Rudolf Reinelt (ed.)

Into the Next Decade with (2nd) FL Teaching

これから十年の(第二)外国語教育

- The 4thMatsu09 Presentations book -

containing the papers and presentations from

the 4th FL Teaching and Research Mini-conference, September 26/27, 2009 in Matsuyama, Ehime, Japan

第４回松09 プレゼンテーション・ブック

第4 回外国語教育研究についてのミニ学会in Matsuyama

Sept. 26 & 27, 2009 年9 月26・27 日

Ehime University, Matsuyama, Japan

松山市 愛媛大学
November 2009
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
Introduction	4
Order of papers	6
The extended program	7
Introductory paper
1. Beena Anil Kumar, “Rhymes: An effective teaching strategy”	11
Papers and presentations
2. Atsuko Ikegashira, Yumi Matsumoto and Yoshiko Morita,
“English Education in Japan -From Kindergarten to University”	16
3. Harry Carley, “The introduction of the ‘Eigo Note’ ”	41
4. Mahboobeh Keihaniyan, “Teaching Methodology, Motivation,
and Test Anxiety: Comparison of Iranian English Private Institute
and High School”	80
5. Azizollah Dabaghi Varnosfadrani,
a) “The Effectiveness of Error Correction on the Learning of
Morphological and Syntactic Features”	161
b) “Teaching English for Specific Purposes:”	181
6. Ludovic Klein, “Phonetic correction in Language class with Verbo
Tonal Method”	202
7. Paul Spijkerbosch and Bruce Lander, “Enhancing TOEIC
scores with 2-minute student presentations”	247
8. Viatcheslav Yatsko, “A Classification of Computer Systems Used
in Foreign Language Education”	272
9. Neil Heffernan and Mark D. Sttafford, “Developing
Effective Criterion-Reference Tests for Language Programs”	294
10. Rudolf Reinelt, “Variously rating oral exams: NS, NNS, and more”	309
11. Geoffrey M. Maroko, “Reflections on the genre-based approach
to the teaching of thesis writing”	337
12. Fuk Chuen Ho and Trevor Bond, “Reading Patterns of
Average and Disabled Readers in Chinese”	352
13. Rudolf Reinelt, “The next decade of FL teaching and learning.
Vistas?”	374

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Introduction: From first to second decade

Rudolf Reinelt, Ehime University

This introduction gives a brief overview of the context in which the Matsuyama 2009 mini-conference took place, and the topics addressed in the contributions (Names of authors refer to the papers in this volume).

At the end of the first decade of the 21st century, it is about time to take score of how far FL education has come and where it will be heading. While the latter is beyond our abilities, a brief look at the recent developments is in order. In this case we take Japan as an example case, but, for better or worse, developments elsewhere will certainly be different as often as they will be similar.

After the abolition of the second, and in fact any, foreign language requirement for university graduation in the 1990s, further language (and sometimes even English) instruction was often deemed unnecessary for everyday life in Japan. The simplification tendency continued with the dissolution of the state universities (except for a few especially designed schools) leading to a regionalization whose characteristics include service for and being accountable to the surrounding area as additional requirement, and considerably limited or reduced central government support.

Accordingly, foreign language learning, both as practice and research, could not be considered a given anymore. Only English, as a sole foreign language, is still on the rise as the recent efforts of the ministry of education (see Cawley) demonstrate.

It has become necessary to start regional efforts to research and improve FL instruction, e.g. with the final goal of establishing regional centers of FL learning and research. Thus, the Matsuyama mini-conference was started in 2006 and this year on September 26 and 27 held for the fourth time as a tiny step in this direction. Its goals were two-fold:

-To demonstrate that FL teaching research is conducted in the area while taking in consideration world-wide language and teaching developments; and

-to present to regional players, in this case persons involved with FL education in the area and beyond, what efforts are being made on a wider scale to improve FL instruction and its (their) results. Maybe due to this double directionality, this conference was funded this year by a grant from Ehime University, which is gratefully acknowledged here.

The call for papers generated an overwhelming response from all over the world and at least one proposal from each of the five continents. However not all presenters of accepted proposals could make it to the conference in person, mainly due to travel and immigration restrictions beyond their control. However, in the age of the ubiquitous internet, this should not impede their research or the exchange of it. These researchers were given a chance to submit their would-be presentations or full papers even after the conference was held, and this was widely made use of. These papers are also included in this volume.

The contributors come from various professional backgrounds including private and state

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university language and educational instructors and professors and school district advisors. All contributions are in English, but also concern languages such as Japanese, French, German, Farsi and Russian. The topics of the contributions also mirror the wide variety of areas presently being researched in FL education by

-researching variegated learning environments such as public (Keihanyan), state, former state (Reinelt, Heffernan & Stafford), private (Spijkerbosch & Lander, Klein, Keihanyan) and other universities (Maroko, Dabaghi a and b) as well as schools of various levels (Carley, Ho & Bond, Anil Kumar, Ikegashira), and self learning (Yatsko);

-addressing

-various abilities separately such as reading (Ho and Bond), speaking (Reinelt,Spijkerbosch & Lander), writing (Maroko) and listening (Klein), or comprehensively (Heffernan & Stafford); or

-issues of when (Carley, Ikegashira) and how (Anil Kumar, Klein, Yatsko) they are experienced such as anxiety (Keihanyan), correction (Dabaghi) and testing (Reinelt, Heffernan & Stafford); and

-using various teaching, learning and validation methods (play: Ikegashira; rhyme: Anil Kumar;

Eigo Note: Carley; oral methods: Klein; a university developed textbook: Heffernan & Stafford; presentations: Spijkerbosch & Lander, community networking: Ho and Bond; needs analysis Dabaghi (b) and computer assisted language learning: Yatsko);

-- and employing research approaches such as genre (Maroko) and needs (Dabaghi b) analysis, questionnaires (Keihanyan), holistic (Reinelt) and criterion referenced testing (Reinelt, Heffernan & Stafford) analyzing comparable disadvantages (Ho and Bond), and error correction (Dabaghi a).

The variety even goes as far as how the contributions are presented. As can be expected, not one shape fits all, so all papers appear as prepared by the authors, who also keep their copyright. Two kinds are included, full papers and power point presentations. This gives both the authors and the readers more freedom and is thus arguably better fit for widely variegated subjects such as FL education than the numbing straightjacket of some other forms of publications.

The small but interested audience came from all walks of life. Ranging from high school and Japanese and overseas university students, emeritus teacher and professors, from priest to language program developer, this audience guarantees that the results will not vanish without being heard.

Before even asking what we can expect of the next decade, we face a host of future tasks

related to FL education. We can start with the issues raised in the presentation proposals to the mini-conference (Reinelt, Vistas).

The next Matsuyama mini-conference on foreign language teaching is planned for Sept 25 and 26 2010. Proposals will be accepted until Mid August.

It is hoped that this volume gives a few new insights in issues and topics presently concerning the FL teaching situation in Japan and other countries, and their ramifications for future language research and practice.

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Order of papers

All contributions in this volume deal with FL learning at a certain age, and since this is one of the most influential factors when learning a foreign language, we take this as the ordering criterion. ANIL KUMAR’s suggestions in “Rhymes: An effective teaching strategy” for the use of rhymes probably hold for children of all ages. IKEGASHIRA et al. in “English Education in Japan -From Kindergarten to University” argue for an early childhood FL contact in Japan, CARLEY in “The introduction of the ‘Eigo Note’ ” introduces the new late elementary school beginners English textbook Eigo Note in the face of a regional educational board’s FL quandaries. KEIHANYAN in

“Teaching Methodology, Motivation, and Test Anxiety: Comparison of Iranian English Private Institute and High School” focuses on various aspects of school anxiety in a private vs. a state high school in Iran.

Coming to the university level, DABAGHI in “The Effectiveness of Error Correction on the Learning of Morphological and Syntactic Features” and “Teaching English for Specific Purposes:” offers two papers on separate teaching aspects, error correction and English for Specific Purposes in Iran. In “Phonetic correction in Language class with Verbo Tonal Method”, KLEIN proposes the tonal method for French beginners classes at a private university. In the same school, SPIJKERBOSCH and LANDERS in “Enhancing TOEIC scores with 2-minute student presentations” use students’ presentations in order to raise their TOEIC level. YATSKO’s comprehensive overview “A Classification of Computer Systems Used in Foreign Language Education” is relevant for all recent and future FL. learning.

For testing at a former national university in Japan, HEFFERNAN & STAFFORD in “Developing Effective Criterion-Reference Tests for Language Programs” present a criterion referenced English test and REINELT in “Variously rating oral exams: NS, NNS, and more” proposes ways to overcome the shortage of native speaker raters for his beginners German oral test.

MAROKO in “Reflections on the genre-based approach to the teaching of thesis writing” uses genre analysis in his analysis of doctoral thesis at Kenyan universities. From yet another angle, HO and BOND in “Reading Patterns of Average and Disabled Readers in Chinese” introduce a network of HK teachers for disabled learners, whose circumstances share at least the characteristic of imperfectness with FL learning, and strategies for supporting them are conspicuously similar to the later in Hong Kong.

Finally, REINELT in “The next decade of FL teaching and learning. Vistas?” takes all accepted abstracts as starting point for speculations on how that area and FL education in general may develop in the near future.

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Extended Program as of August 10, 2009

4th FL Teaching and Research Mini-conference 2009 in Matsuyama

Into the Next Decade with (2nd) FL Teaching New schedule as of September 18

Time: Sat., Sept. 26. / Sun., Sept. 27. 2009

Please note the NEW VENUE: Ehime University, Matsuyama, Bunkyou-cho 3, Aidai

Muse 3F, Room 343

Convenor: Rudolf Reinelt (Ehime University, Education and Student Support Center)

Sept. 26 (Sat) <The First Day>

Morning: Organizational meetings and preparation

13:00 Opening: Welcome address

Part I FL Education in school settings

13:10-14:00 Harry Carley (Imabari, Ehime, Japan): Elementary School EFL in

Japan, 20 Years, an Illusive Goal

14:10-15:00 Rudolf Reinelt (Ehime University) : Variously rating oral exams: NS,

NNS, and more

15:10-16:00 Atsuko Ikegashira, Yumi Matsumoto (Yamawaki Gakuen Junior

College, Tokyo, Japan) and Yoshiko Morita (Otsuma women’s University, Tokyo, Japan): New Japanese curriculum for English

*16:10-17:00 Soontorn Charoentat (Shinawatra University, Bangkok, Thailand): Language Teaching in English Program in Thailand Primary Education

*17:10-18:00 Beena Anil Kumar (SDNB Vaishnav College, Chennai, India):

Rhymes : An effective teaching strategy

18:00-18:30 Discussion

18:30 End of first day

19:00- Informal gathering

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Sept. 27 (Sun) <The Second Day>

9:00 Opening

Part II Special Lectures

9:10-10:10 Mark Duane Stafford and Neil Heffernan (Ehime University,

Matsuyama, Japan): "Developing Effective Criterion-Referenced Tests for Language Programs"

*10:20-11:50 Omid Tabatabaei, Bahar Assarzadegan (Department of applied linguistics, Islamic Azad University, Najafabad, Isfahan, Iran) and Ali Reza Ahmadi (Department of Foreign Languages, Isfahan University, Isfahan, Iran):

Does Language Shape Thought? Time Estimation in Speakers of English and

Persian

12:00-13:00 Lunch Break

Part III University FL education

13:00-13:50 Paul Spijkerbosch and Bruce Lander (Matsuyama University,

Matsuyama, Japan): Enhancing TOEIC scores with 2-minute student presentations

14:00-14:50 Ludovic Klein (Matsuyama University, Matsuyama, Japan): Phonetic

Correction in Language class with Verbo-Tonal Method (French)

15:00-15:50 Rudolf Reinelt (Ehime University, Matsuyama, Japan): The next decade of FL teaching and learning. Vistas?

16:00-16:50 Symposium by all presenters and audience: Future vistas in first and further foreign language teaching

17:00 Closing Ceremony

End of conference

Information address: <reinelt@iec.ehime-u.ac.jp> +81-(0)89-927-9359

*Confirmation pending

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プログラム

「第 4 回外国語教育研究についてのミニ学会 in Matsuyama

－これから十年の(第二)外国語教育－」9 月 18 日現在

開催日：2009 年9 月26 日(土)、27 日(日)

開催時間： 9 月26 日(土)13:00-18:30 9 月27 日(日)9:00-17:00

新・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 主催：ルードルフ・ライネルト (愛媛大学 教育・学生支援機構)

1 コマ 60 分(50 分のプレゼンテーション＋10 分の休憩) (発表者からの希望があった場合を除く)

9 月26 日(土) ＜第 1 日目＞

午前 関係者ミーティング 及び設営

13:00 開会 歓迎の挨拶

「第 1 部 学校における外国語教育」

13:10-14:00 Harry Carley(今治市教育委員会):日本の小学校における英語教育

14:10-15:00 Rudolf Reinelt (愛媛大学) : 外国語話者などによる口頭試験評価

15：10-16:00 池頭純子(山脇学園短期大学)、守田美子(大妻女子大学)、松本由美 (山脇学園短期大学): 「大学教育へつなげる小学校・幼稚園での英語教育：こ れからの英語教育への提言～大学と幼稚園児・小学生への指導から～」

*16:10-17:00 Soontorn Charoentat (Shinawatra University, Bangkok, Thailand):

タイの初等教育における英語教育

*17:10-18:00 Beena Anil Kumar (SDNB Vaishnav College, Chennai, India): 押

韻: 効果的な指導ストラテジー

18:00-18:30 ディスカッション

18:30 第一日目終了

19:00- 反省会及び懇親会

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9 月27 日 (日) ＜第 2 日目＞

9:00 開会

「第 2 部 特別講演」

9:10-10:10 Mark Duane Stafford and Neil Heffernan (愛媛大学)(60min): (英語)

外国語教育のための効果的な目標基準準拠テストの開発

*10:20-11:50 Omid Tabatabaei, Bahar Assarzadegan (Islamic Azad University) and Ali Reza Ahmadi (Isfahan University) (90min): 言語は思想を形成するか？

英語及びペルシア語話者における時間判断

12:00-13:00 昼食

「第 3 部 大学における外国語教育」

13:00-13:50 Paul Spijkerbosch and Bruce Lander (松山大学): 学生の 2 分プレゼ ンテーションによるTOEICスコアーの向上

14:00-14:50 Ludovic Klein (松山大学): 外国語(フランス語)授業における音声的 訂正

15:00-15:50 Rudolf Reinelt : これから十年の外国語教育の展望

16:00-16:50 出席者全員によるシンポジウム: 第一・第二外国語教育の展望

17:00 閉会の挨拶

全日程終了

連絡先: <reinelt@iec.ehime-u.ac.jp> 089-927-9359

*未確認

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