5th Annual Shikoku JALT Conference, May 10, 2014

Co-sponsored by East Shikoku JALT, Matsuyama JALT, and Oxford University Press.

Keynote & featured speakers:
Keynote address: Rob Waring – Notre Dame Seishin University OUP Featured Speaker: Sakae Onoda – Kanda University of Foreign Studies

Day, Time & Location: Saturday, May 10th (1:00 – 5:00), Ehime University, Matsuyama

Download PDF: 5th Annual Shikoku JALT Conference Program

Presentations

Matsuyama JALT/East Shikoku JALT Featured Speaker
Rob Waring (Notre Dame Seishin University)
Dealing with Vocabulary
This talk will first outline what types (and amount) of vocabulary students need to master. We will also look at the major components of language courses (form-focus and communicative focus, input and output) and see how and how we can fit that into a balanced curriculum. We will look at how the cycle of learning assists learners in their accretion of knowledge before we look at the core principles underlying vocabulary instruction and an optimal balance of contextual vs decontextual, and deductive vs inductive approaches and look to see when each will be most beneficial. Following this we will look at several steps to follow in a form-focused class from engagement, contextualization, presentation, assessment, integration, activation and personalisation.

 Oxford University Press Featured Speaker
Sakae Onoda (Oxford University Press)
Encouraging students to use English and express their opinions
This workshop will explore methods for teaching ‘English in English’ and getting students to express their opinions as prescribed by the MEXT new Course of Study Guidelines issued in 2009. For these techniques to be effective, it is essential for students to learn to become curious thinkers, initiate communication in English, and to interact with each other using English. This workshop will focus on teaching ideas that encourage and enable students to use English comprehensively in class. A mix of pedagogical principles and tasks taken from Q: Skills for Success – Listening and Speaking will be presented that participants can employ in their teachings at both secondary schools and universities

 Short presentations

Laura Kawaguchi (Ehime University Faculty of Education Fuzoku Primary School)     Title: Problem Solving in Primary School International Exchanges  (Primary school; International/intercultural exchanges, classroom management, technology)
Primary school international exchanges are increasing due to teachers and guardians becoming comfortable with advancements in technology and with society recognizing the need for proficiency in intercultural communication skills. Establishing exchange events requires determination and specific abilities as does maintaining relationships with partner schools abroad; however, even with careful planning and attention to detail, international interactions such as letter exchanges, school visits, and conversations conducted through Skype and Face Time produce specific impediments. This talk will focus on difficulties that arise in exchanges designed for children in the primary school environment and the speaker will offer solutions for gaining control over problems and unexpected obstacles that arise. Lending urgency to mastering these skills is the early implementation from April 2014 of the English Education Reform Plan devised by the Ministry of Education, Culture, Sports, Science and Technology.

Ian Brown (Matsuyama University)
Title: An Introduction to Teaching with Smartphones and IPhones
(University; Technology CALL, MALL, mobile devices)
Nowadays students have more familiarity with their smartphones/iPhones than computers. These are the equivalent of powerful Internet connected computers in their pockets, hence the rapid development of Mobile Assisted Language Learning (MALL) i. Unlike Computer Assisted Language Learning (CALL), bound to computer labs, MALL is possible in any classroom, but how can these devices actually be used? This presentation will provide answers from the presenter’s research and use. They stream individual audio/ video content and are personalized video/audio/photo recorders. They provide quiz, test, dictionary and survey capabilities linked in mobile versions of class “home” sites or LMSs, which also provide class information and instructions, and can include discussion boards, blogs or journals. They contribute to paperless classrooms, are ideal for in-class for blended-learning or extending learning outside class-time for self-study or homework. This presentation will introduce teachers to using student mobile devices and MALL in the classroom.

Marcus Otlowski (Kochi University)
Title: Student-led Content-based Classes: Using Films in the Language Classroom
(University; Content-based instruction, learner autonomy, course design)
This presentation outlines the steps needed to establish a student-led content-based language course for undergraduates. It will illustrate one successful method in preparing students to acquire the necessary language and presentation skills to present on and discuss the social and/or cultural issues portrayed in selected movies. It will show that if adequate scaffolding is provided for students in each stage of the unit, then students become more involved and motivated in their language learning, thereby, promoting a higher degree of learner autonomy. Using films provides students with stimulating material, authentic language, and cultural and social insights into foreign cultures. However, even though post-course feedback from students was very positive, it also showed the need for instructors to find a suitable balance between the content goals and language goals within content-based instruction courses.

Michael Sharpe (Adjunct Lecturer, Kochi University of Technology, Kochi Prefectural University, Kochi National College of Technology)
Title: Graphic Organisers in the L2 Reading Classroom
(University; Reading)
This presentation will report on a study that investigated the effects of direct instruction and guided practice in using graphic organisers as an expository text comprehension strategy in a college level EFL reading context. Participants in the study were two intact groups (n =21, n =31) of 1st year undergraduate engineers at Kochi University of Technology. The study utilised a mixed method research design, based on both quantitative and qualitative data collection and analysis techniques. The researcher examined if using graphic organisers (GOs) transferred into quantitative improvements in reading comprehension as measured through an 18-item multiple-choice test at the end of a 6-week study period, and if students perceived they had improved. Results showed that both groups had made quantitative improvements over the course of the study period; however the gains were significantly higher in the mapping group in non-parametric analysis (p < .05). Subjects in the treatment group also reported that the treatment had improved their overall reading skills and understanding of text organisation, and felt that using GOs was an effective strategy for L2 reading.

Philip Head (Kochi Shogyo High School)
Title: A survey of student and teacher attitudes towards English speech contests (Junior High School; Motivation)
English language speech contests are very popular in Japan, yet little research has been done on what motivates students to invest time in preparing for them. Thus, a survey was given to junior high school student participants in a local speech contest and their teachers. The survey examined student motivation as well as their beliefs regarding the effect of speech contest participation on their English abilities. The results of the survey found that students are both intrinsically and extrinsic ally motivated and that they believe that their English abilities have improved following a speech contest.

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