Table of Contents page

Introduction to 3^rd JALT OLE SIG Conference 2014 Compendium 4

Presentation materials and papers

in order of presentation at events 5

1. Nathan Furuya, JALT Welcome address 14

2. Pornsri Wright, From Zero to Fluent Thai in Four-Year University Program 16

3. Dieter Schmid, Die Struktur des deutschen Satzes 22

4. Li Libing & Gabriela Schmidt, Second Foreign Language Education in Japan –Focus on Pronunciation 33

5. 臼山　利信, 多様な外国語教育を基盤とした日本型グローバル人材の育成を目指す－高等学校の複数外国語必修化に向けたJALP提言の意義と今後の課題－【Keynote】 40

6. Gabriele Christ-Kagoshima, Hörverständnis zum schnelleren Lesen 48

7. Morten Hunke, Free Mover studies abroad – going global the flexible way 53

8. Adiene Roque de Hishiyama, Aprendizaje significativo del español en la tercera edad 57

9. Maria Ines Torrisi, Competencia Intercultural en grupos nonolingües japoneses: un estudio de caso 61

10. Alexander Imig, Multilingual Networking – Multilingual Discourses for Policies on Education 74

11. Rudolf Reinelt, The continuing Super Course S2: Goals and Challenges 80

Back Cover: Study Scenes

Coordinator’s Preface

First, please accept our apologies for the incredible delay of two and a half years. Technical circumstances were not favorable for a long time but have changed to the better with the new hosting address.

Professor Wright of Kanda University of International Studies found Ole 2 Sig at Chukyo University in Nagoya last year so interesting that she organized the 3rd Ole SIG conference at her university on September 26th 2014. It will remain in all our remembrance as one of the most international conferences ever held on that scale.

Overall, there were 11 presentations by 10 presenters and an attendance of 20 from 7 countries.

Although presently many universities in Japan have problems with keeping up global education beyond English, OLE3Sig proved that at least JALT has a lively component in that area.

Most presentations were in English, but this was used only as lingua franca, as was Japanese in some presentations and discussions.

Beyond the academic program we were treated to how to set up a world beyond Japan right in its middle, with a couple of countries present with their own world. We even enjoyed food from various places!

We were honored by JALT acting president Nathan Furuya’s welcome address after enjoying two “my language” presentations by Prof Wright about Thai and Dr Schmidt about German.

In an especially welcome event, Prof Usuyama of Tsukuba University gave us hope that there are at least attempts made at expanding 2nd foreign language instruction on all higher levels of education. He reported on JALP, the Japanese Association for Language Planning’s proposals to the Ministry of Education, with its strong Japanese representation. As it is, a translation of this proposal in the languages concerned is a welcome desiderate, although so far only a German version by Prof Sugitani exists.

This hope may also be borne out by the rapid acceptance of the CEFR in Japan, e.g. by the Japan Forum. There may be another chance to increase this at the OLE5Sig conference, provisionally planned for September 24th at Alexander Imig's Chukyo University in Nagoya. We are looking at a July 30^th proposal submission deadline and we would be grateful, if you could tell all your FL teaching colleagues and those interested in these opportunities.

Your co-coordinator for 2015-2016

Rudolf Reinelt

Presentation materials and papers

in order of presentation at events (for abc-order see the volume-final index)

español - 조선어 ・한국어- 汉语 - le français - Deutsch –ру́сский язы́к　‐Bahasa Indonesia　‐　Tiếng Việt　－Português　‐ ภาษาไทย

Do not miss this!

invite you to the

3rd Annual JALT OLE SIG Conference

LanguageS PLUS

Language learning and teaching beyond the first foreign language

（母国語である）日本語、あるいは第一外国語としての英語以外の外国語教育

http://www.kandagaigo.ac.jp/kuis/about/

学会HP Conference information:http://www.geocities.jp/dlinklist/ENG/2014OLE-Conference.html

Please inform teachers of languages other than English and Japanese of this opportunity.

We look forward to meeting you

- telling us about the FL teaching situation at your school

- networking with colleagues, students and others

英語及び日本語以外の教授に関わっている同僚の方にもご案内ください。

この学会では次の点も歓迎します：

－あなたの学校及び大学での外国語教授の状況についての情報

－同僚、教員、学習者、その他とのネットワーキング、意見および情報交換など

主催： JALT OLE SIG、神田外語大学

テーマ： LanguageS PLUS : Language learning and teaching beyond the first foreign language

 神田外語大学は、千葉県千葉市美浜区若葉1-4-1に本部を置く日本の私立大学である。1987年に設置された。大学の略称はKUIS。

 所在地：〒261-0014 千葉県千葉市美浜区若葉１−４−１電話： 043-273-1322

Theme:テーマ： LanguageS PLUS

Language learning and teaching beyond the first foreign language

暫定内容とスケジュールの概要 Preliminary contents and program outline

Day of holding開催日: 9月 27日(土） Sa. Sept.27

時間 9:00 - 17:00～ Time 9:00 - 17:00～

説明Legend: (Weekday Event Number) Type of event or activity.

Slot times: each 5 min. free before & after 発表はすべて５分前後の余裕をもたせる

開催言語：日本語、英語及びそれぞれの外国語

Languages: Japanese, English and the languages of presentation

Our Keynote Speaker: Prof. Toshinobu Usuyama臼山利信(うすやまとしのぶ)

筑波大学人文社会系教授。博士（文学）。
専門はロシア語学、ロシア語教育学、旧ソ連諸国の言語政策。
創価大学（モスクワ大学へ交換留学）、上智大学卒業、東京外国語大学大学院外国語学研究科修士課程修了、東京大学大学院人文社会系研究科博士課程修了。外務省研修所ロシア語非常勤講師、国際協力機構（JICA）青年海外協力隊語学諮問委員（ロシア語）、宇宙航空研究開発機構（JAXA）ロシア語研修会講師などを経験。

特に日本の中等教育段階において多様な外国語教育を柔軟に推進できる言語教育政策の策定に関心を抱いている。

対象：Target group

①（母国語である）日本語、あるいは第一外国語としての英語以外の外国語教育およびその研究・応用・授業に関係する研究者・教員

②母国語及び第一外国語としての英語以外の外国語にご興味のある方

③上記の外国語を習いたいと思っている方（どなたでも可）

期待できる結果及び効果 Expected results and effects

①日本国内、母国語及び第一外国語としての英語以外の外国語についての意識向上。

②（母国語である）日本語、あるいは第一外国語としての英語以外の外国語教育およびその研究・応用・授業に関係する研究者・教員に最先端の研究結果を紹介し、知識・教授法などのアップデートを可能にする。

③母国語及び第一外国語としての英語以外の外国語にご興味のある方に外国語学習・教授の特徴および多様性を紹介して、容易なアクセスを提供する。

④上記の外国語を習いたいと思っている方（どなたでも可）に学びの場を設け、極初歩の学習経験を可能にする。

Conference Program

(we will be using Crystal Hall (CH) and rooms 7201 to 7205)

()内は発表言語、参加者はお互いに助け合います。発表の教室はCrystal Hall及び7201~7205)

(main presentation languages in brackets, participants will help in other languages)

9:00-9:30 Registration

9:30-9:50 (SaEv1) (CH) Pornsri Wright (Kanda University of International Studies 神田外語大学) : Welcome歓迎の挨拶: Guest welcoming & Kanda University of International Studies information

9:50-10:00 (SaEv2) (CH) Rudolf Reinelt (Ehime University 愛媛大学) : (J/E)

- An introduction to this conference この学会の紹介

- “My Language”“私の言語“：Presentation of the event concept

- Preparing OLE at JALT 2014 (JALT2014におけるOLEの準備)

10:00-11: 00 (SaEv3) (CH) “My Language” “私の言語“ : Pornsri Wright (KUIS) (English and Thai) My Language: “Getting to know the uniqueness of Thai”.

11:10:12:00 Dieter Schmid (CH) (Kanagawa University 神奈川大学) :

“Die Struktur des deutschen Satzes” (D, w. E summ. & OLEs mutual help)

ドイツ語の文の構造」

12:15-13:15 Lunch Break 昼休み Note: The refactory will be open on Saturday

13:15-13:30 (SaEv4) (CH) Nathan Furuya (JALT President) JALT Welcome address

開会あいさつ (in person, by mail or over Skype (alt: Reinelt (OLE))

13:30-14:30 (SaEv5) (CH) In focus: 2FL learning, pronunciation and listening comprehension

(1) Li Libing (University of Tsukuba 筑波大学, Chuo University 中央大学) (J): ｢日本人学生に中国語発音習得の難関｣“Pronunciation difficulties of Japanese students. For example: Chinese as 2FL.” “Chinesisch als Fremdsprache - Ausspracheprobleme von japanischen Studierenden.”

(2) Gabriela Schmidt (University of Tsukuba 筑波大学)(E) : “Pronunciation and listening comprehension difficulties of Japanese students.For example: German as 2FL.”„Deutsch als Fremdsprache - Aussprache- und Hoerverstaendnisprobleme von japanischen Studierenden“

｢外国語としてのドイツ語－発音と聴解力問題｣ “

(3) Li / Schmidt - Discussion of the comparative approach

14:30-15:30 (SaEv6) (CH) Keynote Presentation (J/with E summaries)

キーノート Main Speaker: Toshinobu Usuyama (University of Tsukuba 筑波大学):

「多様な外国語教育を基盤とした日本型グローバル人材の育成を目指す－高等学校の複数外国語必修化に向けたJALP 提言の意義と今後の課題－」(Making 2FLs obligatory in Higher Education – The JALP proposal: Its meaning and future)

15:30- 17:00 (SaEv7) Individual presentations 個人発表

Additional presentation: Rudolf Reinelt (Ehime University) (E): ”The continuing Super Courses S2 and S3: Goals and Challenges”

17:00-17:30 (SaEv8) (CH) Discussion ディスカッション

17:30-18:00 (SaEv9) (next to CH) Symposium シンポジウムand party at the Thai area

懇親会

No second day! Have a nice Sunday! ここまで

And here is the venue: Building 7 (MULC)

Presenters and Abstracts

(SaEv3) My language

Pornsri Wright (KUIS) My Language: Getting to know the uniqueness of Thai

The Thai language is part of the Tai family of languages, which also includes Lao and Shan. It is a tonal language, like Chinese and Vietnamese, but it has a unique writing system with roots in Pali-Sanskrit. This presentation will introduce aspects of Thai grammar, Thai tones and the writing system.

Word order in Thai is similar to that of English (subject, verb and object) but the noun-adjective word order is different. For example, a large house would be described as baan yay (“house big”) instead of yay baan* (“big house”). Thai grammar also differs from European languages in that verbs are not marked for tense. Verbs have only one form, though time may be made clear by the context, by the use of time-related words, such as “yesterday”, “today” or “tomorrow”, or by markers, such as laew or ja. Adding laew to the end of a sentence indicates that something has “already happened,” while ja, spoken just before a verb indicates that the action “will happen.”

Thai also features a system of word compounding in which many dozens of words can be formed from certain particular stem words. For example, jai (heart) functions as a stem from which jai ron (impatient), jai yen (calm), jai dam (to be mean), jai dee (to be kind) and many more can be formed. Noting that most of these “heart words” define emotions or personality traits can be an interesting window into Thai culture.

The Thai language has five tones: mid tone, low tone, falling tone, high tone and rising tone. These tones are essential in creating the semantic meaning of words. Take a simple word like klay. When pronounced with mid tone (a straight sound) it means “far,” but when spoken with the falling tone (a high to low sound), it means “near.” Another example is the word, khaa. Pronounced with the mid tone, it means “to be stuck in the middle;” but the low tone gives it the meaning “galangal;” falling tone, “the cost or value of a thing;” high tone, “to trade;” and with rising tone, “leg.” Many Japanese students have difficulty pronouncing low tone and high tone (Wright, 2014). Thai writing is also unique. The alphabet contains 42 consonants and 32 vowels. Sentences are written horizontally from left to right; however, unlike English, vowels may be written before, behind, to the left, right, above or under a consonant, depending on the particular vowel. Thai also uses a unique script for numerals.

(2) Dieter Schmid (German, University of Tsukuba/ Kanagawa University) (D) "Die Struktur des deutschen Satzes"ドイツ語の文の構造

Die Struktur des deutschen Satzes (das eigenartige Englisch ist beabsichtigt, es ist eine direkte Übersetzung aus dem Deutschen, um dadurch die Wortstellung des Deutschen zu verdeutlichen.)

The „Vorfeld“

Vorfeld (前)

Verb

Mittelfeld (中間)

Verb²

Nachfeld (後)

Position 0 位置０	Position 1 位置１	Position 2 Verb (with Flexion) 活用された動詞	Pronomen Pronoun 代名詞	Subjekt 主語	Ergänzung Object 補足成分	Angabe Adverb 添加成分	Ergänzung Object 補足成分	Verb² (without Flexion in main clause) 活用なしの動詞	Nachfeld
1)	Der Lehrer The teacher	hält gives				heute today	einen Vortrag. a talk.
2)	Morgen Tomorrow	können can の		die Studenten the students		nicht not	zur Uni to the University	gehen. go.
3)	Leider Unfortunately	hat has		es it		gestern yesterday		geregnet. rained.
4)	Wann er kommt, When he will come,	weiß know		ich I		nicht. not.
Konjunktionen の主文＋主文 U nd and S ondern but O der or D enn because /Doch but A ber but

13:30-14:30 (SaEv5) In focus: 2FL learning, pronunciation and listening comprehension

(1) Li Libing (Chinese, Universitaet Tsukuba, Chuo Universitaet, Lehrbeauftragte) ｢日本人学生に中国語発音習得の難関｣

(2) Schmidt, Maria Gabriela (German, University of Tsukuba) “Pronunciation and listening comprehension difficulties of Japanese students.For example: German as 2FL.”

(3) Li / Schmidt - Discussion of the comparative approach

Cumulative abstract

Both papers discuss problems of pronunciation for Japanese students studying a second foreign language. Studying a foreign language means that students' perception is influenced by their first language (Japanese) and by their first foreign language (L2) English. How does this effect second foreign languages such as totally different languages such as Chinese and German. One paper will focus on specific problems for Chinese, the other paper on German. By discussing the topic pronunciation and listening comprehension from two different ancles, we try a new comparative approach and would like to discuss it.

14:30-15:30 (SaEv6) Keynote Presentation (J/with E summaries)

キーノート Main Speaker: Toshinobu Usuyama (University of Tsukuba 筑波大学):

多様な外国語教育を基盤とした日本型グローバル人材の育成を目指す

──高等学校の複数外国語必修化に向けたJALP提言の意義と今後の課題──

臼山利信（筑波大学）

　日本の子供たちにとって、外国語の運用能力は、多様で複雑なグローバル社会・グローカル社会を価値的に生きていくための必要・不可欠なスキルであり、日本と世界の調和、持続可能な日本社会の構築に直接・間接に関わり寄与し得る最も大切な能力の一つである。本年２月に公表された日本言語政策学会多言語教育推進研究会による『グローバル人材育成のための外国語教育政策に関する提言─高等学校における複数外国語必修化に向けて─』は、まさに時宜にかなった教育政策に関するアドボカシーだと言える。

　本報告では、JALP提言、外国語教育政策アドボカシー、創造的問題解決能力、グローバル教育、教育基本法などをキーワードとして日本の学校教育における多様な外国語教育の必要性とその実現に向けた課題について検討する。

15:30- 17:00 (SaEv7) Individual presentations 個人発表

Room 1: Lifelong OLE

Hörverständnis zum schnelleren Lesen Gabriele Christ-Kagoshima Sprachschule DILA

Im Rahmen von Englisch als Fremdsprache wurden schon Untersuchungen über den Zusammenhang von globalem Hörverständnis als Beschleunigungsfaktor für das anschließende extensive Lesen durchgeführt (Antle 2011, 4)- mit positiven Ergebnissen. Wichtig dabei ist auch, dass Lektüre Spaß macht (vgl. Antle 2011, 3; Eggenburg 2012, 85) und zu weiteren Sprachaktivitäten führt.

Unter diesen Prämissen wurde 2013 ein Pilotprojekt unter Studenten im 2. Und 3. Studienjahr an der Hokkaido Universität in Sapporo in kleinem Umfang durchgeführt. Die folgenden Vermutungen wurden überprüft:

1. Globales und selektives Hörverstehen führt zu schnellerem extensiven Lesen.

2. Wiederholtes Hörverstehen fördert Aussprache und Orthographie und motiviert

zum Sprechen über das Gehörte und Gelesene.

3. Dem Lesen vorangestelltes Hören führt zu weiterem Lesen.

Der Zusammenhang zwischen Hören und Lesen wurde schon in den 1990er Jahren (vgl. Solmecke 1992, Ehlers 1992) untersucht. Einigkeit besteht darüber, dass Hörverstehen und Leseverstehen aktive Prozesse sind, bei denen der Lerner sein Vorwissen einbringt und ergänzend den Text versteht. Die beim Hörtext festgelegte Hörzeit legt die Vermutung nahe, dass diese relativ schnelle Darbietung des Texts ihre Fortsetzung in der Verarbeitung beim Leseverstehen findet.

Das 2013 durchgeführte Unterrichtsprojekt sollte in erster Linie die Lerner durch Lesebeschleunigung zu mehr und besserem Lesen und Sprechen in der Zielsprache motivieren.

Es wurden Sachtexte, literarische Texte und Lieder zu den Themen ‚Essen‘. ‚Musik‘, ‚Medien‘ und ‚deutsche Städte‘ erarbeitet. Der Zeitrahmen umfasste fast ein Semester, d.h. es waren 13 Sitzungen zu jeweils 90 Minuten. Die Vorgehensweise war immer gleich: 1. Wortschatzvorentlastung, 2. Ausspracheübung, 3. globales Hörverstehen, 4. selektives Leseverstehen, 5. Hausaufgaben, 6. Abschlusstest zum Thema. Die Lerner wurden zum Schwierigkeitsgrad der Texte befragt.

Der Unterrichtsverlauf mit seinen unterschiedlich langen Zeitphasen scheint die anfangs genannten Vermutungen zu bestätigen. Weitere Untersuchungen stehen noch aus.

Morten Hunke (Aichi Prefectural University 愛知県立大学)

Free Mover studies abroad – going global the flexible way

In the light of ever increasing international mobility and in the Japanese context above all MEXT’s globalisation initiatives: Project for the Promotion of Global Human Resource Development (グローバル人材育成推進事業), it becomes increasingly important for universities to offer a wider range of study abroad opportunities. Limiting oneself to partnership agreements and short term study programmes may not be enough to achieve ambitious goals of more students studying abroad. In this context so called Free Mover options, available in principal, at any German university offer highly attractive extra opportunities. But what are the particulars? How to get students aware and interested? How to apply? What about costs? What about hurdles to be outmanoeuvred at Japanese institutions?

Adiene Roque de Hishiyama Aprendizaje significativo del español en la tercera edad

Marce Int. Ed. C.

Resumen

En Japón, el aprendizaje de español por personas de la tercera edad es un hecho con el que nos encontramos frecuentemente. En el presente trabajo se presenta la experiencia desarrollada durante un año, en un aula de español de estudiantes de la tercera edad, basada en la perspectiva del aprendizaje significativo de Ausubel (1960) con un enfoque funcional y comunicativo,

rescatando los aspectos que potencian el aprendizaje de este grupo etario.

Los puntos desarrollados son los siguientes:

1. Un fundamento teórico para el aprendizaje en la tercera edad

2. Algunos principios pedagógicos.

3. Experiencia en un aula de español con alumnos de la tercera edad.

4.¿Cómo son los estudiantes de español de la tercera edad?.

5.¿Qué aportan y qué exigen?. ¿Cómo aprenden?

6. Ejemplos de planes de clase, empleando contenidos culturales, juegos, canciones, desde una perspectiva funcional y comunicativa de la enseñanza de la lengua.

Entre las conclusiones más resaltantes de este trabajo se puede decir que, una vez caracterizado el caso observado, se ha encontrado que, la clase de ELE también puede ser un espacio que permita la comunicación intergeneracional, que en muchos casos se descuida y que es tan importante promover.

Desde el punto de vista pegadógico y didáctico, se constata nuevamente la necesidad de proponer actividades significativas, con el fin de facilitar la retención en la memoria de largo plazo de los contenidos.

Se ha constatado una vez más, que las aulas de español como lengua extranjera pueden ser la puerta al mundo del español y al mismo tiempo, servir como espacios de distención que abren la posibilidad de comunicarse en dos idiomas (el idioma extranjero y la lengua materna de los estudiantes), lo cual sin duda, contribuye al fortalecimiento de una sociedad con menos barreras, más abierta a la multiculturalidad y más inclusiva.

15:30- 17:00 (SaEv7) Individual presentations 個人発表 Room 2: OLE Planning and Networking

María Inés Torrisi, Matsuyama University: Intercultural Communication: A Pedagogical proposal for Japanese students. “Everything is culture” (“Todo es cultura”)

Nowadays, countries must not be thought of as being closed cultural compartments but as an intercultural society, assuming all the advantages and difficulties that this carries.

Teachers, as teachers-action, will have to help pupils to observe, to analyze, to experiment and to investigate situations that relate to the intercultural communication. Teachers can act as bridges between languages and cultures. It is important to help students to observe the influence of beliefs and attitudes in others cultures at the same time doing a comparison with his own culture.

Our presentation consists in a brief explanation on what the Intercultural Communication involves and its components: the dimension of the IC: pragmatic, cognitive and emotive. We will refer specifically to the linguistic communication and extralinguistic context. Exist innumerable cultural activities that make it possible to work with the IC but the major obstacle is to find the topic to introduce..

We will present a didactical proposal that has been designed to be implemented in the classroom.

Our activities are flexible, creative; the students, as center of the process, will be stimulated to work in autonomy, thinking about on both cultures. The final activity is to carry out a project.

The learning proposal: “Todo es cultura”, Level B1/B2.

Objective: To help Japanese students to learn the concept of culture as an orientation system and how it is manifested in everyday life of Spanish-speaking countries, at the same time how they can be contrasted with the own culture.

Presenter: Paul Moore, School of Languages and Comparative Cultural Studies, University of Queensland, AUS. Translanguaging in task-based interaction: Negotiating policy and practice.

Language policy which seeks to influence first language (L1) use in the second/foreign language (L2) classroom must be based on the understanding that L1 use is a naturally-occurring phenomenon which can function in several ways to support L2 learning. This is especially the case in English-as-a-foreign-language (EFL) contexts, such as universities in Europe and the Asia Pacific which promote English as a medium of instruction (EMI).

While there has been much survey research into teachers’ and learners’ perceptions regarding the use of the first language in second language learning, less research has investigated the actual use of the L1 in L2 classroom discourse. This research has found that the L1 can play a productive role in L2 learning; however, learners may or may not perceive, or even agree with these benefits, based on their experience of peer interaction. Their perceptions may be influenced by factors such as interpersonal relationships with peers, what they think teachers or researchers expect of them, or other contextual factors which may not be evident from analysis of transcribed discourse of peer interaction. This presentation first provides an overview of recent research into contextual influences on L1 use in the L2 classroom. I then report on an exploratory study into learners’ perspectives on their use of L1 (Japanese) and L2 (English), as they perform peer grammar-focused and oral production tasks in a Japanese university context. The study aims to investigate learners’ perspectives on their use of L1, including whether they can provide insights into the functions and utility of L1 in their L2 discourse. Data include ten hours of digital video- and audio-recordings of task-based peer-interaction and stimulated recall interviews collected from English language majors (ten learners in five pairs) in a four-year university in Japan. Qualitative data analysis involves the identification and iterative coding of instances of L1 use according to functions identified in previous research, as well as those emerging from the data. This data is then triangulated with stimulated recall data to identify salient features of L1 use as identified by the learners themselves. Findings are expected to provide a rare insight into the relationship between learners’ perceptions of their use of L1 and L2 in task-based interaction, one the one hand, and research-informed discourse analysis of the same interaction, on the other.

Alexander Imig (Chukyo University) Multilingual Networking - Multilingual Discourses for Policies on Education (in Asia and Europe) -

Avoiding the dichotomy of language nationalism and language as a culture-free tool for information exchange, the presentation discusses frameworks for language policies on a transnational scale: global English communities, transnational multilingualism and language indifference are three perspectives, each of which gives criteria for judging linguistic governance.

As a research category, linguistic governance, because of its complexity, transcends the boundaries of academic fields and is therefore a somewhat neglected concept even in global studies. The paradigmatic analysis of the role of the Common European Framework of Reference for Languages (CEFR), a policy document with countless implications for education, shows the central role of teachers’ networks and language testers for implementing new policies. This presentation discusses the question how multilingual teacher (and researcher) networks can be established and maintained in East Asia.

Rudolf Reinelt (Ehime University) The continuing Super Course S2: Goals and Challenges

A few students of natural science and other subjects still continue learning German even after the second year of their major. This presentation outlines the challenges of such a course and how it was conducted for the first time this year at Ehime University.