November

Sunday, November 7th, 3.00-5.00 p.m. via Zoom. International JALT Conference Sneak Peak 

Our traditional session in advance of the JALT International Conference, giving our members a chance to preview some of the upcoming sessions in a friendly, constructive atmosphere. We are delighted to welcome the following speakers:

Donna Tatsuki (Kobe City University of Foreign Studies).  Gender and Ethnicity in MEXT Approved Textbooks

In Japan, many Ministry of Education (MEXT) approved foreign language textbooks are written by textbook committees predominated by middle-aged Japanese males. Thus, it is reasonable to examine how textbooks may inadvertently contribute to cultural prejudices and personal biases that learners absorb as a byproduct of study. This analysis of MEXT approved textbooks for elementary school learners uncovered disturbing (yet unsurprising) instances of bias and disadvantaged positioning. Recommendations for addressing these issues are included.

Donna TATSUKI is Professor of Applied Linguistics and Director of the Graduate School for English Language Education and Research at Kobe City University of Foreign Studies, Japan. Her doctoral seminars investigate the interactions between governmental language education policies and classroom practices. Selected areas of her research include the teaching of pragmatics, best practices in language teaching materials, the representations of gender/ethnicity in government-approved language textbooks, and descriptions of ELF-driven multi-party talk-in-interaction in MUN simulations.

Philip Head (Osaka Jogakuin University). Student Reflections on Effectiveness of Shadowing and Listening Practice

This presentation features student comments on surveys after one of three different types of interventions; listening to L1 speakers, shadowing L1 speakers, or shadowing L1 and L2 speakers. We compare the responses to Likert-scale and open questions regarding changes in their confidence in judging English speaking ability (in themselves and others), changes in awareness of phonological features, perceived improvements in speaking ability, and whether the interventions were enjoyable and a good use of class time.

Philip Head is currently completing a doctoral program at Hiroshima University. His research interests include L2 speech evaluation and production, as well as language learning motivation. He recently became a father, so now he has an excuse for his habit of making "dad jokes" constantly.

Robert Taferner (Hiroshima University). Acquisition of Difficult English Prepositions: A usage-based approach

This presentation examines learners' understanding and development of difficult spatial prepositional usages of "at," "from," "in," "on," and "to." Results indicate semantic complexity and metacognitive understanding of these prepositions are some of the main obstacles for learners to overcome in order to enhance their learning. This ongoing investigation illustrates that a usage-based approach to the development of learning tasks provides an effective strategy to support learners' language development, confidence, and self-efficacy.

Robert Taferner is an Associate Professor at Hiroshima University in Japan. His research interests include Psycholinguistics and the acquisition of prepositions/adpositions. He is now developing the Crosslinguistic Image Schema Differential (CISD) Hypothesis to account for L2 learning of spatial and temporal adpositions in a number of languages throughout the world.

Stachus Peter Tu (Hiroshima Bunkyo University).  Conditions Affecting EFL Learners’ Hedge Use in a LINE Discussion Forum

This study was on the use of hedges in L2 English learners' online discussion via the LINE messaging platform. Specifically, the study focused on the influence of two interactant-related variables on learners' use of hedges: non-agreement and relationship closeness. The study found that there was a slightly greater rate of hedge use in responses that expressed non-agreement and a higher rate of hedge use between participants who were distant.

Stachus Peter Tu is originally from Montana in the United States. He is a lecturer at Hiroshima Bunkyo University who occasionally gives presentations at the English Literary Society of Japan and the Japan Association for Language Teaching. His research interests include politeness, facework, and social media.

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Saturday, 26th June, via Zoom. Professional Development in a University Language Centre with Arthur Rutson-Griffiths. (Hiroshima Bunkyo University)

This talk described the origins and development of the Faculty Development programme at Hiroshima Bunkyo University's Bunkyo English Communication Centre. The presenter explained the different elements of the programme, the reasons for their inclusion and how well they line up against evidence-based best practices. Possible future improvements were also introduced and ideas from the audience welcomed.

Saturday, 24th April, via Zoom. Introverts in the Classroom: A how-to guide to inclusiveness. Heather McCulloch.

Heather McCulloch drew on her own experience and research to examine what introversion is and what it is not. Her analyses of what goes on inside the introverted brain helped participants understand why introverts are so overwhelmed in social situations. While exploring the skills acquired from years of personal experience and those learned from interviews of both introverted students and teachers of introverts, she discussed teacher attitudes that could help or hinder introvert performance within the classroom.  Finally, she offered participants ways to see the value of having introverts in class, creating a balanced and quintessential community of various personalities, learning styles and levels of emotional intelligence in the classroom. 

Saturday, 13th February, via Zoom. Positive classroom communication: Learning from older learners. Kay Takeda Irie (Gakushuin University). (Co-host with Matsuyama JALT)

In this session, Kay Takeda Irie took a fresh look at classroom communication from the perspective of positive communication, a concept from the field of communication studies. It is a type of communication that enhances the well-being of those who participate. Together with the audience,  we explored how we can borrow ideas from a model of positive communication to facilitate our students’ well-being. Kay drew on examples from a study on highly motivated advanced older learners to show the relevance of the ideas to language learning and teaching.

Previous years' events are archived here.