Rudolf Reinelt (ed.)
Into the next decade - The next 10 years
of FL teaching research originating from and coming to Matsuyama / West Japan
10年間の外国語研究－10年間の外国語研究を西日本から・西日本へ－
- The10thMatsu15 Presentations
book -
containing
the papers and presentations from
the 10th FL Teaching and Research Mini-Conference, September 19, 2015 in Matsuyama, Ehime, Japan
第10回松15 プレゼンテーション・ブック
第10回外国語教育研究についてのミニ学会 in Matsuyama
Sept. 19, 2015年9月19日
Ehime
University, Matsuyama, Japan
松山市 愛媛大学
March
2016
Issued
by:
Rudolf
Reinelt Research Laboratory ルードルフ・ライネルト研究室発行
For Citation:
AuthorLastName,
AuthorFirstName (2015) Title-of-the-paper-you-are-citing. In:
Reinelt, R. (ed.) (2015) Into the next decade - The next 10 years
of FL teaching research originating from and coming to Matsuyama / West Japan. Rudolf
Reinelt Research Laboratory EU Matsuyama, Japan, p. first page – last page.
主催：ルードルフ・ライネルト研究室、愛媛大学
教育・学生支援機構
Organization:
Rudolf Reinelt, Ehime University Center for General Education
All
rights remain with the authors
Ehime University, Matsuyama, Japan
松山市 愛媛大学
March 2016
Important
notice! New
homepage
All
papers will soon be on the new homepage:
http://web.iec.ehime-u.ac.jp/reinelt/
katudouhoukokuProcConfPapComps3.html
Table of Contents page
Preface: introduction 4
Acknowledgements 感謝 4
Program
5
The
Flyer 7
Abstracts 8
Papers
1. Harry
Carley (Matsuyama University), The Significance of Overseas Programs: What
Students Actually Learn
12
2. Harry Carley (Matsuyama University), Computer Room - Language Lab - Learning Resource
Center: How do they differ, How do they relate in language learning?
25
3.Rudolf Reinelt (Ehime University),The virtuous circle
40
Call for papers
for the 11th FL
Teaching and Research Mini-Conference 60
2016 in
Matsuyama「第11 回外国語教育研究についてのミニ学会
in Matsuyama 2016」
Timeline
for 11thMatsu16 「第11 回外国語教育研究についてのミニ学会
in Matsuyama 2016」 60
Study
scenes from 10thMatsu15
60
Call for papers for the 11th FL
Teaching and Research Mini-Conference 61
2016 in
Matsuyama「第11 回外国語教育研究についてのミニ学会
in Matsuyama 2016
Flyer
」
Preface: Introduction
On Sept. 19, 2015, presenters and a little audience met for the 10th
FL Teaching and Research Mini-Conference in Matsuyama 『第10回外国語教育研究についてのミニ学会 in
Matsuyama』at Ehime University. With the theme : Into the next
decade - The next 10 years of FL teaching research originating from and coming
to Matsuyama / West Japan (テーマ：10年間の外国語研究－10年間の外国語研究を西日本から・西日本へ－) ,
this mini-conference aimed at providing a glimpse at a few current topics in FL
learning research and instruction. They were dealt with not only in so far as
they may be important in the near future, but also how they relate to
developments so far. Although there were only a few presentations, they covered
a wide range of subjects and research areas within FL learning and teaching:
From first to further foreign language learning, from beginners to highly
advanced learners becoming available as oral exam speaking partners, to
professional development of teachers and to the advantages and disadvantages of
recent technical developments.
As Japan at least purports to be
striving for internationalization, the significance of overseas programs has to
be demonstrated as in Prof. Carley’s contribution.
Prof. Niewalda’s contribution studies
teachers in a professional development program and what they gain from action
research projects. As it is an on-going project, no presentation is included
here, but the interested reader can contact Prof. Niewalda through the
organizer of this mini-conference.
Prof. Carley’s second contribution
guides us on recent technical developments which have been accompanied by
various advantages, and how they differ and relate to foreign language
learning.
Finally, Rudolf Reinelt reports from a
study and a recent course at Ehime University, in which learners of German
advance considerable beyond the beginners’ level and become “habitual” native
speakers of this target language. As a result they can be employed as speaking
partners in the author’s first year final beginners’oral examinations closing a
virtuous circle of FL learning.
Acknowledgements
This
10th FL Teaching and Research
Mini-Conference 2015 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, the German
Teachers Association, Linguistlist, and the Japanese Association
for Language Teaching (JALT), and the board of education and the regional
development bureau in Matsuyama for their endorsement. M.Y. took care of all
office work. Most of all we thank our students and learners without whom all
this would of course not have been possible.
感謝
この「第10 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ておりませんが、愛媛大学のサポートを頂いております。また、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るとともに、松山市、松山市教育委員会より、昨年に引き続き後援名義をいただくことができました。M.Y. は一連の事務的な仕事を担当してくれました。また、この学会は学生や学習者の皆さんの協力なしでは成り立ちませんでした。上記の皆さんに、深くお礼を申し上げます。
Program ＜プログラム＞
Saturday 9月19日(土)
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
13:00 開会 歓迎の挨拶 Welcome
address
①13:10-13:50
Harry Carley (Matsuyama University), The Significance of Overseas Programs:
What Students Actually Learn
外国での語学学習プログラムの意味：学生が習っているものは何ですか
②14:00-14:40
Katrin Niewalda (Matsuyama University), Professional Development Through Action
Research
(外国語教員の）プロフェッショナル自己開発についての研究方法
③14:50-15:30
Harry Carley (Matsuyama University), Computer Room - Language Lab - Learning
Resource Center: How do they differ, How do they relate in language learning?
コンピュータールーム・ランゲージラボ・ラーニングリソースセンターそれぞれの特徴及び(外国）語学習との関係
15:30-
16:00 休憩
④16:00-16:40 Rudolf Reinelt
(Ehime University), The
virtuous circle
16:50-17:50
Discussion
17:50 Closing
address 閉会の挨拶
18:00- 反省会及び懇親会
Welcome
party
End of conference 全日程終了
Linguistlist entry
Full Title: 10th
Foreign Language Teaching and Research Mini-Conference in Matsuyama
Short Title: 10thMatsu15
Date: 19-Sep-2015
Location: Matsuyama, Ehime, Japan
Contact Person: Rudolf Reinelt
Meeting Email: reinelt.rudolf.my@ehime-u.ac.jp
Linguistic Field(s): Applied Linguistics; Language Acquisition
Meeting 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) and Taking score –
and moving on
(2014). This
year’s theme is “Into the next decade - The next 10 years
of FL teaching research originating from and coming to Matsuyama / West Japan”
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/katudouhoukokuProcConfPapComps3.html
The Flyer
Abstracts (in order of presentation)
Harry Carley, The Significance of Overseas Programs: What Students
Actually Learn
This presentation and
subsequent paper will explain what students actual learn from an international
home stay program. Each year a group of senior high school students at a
private school in Matsuyama spend three weeks in Sydney, Australia. This travel
excursion is a small segment of their three year curriculum in an international
study program that not only includes emphasis on the English language but also
Chinese and Japanese. Within their three weeks stay the students will spend one
week at a language school studying with other learners from Asian countries and
one week touring around Sydney and its vicinity. Their third week, paired with
one of their classmates, they will stay with an Australian host family. Many
important ‘life lessons’ are ascertained by the students over this brief
period. For many students it is there first time out of Japan. Likewise, this
is the first time that they have come into contact with many foreigners; they
are compelled to use English to communicate with their teachers, fellow
students and home stay families.
Upon their return to
Matsuyama as part of an English assignment the returnees are required to write
about their experiences during the preceding three weeks. A travel abroad
program is not only about snapshots and souvenirs. These types of programs
require participants to become involved in their learning process. Expressing
one’s own feelings, wants, and desires requires a high level of language
attainment. Although the students may not be able to formulate exactly what
they are trying to convey but means of questions, answers, and continued
practice they are able to make themselves understood.
While residing in pairs
with a home stay family, their classmate partner may or may not be their best
friend or their friend at all. Regardless though, the two of them must live
together and interact within the confines of an Australian residence for the
specific amount of time. While this may not be an ideal situation in their eyes
at the time upon their return and further reflection a true idea of what they
have just experienced comes to light.
Similar to other young
people the world over, there are many things that they have taken for granted
as they have been growing up. A typical Japanese family has the mother taking
care of many duties while the children merely study, play, and sleep. An
overseas program requires participants to take charge of their own being,
allocating their spending money, washing clothes, and other tasks are left up
to each student. How each person handles and solves problems and conflict’s
that may arise is part of the program. In the final essay project, many
students comment that they had learned many things, none of which had to do
with places of interest or photos but more with frame of mind and feelings.
This presentation would
be of interest to those conference participants who can recall there first
experience travelling to a foreign country. Additionally for those non-Japanese
it may bring back memories of their first few weeks in Japan and what they did
to cope.
Katrin Niewalda:
Professional
Development Through Action Research
The professional
development of foreign language teachers is an important endeavour and research
in this field should have a high priority considering that teachers have an
important influence on the learning of their students (Hattie, 2013). How
should foreign language teacher education be conceptualized so that teachers can put their knowledge
into practice? In my current research project, I investigate Japanese and
German student teachers who are enrolled in a blended learning teacher training
programme. The participants have different levels of professional experience in
the field of language teaching. One important element of the programme is
action research. The student teachers carry out several research projects about
different topics. In my study, I explore if action research can foster their
professional development. In the presentation, I will discuss first results of
my research.
Harry Carley: Computer Room - Language Lab - Learning Resource Center:
How do they differ, How do they relate in language learning?
The classrooms of today
are no longer merely desks and chairs. Current classrooms regardless of subject
matter most often have components of Internet usage written into their curricula. Sticking a computer in front of a student
without proper planning and solid teaching lessons is similar to giving brushes
to students and telling them to paint. Educators realized this dilemma when
computers first became abundant in teaching environments. Without
comprehensible lessons to properly utilize computers their applicability to a
classroom is meaningless.
For
this reason specific rooms in an educational setting were established. Due to the
fact that the cost of equipping every classroom with a computer is cost
prohibitive to almost all learning institutions, specific rooms were set aside
for computer use. As these classrooms flourished they began to have certain
features which set them apart from others. While certain computer rooms
were specifically designated for language learning others had more versatility
to them and became known as computer rooms. With the advent of autonomous
learning environments and the idea of the independent learner, even bolder
ideas of usage began to develop in learning resource centers.
Although
planners and administrative faculty may have the same general idea of using
various types and formats of computer layouts for language learning as most
real-time classroom instructors know, they are not the same. Different types of
rooms can have varying usage patterns and results when it comes to language
learning. Student expectations and prior language knowledge can also play a key
factor in which type of computer practice should be initiated.
Computer
rooms for example, may be satisfactory for tasks and projects that require raw
Internet research such as presentation courses. Additionally, for online
assigned work such as in blogging or collaborative writing assignments then a
computer room may be ideal. Large numbers of students can be functioning as per
defined assignments with relative ease as the instructor(s) walk around the
classroom and assist them. For times that tasks or assignments do not require
the use of computers, having computers stationary in front of students may
become a hindrance.
This may be
especially true if all the computers are free roaming and the instructor has no
control over them, even when the teacher is instructing key points. Students
may be tempted to cruise the Internet highway while the teacher is talking.
Language
labs on the other hand offer instructors much more control over content and
usage of the computers. Computers utilized in language labs most often have a
central control panel in front of the classroom which allows the teacher total
authority over all the students computers. In addition, the computer set ups in
language labs usually have voice connections which allow teacher to student
communication along with student to student intercommunication. For
conversational courses or tasks that require voice recording and listening then
language labs are ideal. Due to this fact, the sound quality is most often
excellent or even superb in these types of educational environments.
Language Resource
Centers (LRC) tend to be a mix of computer rooms and language labs combined. As
they are the latest development in computer usage language learning
environments not all educational institutions have made the switch to these
types of classrooms. They main intend is to allow learners free access to learn
how and what they want in their goal toward attaining a certain language.
All three have merit
and benefits to the learners. The style of learning utilized in each room is
not necessarily the same. Not all instructors understand this key point and the
teaching results can suffer at times because of this.
Rudolf Reinelt, The
virtuous circle
Most second foreign
language courses for students not majoring in that language in the general
education part of Japanese universities are a linear, time-limited (one term,
one year) sojourn into a world beyond English. In this contribution, the
presenter will report on student-initiated S(uper)-courses which commence after
the first year of German instruction with the presenter, and whose participants
have been employed as “habitual target language speakers” as speaking partners
in the first-year-final oral examination and thus completing the
learning-instruction cycle. Particularly, this presentation, in part one, will
try to establish theoretical reasons for continuing second foreign language
learning. In the rest of the paper this shall be proven from various aspects of
the courses as they have taken place so far. As background, part two briefly
characterizes the first year courses with the presenter ending on A2 CEFR. Part
three demonstrates the S-courses and their specific differences to the first
year courses. Part four presents examples of the progress of the course
participants and their feedback. Part five envisions future developments where
the role of target language native speakers changes dramatically.