Rudolf Reinelt (ed.)
The new decade and (2nd) FL Teaching: The initial phase
これからの(第二)外国語教育－新しいスタートを切って－
- The5thMatsu10 Presentations book -
containing the papers and presentations from
the 5th FL Teaching and Research Mini-Conference, September 25-26, 2010 in Matsuyama, Ehime, Japan
第5 回松 10 プレゼンテーション・ブック
第5 回外国語教育研究についてのミニ学会in Matsuyama Sept. 25 & 26, 2010 年9 月25・26 日
Ehime University, Matsuyama, Japan
松山市 愛媛大学 |
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December 2010 |
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Issued by: |
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Rudolf Reinelt Research Laboratory |
ルードルフ・ライネルト研究室発行 |
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For citation:
AuthorLastName, AuthorFirstName (2010) Title-of-the-paper-you-are-citing. In:
Reinelt, R. (ed.) (2010) The new decade and (2nd) FL Teaching: The initial phase 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
Imprimatur
Rudolf Reinelt (ed.)
The new decade and (2nd) FL Teaching: The initial phase
これからの(第二)外国語教育 － 新しいスタ ートを切って－
The 5thMatsu10 Presentation book containing
papers from
the 5th FL Teaching and Research Mini-conference, September 25/26, 2010 in Matsuyama, Ehime, Japan
第5 回松10 プレゼンテーション・ブック
第5 回外国語教育研究についてのミニ学会 in Matsuyama
Sept. 25 & 26, 2010 年9 月25・26 日 Ehime University, Matsuyama, Japan
松山市 愛媛大学
December 2010
Issued by:
Rudolf Reinelt Research Laboratory Institute for Education and Student Support Center for General Education
Ehime University Bunkyo-cho 3
790-8577 Matsuyama, Japan -81-(0)89-927-9359 (T/F) reinelt.rudolf.my@ehime-u.ac.jp
www.ehime-u.ac.jp/
The new decade and (2nd) FL Teaching: The initial phase
Introduction
Small though this mini-conference is, it has introduced a number of new or fairly recent features. This year, as a first, it was granted department support and attained the endorsement of the Regional Education Development section of the Matsuyama city office. Also as a first, presentations were broadcast via Skype, which brought in an international audience. Naturally, various technical difficulties arose, but were handled promptly. Also we had a record number of four presentations from presenters based in Matsuyama, the venue of the conference.
After the September 25-26th 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 total number of presentations and submitted papers is somewhat smaller this year than last, but we are trying to increase this.
While the first year of a decade usually is supposed to lead to bright ideas and theories, which should keep theoreticians and practitioners busy the next nine years proving or refuting them, the decade’s second year should be a first step towards actual practice and refining approaches outlined previously. Very much in this sense, the presentations in this year's Matsuyama mini-conference offered either practical advice or applications of theoretical points – often both.
Scientific context
The contributions in this volume address four areas of foreign language teaching and learning:
a)Four skills and other abilities:
--Speaking & pronunciation: Rapley, Chujo, Reinelt
--Reading: Murphy
--Writing: Maroko
--Listening is an integrative part of any dialogic speaking activity
--Grammar instruction is dealt with in Fard
--International experiences are dealt with in Shiraishi
b)Testing in
-English: Carley, Fard, Rapley
-other foreign languages: Reinelt
c)Instruction of other or second foreign languages: Schulze, Reinelt
d)Theoretical considerations are in the focus of Beena Anil Kumar with a very special approach, and Curtis and Winter.
Despite the small size of the conference, it covered a wide range of specialties in foreign language teaching. This included instruction in various institutional and other settings.
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Contributions cover foreign language learning and teaching from very young children (Anil Kumar), elementary school children (Shiraishi), junior and senior high school students, and learners in various university settings (beginners: Schulze, Fard; false beginners: Chujo; advanced: Murphy, Rapley) until late graduate students and beyond in Maroko, and the general learner (Winter & Curtis). Languages other than English are also covered by Reinelt and Schulze.
Introduction to the contributions
This year's contributions appear in alphabetical order, since all papers address more than one teaching context and learning skill, and update us on various areas of research.
In particular:
Cawley, in “Examination Preparation Classes – What Instructors Need to Consider before Commencing the First Lesson”, discusses a number of factors that influence the design of preparation courses for standardized examinations, such as tasks, learners, etc.
Chujo, in “Designing English Pronunciation Materials: Based on Affective Activities for English Learners in a Japanese University”, focuses on the material development phase and designs English pronunciation materials in warm-up activities for false beginners.
Fard, in “The Effect of Cognitive and Meta-cognitive Strategy-based Grammar Instruction on Intermediate Iranian EFL Learners’ Development of Structural Knowledge”, demonstrates the positive effects of teaching cognitive and meta-cognitive strategies, and the latter's successful role for the development of structural knowledge.
Following an explanatory introduction by the editor, Anil Kumar, in her associations-guided paper “Teaching a Second Language to Beginners - A study”, addresses teaching a second language to children and emphasizes the concepts of "design, develop, and demonstrate", the need for interaction, and three learning styles: auditory, visual, and experiential.
Maroko, in “The Authentic Materials Approach in the Teaching of Functional Writing in the Classroom”, outlines the authentic material approach and its importance for the teaching of functional writing in the classroom and beyond.
Using graded readers, Murphy, in “Students’ Progress and Attitudes in an Extensive Reading Class”, proposes an extensive reading approach for his university students in order to attain progress in this part of their foreign language abilities.
Rapley, in “Public Speaking & Presentation Skills for Medical Students in Japan”, reports on a speaking course at Kawasaki Medical School, which was aimed at providing students with public speaking skills in both English and Japanese.
Reinelt, in “What Comes after Testing Speaking? - Speaking! – A Progress Overview Article –“ , describes the rapid development of the oral examination at the end of his Ehime University one-year German for beginners course enabling students to hold a brief spontaneous conversation with target language speakers, even over Skype.
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Schulze, in “Mit Spaß zu einem nachhaltigen Spracherwerb!”, sets out from the choice of a textbook relevant to the life of his students, and discusses expected learner behaviors and how to control the results of teaching especially as far as sustainable learning is concerned. Shiraishi, in “「国際社会に生きてはたらく力の育成」 Nurturing the Power to Work in an International Society”, provides the rational background and the reasoning for his Ehime University attached elementary school's activities as regards the introduction of internationalization as subject in the last years in this school system.
Winter & Curtis, in “From Text to Tech - Moving Away from the Textbook Paradigm in the 21st Century”, propose a paradigm shift from textbooks to a more technically designed approach, enabled by recent developments, which they want to be more integrated into present FL teaching.
All contributions start from one area of instruction in one foreign language, but as can be easily understood, the ramifications of their discussions extend beyond the particular area being discussed. Teachers from any language will find interesting information and approaches. With appropriate transfer, teachers of yet other foreign languages will also find ample inspirations for their own teaching which may help us through the rest of the decade.
If only some of this is the case, this mini-conference has attained its goal. Next year, we may still do corrections on the course for this decade, or we may already be able to present early results. See you again on September 24 and 25 in Matsuyama
Looking forward to the 2011 contributions. For the organization
Rudolf Reinelt
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The extended program: All abstracts accepted for presentation
＜プログラム＞
5th FL Teaching and Research Mini-Conference in Matsuyama The new decade and (2nd) FL Teaching: The initial phase
『第 5 回外国語教育研究についてのミニ学会 in Matsuyama』
「これからの(第二)外国語教育－新しいスタートを切って－」
Days of the conference開催日：2010 年9 月25 日(土)、26 日(日)
Time: Sat., Sept. 25. / Sun., Sept. 26. |
2010 |
Convening time 開催時間： |
9 月 |
25 日(土)9:30-18:30 |
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9 月 26 日(日)9:30-17:00 |
開催場所： 愛媛大学（松山市文京町３） 愛大ミューズ3F M33 教室
Venue: Ehime University (Matsuyama City, Bunkyo-cho 3) Aidai Muse Room M33
主催：ルードルフ・ライネルト (愛媛大学 教育・学生支援機構)
Organizer: Rudolf Reinelt (Ehime University Education and Student Support Center)
後援： ―愛媛大学教育・学生サポートセンター ―松山市教育委員会
Support/ Endorsements:
- Ehime University, Education and Student Support Center
-Matsuyama City Board of Education
1 presentation slot = 30 mins (20 mins presentation + 10 mins break) except if requested otherwise by the presenter(s)
Saturday 9 月 25 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 -10:00 開会 歓迎の挨拶 Welcome address
Session 1 (10:00 – 12:00)
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10:00 – 10:20 Harry Carley (Matsuyama University, Japan) : “TOEIC Bridge Exam Prep. vs. EFL classes. How do their methods of instruction contrast?”
10:30 – 10:50 Beena Anil Kumar (SDNB Vaishnav College, Chennai, India) : “Teaching Second Language to Beginners-A study”
11:00 – 11:20 Maryam Heidari (Islamic Azad University, Shahreza Branch, Iran) and Saeed Taki (Islamic Azad University, Shahreza Branch, Iran) : “The effectiveness of using portfolio-based writing assessment on the young Iranian EFL learners’ language learning”
11:30 – 11:50 Razieh Sharifi (Islamic Azad University, Shahreza Branch, Iran) and Omid Tabatabaie (Isalamic Azad University, Najafabad Branch, Iran) : “On-line Discussion: Self-repair Enhancement of EFL Learner”
12:00 – 13:00 Lunch break 昼食
Session 2 (13:00-15:30)
13:00 – 13:20 Faeze Safari (University of Shiraz, Iran) and Naser Rashidi
(University of Shiraz, Iran): “A model for ELT materials development within the
framework of critical pedagogy”
13:30 – 13:50 Masoud Rahimi, Azizullah Mirzaei, Maryam Ranjbar (Shahrekord
University, Iran) : "A Critical Study of Educational Discourse-Exchange Structure in L2
Classrooms in Iran"
14:00 – 14:20 Gholam Reza Zarei, Vajihe Ibrahimi (Islamic Azad University, Najafabad Branch, Iran) : “An investigation into writing strategies of Iranian EFL learners”
14:30 – 14:50 Adam Acar Kitaoka (Kobe City University of Foreign Studies, Japan) : “Phychology of Communication: Emotions Experienced During L2 Conversations”
15:00 – 15:20 Adam Acar Kitaoka (Kobe City University of Foreign Studies, Japan) and Hideo Kobayashi (Kinki University, Japan) : “An Exploratory Study about Face to Face Language Exchange Encounters”
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15:30 – 15:50 Break 休憩
Session 3 (15:50: 18:00)
15:50 – 16:10 Douglas Rapley (Kawasaki Medical School, Japan) : “Public Speaking & Presentation Skills for Medical Students in Japan”
16:20 – 16:40 Furqiah Aziez (Muhammadiyah University of Purwokerto, Indonesia): “The Effect of Storytelling upon Reading Age of Indonesian Secondary School Students”
16:50 – 17:10 Rowell G. de Guia (Bataan Peninsula State University, Philippines) : “Fun-TASK-tic! Task Framework for Teaching Speaking”
17:20 – 17:50 Marco Schulze (Reitaku University, Japan) : “Mit Spass zur Nachhaltigkeit!“
Session 4 Conclusion I (18:00 – 18:30)
18:00 – 18:30 Conclusion 1 日目のまとめ
18:30 第一日目終了 End of first day 19:00- 反省会及び懇親会 Welcome party
Sunday 9 月 26 日 (日) Second day＜第 2 日目＞
Opening 9:30 - 9:40 開会
9:30 – 9:40 Set-up 設営
Session 5 (9:40 - 12:10)
9:40 – 10:00 Mahbube Keihaniyan (M.A student from Islamic Azad University of Najafabad, Iran ) : “Teaching Methodology, Motivation, and Test Anxiety: Comparison of Iranian English Private Institute and High School”
10:10 – 10:30 |
Ron Murphy (Ehime University, Japan) : “Students’ Progress and |
Attitudes in an Extensive Reading Class” |
10:40 – 11:00 |
Geoffrey Maroko (Kenyatta University, Kenya) : “The authentic |
materials approach in the teaching of functional writing in the classroom”
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11:10 – 11:30 Takashi Shiraishi (Ehime University att. Elementary school, Japan) : Nurturing the power to work in an international society (国際社会に生きては たらく力の育成)
11:40 – 12:00 Fatemeh Esmaili (???) : “The Effect of Cognitive and Metacognitive Strategy-based Grammar Instruction on Intermediate Iranian EFL Learners’ Development of Structural Knowledge”
12:10 – 13:10 Lunch Break 昼食
Session 6 (13:20- 15:20)
13:20 – 13:40 Zohreh Seifoori and Soghra Goudarzi (Islamic Azad University – Tabriz Branch) : “The Effect of Oral Output on Accuracy and Fluency of Iranian EFL Learners’ Task-based Oral Performance”
13:50 – 14:10 Fatemeh Shafiee (Islamic Azad University of Najaf Abad, Iran) :
“Analysis of causes of language anxiety, its effects on oral communication and strattegies used to tackle it: A case study of Iranian EFL learners”
14:20 – 14:40 Goh Abe（Oita University, Japan）: “Human Health Communication”
14:50 – 15:10 Junko Chujo (Kanazawa University, Japan) : “Designing English Pronunciation Materials through Affective Activities for Japanese University English Learners”
15:20 – 15:40 Break 休憩
Sesson 7 (15:20 – 17:00)
15:40 – 16:00 Abass Islami Rasekh, Mansoor Tavakol, Raziye Fatemi : “A Cross-
cultural Study of Stance Marking: Persian and English Research Articles of Electrical
Engineering”
16:10 – 16:30 Timothy Curtis and Charmain Winter, (Ehime University, Japan): “From Text to Tech: Moving away from the Textbook Paradigm in the 21st Century)
16:40 – 17:00 Rudolf Reinelt (Ehime University, Japan) “What comes after testing speaking“
17:00 Closing address 閉会の挨拶 End of conference 全日程終了
Contact address 連絡先: <reinelt@iec.ehime-u.ac.jp> 089-927-9359
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