learning
テーマ： 外国語学習および教授における段階
Discussants: All presenters, audience
12:00-13:00 Lunch 昼食
⑧13:00-13:40 Rudolf
Reinelt (Ehime University愛媛大学), The
need for German RR step 2: Towards an advanced beginners’ course at Ehime
University
⑨13:50-14:30
Kimiko
Ochi and Harry Carley (Matsuyama University松山大学), Techniques for Teaching Beginning
English Writing to University Students in Large Sized Classes.
⑩14:40-15:20
Harry
Carley (Matsuyama University松山大学), How Going Green need not Leave
Instructors
Red
with Rage in a Paperless Classroom
⑪15:30-16:10
Katrin
Niewalda (Matsuyama University 松山大学), A project about games in the foreign language
classroom
⑫16:20-17:00 additional
slots 予備
⑬17:10-17:50 additional
slots 予備
18:00 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
