Date and time: 14:00～, August 3rd, 2025

Location: Nara University of Education 306 Classroom

Program:

14:00 Opening, greetings, and purpose explanation

14:05～15:05 Presentation 1

Fostering English Proficiency Through Authorized Textbooks: A Practice Report Based on the TANABU Model

Tadashi IZUMITANI (Kindai University Senior & Junior High School)

This presentation reports lessons based on the TANABU Model (Kanatani & Tsutsumi 2017), which was developed to foster students’ communication skills through the authorized textbooks. What is unique in this model is to change lesson plans depending on chapters on the textbooks. I would like to share two courses from the model, Kotteri and Cho-kotteri, and to suggest that prepared accuracy-based approaches which integrated communication activities as a final goal will be effective for (general) Japanese EFL secondary school students.

15:10〜16:10 Presentation 2

How Learners Manage Interaction in EFL Classrooms: Conversation Analytic Insights from Pair Work and Student Debates

Akie FUKUSHIMA (Kio University)

This study explores how learners manage interaction in L2 and sustain mutual understanding during peer interaction in EFL classrooms, contributing to their development of interactional competence. Drawing on conversation analytic perspectives, it focuses on two kinds of classroom tasks: pair work involving a camera as a recording device  and impromptu student debates.

The first part examines learners’ strategic use of camera orientation during peer tasks. Findings show that by momentarily addressing the camera, learners reorganize the participation framework—alleviating trouble in turn construction, facilitating sequence closure, and mitigating the face-threatening nature of repair. The second part investigates how learners orient to their institutional roles (affirmative/negative) as resources for defining key terms and reconstructing meaning in situ during debate-based question-and-answer sessions.

Across both contexts, learners orient to their ongoing interaction by drawing on locally available  material or institutional resources. These interactional resources help learners respond to contingencies by enabling them to manage participation and negotiate meaning in context. Crucially, such resources become accessible and mobilizable through task design and teacher mediation. The findings thus underscore the need for task designs that create opportunities for learners to identify, access, and mobilize interactional resources as part of their participation.

16:10〜16:25 Discussion (followed by continued discussion for those who wish to participate)

日時：2025年８月３日（日）14時00分～

場所：奈良教育大学306教室

内容：

14:00 開会・挨拶・主旨説明

14:05〜15:05 発表１

Fostering English Proficiency Through Authorized Textbooks: A Practice Report Based on the TANABU Model

発表者：泉谷忠至（近畿大学附属高等学校・中学校）

15:10～16:10 発表２

How Learners Manage Interaction in EFL Classrooms: Conversation Analytic Insights from Pair Work and Student Debates

発表者：福島玲枝（畿央大学）

16:10～16:25 意見交換（以後、希望者による意見交換継続）