Embedded Files
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Event Report on the National JALT Website can be found here
26 people attended the event at Tottori University.
Event Report:
Jason Gold, of Kwansei Gakuin University in Kobe came to Tottori University and gave a great presentation on “Smart Teaching / Successful Learning” 「効率のよい指導・効果的な学習」.
Jason presented us with creative ideas to keep our students attentive and engaged. In workshop one, he focused on four key factors for effective learning: (1) Emotion (How do I feel?), (2) Interest (Am I interested?), (3) Perceived Importance (Is this important to me?), and (4) Self-Efficacy (Can I do this?). We discussed these points in small groups and, after every discussion, Jason shared with us his ideas and suggestions for how to get and hold students’ attention, as well as, get our students to take a more active role during lessons. One suggestion Jason made was to start every class with a “hook” (something that will draw the students into the lesson and keep them there by fostering within them the desire to want to learn more about the topic). In workshop two, we discussed ways to keep students engaged and motivated to learn. We looked at what we can do to influence our students’ attitude and approach to challenges, effort, failures and lifelong learning. One of the main messages from Jason’s presentation was about students’ perception/mindset on learning. For example, if students go into language class thinking that intelligence is fixed and cannot be grown (i.e., one is born “intelligent” or “smart” and, despite one’s effort, cannot be changed), this will be reflected in the attitudes of our students related to their desire to learn (i.e., they will give up quickly and believe their effort does not matter). However, if students go into class believing intelligence is not fixed (as much of the recent research suggests), this will have a positive effect on our students desire to learn (i.e., they will put more effort into learning). Furthermore, Jason suggested that insights from recent research on how the brains work has implications for the words we select when we praise students. For example, if teachers continually praise their students on “how smart” they are (i.e., by saying, “You are so smart!”), it will influence the learners to believe that “intelligence is fixed and that my effort does not play any role at all in the outcome of my learning.” Yet, if we praise our students on “how much effort” they put into things (i.e, by saying, “You worked very hard!”), they will believe that their effort matters and that their effort will have a positive effect on their later abilities. Obviously, the latter is the preferred means of motivating our students to improve their language skills and, overall, lives.
Reporter: Christopher Hollis
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Date: December 3rd (Sunday) 12月3日（日）
Time: 2:00pm ~ 4:30pm
Location: Tottori University 鳥取大学（湖山キャンパス）
・In Lecture Room A34 of the General Education Building A (3F)
・共通教育棟 A棟 3階 A34室
Presenter: Jason D. Gold of Kwansei Gakuin University
ジェイソン・ゴールド（関西学院大学）
Presentation Title: Smart Teaching / Successful Learning
効率のよい指導・効果的な学習
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Presentation Abstract: In these workshops, we will discuss ways to keep students attentive and engaged. Workshop 1 will focus on four key factors for effective learning: emotion (How do I feel?), interest (Am I interested?), perceived importance (Is this important to me?), and self-efficacy (Can I do this?). In workshop 2 we will discuss ways to keep students engaged and motivated to learn. We will also look at what we can do to influence their attitude and approach to challenges, effort, failures and lifelong learning. Jason will also share insights from recent research on how brains work and how we learn.
概要: 今回のワークショップでは、どのようにして学習者の興味を引き続けるか、という問題を取り上げます。ワークショップ１では、効果的な学習に欠かせない４つの要素に焦点を当てます。その４つとは、感情（どう感じているか）、関心（関心を持っているか）重要性の認知(重要性を感じているか)、自己効力感 (自信があるかどうか)です。ワークショップ２では、学習者の意欲を喚起し続ける方法について注目します。学習者が挑戦し、努力し、失敗して、さらに生涯学び続けようとする過程に前向きな影響力を持つために、指導者できることは何かを考えます。ジェイソン・ゴールド氏は、最近の脳の働きと学習に関する研究を通して行った洞察を今回のワークショップの参加者にも伝えます。
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Presenter’s Bio Data: Jason D. Gold, of Kwansei Gakuin University, has been teaching in Japan for more than 6 years. He holds an M.A. in TESOL and B.A. degrees in Economics and International Relations. His research interests involve neuroscience/educational psychology practical applications for classroom teaching, particularly regarding motivation, learner mindsets, and metacognitive strategies.
略歴 : ジェイソン・ゴールド。関西学院大学講師。日本にて英語教育者としての経験を６年以上持つ。TESOL修士・経済学及び国際関係学学士。脳科学と教育心理学に関心があり、モチベーションや学習能力を高めるマインドセット、メタ認知に対する学習技法などを用いた指導を英語教育の現場にて行っている。
December 3, 2017
(Click here for a PDF of the event information) (イベントに関する詳細は、こちらをクリックしてください)
Tottori JALT 2017 Past Events:
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November 24, 2017
(Click here for a PDF of the event information) (イベントに関する詳細は、こちらをクリックしてください)
Date: November 24th (Friday) 11月24日（金）
Time: 7:00 p.m. ~ 8:00 p.m. 19時～20時
Location: Tottori University 鳥取大学（湖山キャンパス）
・In Lecture Room A34 of the General Education Building A (3F)
・共通教育棟 A棟 3階 A34室
Presenter: Malu Sciamarelli of Brazil マルー・シャマレリ
・Featured Speaker at the National JALT 2017 International Conference.
・全国語学教育学会の国際大会の基調講演者
Presentation Title: Creativity and Playfulness in the Language Classroom
「語学教育における創造性と遊び心」
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Hello from Tottori JALT. We are happy to announce that Tottori JALT's next event will be on Friday, November 24 from 7:00pm to 8:00pm at Tottori University's General Education Building A (Room A34). Click here to download a PDF promotional poster with event schedule and presentation information. Please forward this message to anyone you think might be interested in attending, and please encourage them to join our e-mailing list too. Thank you very much.
みなさま、いかがお過ごしでしょうか？鳥取JALTの次回のイベント開催が決定致しました。11月24日（金）の19時から20時まで鳥取大学の共通教育棟A棟3階A34室におきまして、講演会を行います。鳥取JALT一同、皆様のご参加を心よりお待ちしております。語学教育に関わる仲間同士、親睦を深めるいい機会ですので、是非ご参加くださいませ。また、お近くに、興味がある方がおられましたら、是非このEメールと添付のＰＤＦファイルをご転送下さい。メーリングリストへの登録もお待ちしております。よろしくお願い致します。
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Presentation Abstract Summary (Preview):
Malu Sciamarelli will explore how teachers can offer activities that: provide role modelling of playfulness; support and value creative thinking; lead to active engagement; and help develop the critical skills for children to learn a language through play.
Playfulness can help foster a desire for lifelong learning in our students as well as an ability to adapt throughout their lives. It provides the base for our students to be able to explore better opportunities to create and develop their own future in a global age. Malu is from Brazil.
概要 (Preview)：ブラジル出身のマルー・シャマレリによるこのたびの講演では、遊び心のあるアクティビティの数々をご紹介します。指導者はどのようにして、子供たちの創造的思考をサポートし、積極的に参加させるか、そして遊びを通して言語を学ぶ中で重要なスキルを伸ばすことができるかをお伝え致します。
「遊び心」というのは、学習者が生涯にわたって学習意欲を持ち続ける上で、非常に重要な要素のひとつであると言えます。このグローバル化が進む世界においてはなおさら、学習者がその先にある扉を開き、可能性を広げていくために、土台作りが大切なのです。
Presentation Abstract (概要):
"Creativity and Playfulness in the Language Classroom"
Children are driven by curiosity and playfulness. An approach based on children's natural way of interacting with their world, a playfulness approach, would go a long way to creating a more inclusive learning environment and more effective schools in general. However, a playfulness approach should not just be limited to school, but should be encouraged throughout a learner's lifetime. This approach contributes to the development of problem solving, creativity, perspective taking, and the development of language.
This playfulness approach, with an emphasis on experimentation and risk-taking, inventing and failing as well as succeeding, develops our ability to learn with the skills that will allow us to build the sustainable cities, environments and societies of the future. Such an approach also encourages, accepts, and acknowledges not only the skills of the individual, but also how people share these skills with each other through the exchanging and joining of ideas and experiences.
In this workshop, we will explore how teachers can offer activities that: provide role modelling of playfulness; support and value creative thinking; lead to active engagement; and help develop the critical skills for children to learn a language through play.
Playfulness can help foster a desire for lifelong learning in our students as well as an ability to adapt throughout their lives. It provides the base for our students to be able to explore better opportunities to create and develop their own future in a global age.
(This workshop is based on my chapter "Build resilient infrastructure, promote inclusive and sustainable industrialisation and foster innovation" in the new British Council's publication Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals, London, 2017)
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Presenter’s Bio Data (略歴):
Malu Sciamarelli has been an active member of the ELT community for 24 years, working as a teacher and freelance teacher trainer in Brazil. She has also been an active member of C Group, a group of teachers dedicated to increasing the amount of creativity found in language classrooms throughout the world. She has been a committee member of the C Group for 2 years, and has published book chapters on 'Teaching Children with Mascot-Inspired Projects' (British Council 2015) and the importance of creativity and play in language learning (British Council 2017). Her articles on creative writing and using literature in the language classroom in several journals have helped generate a higher level of discourse around creativity in the language classroom within the ELT community. In addition, her work guest editing an issue of the ETAS Journal on 'Creative Writing and ELT: Intersecting borders in creative writing and English language teaching' (2014), offered a chance for new authors around the world to engage and broaden the conversation on the role creativity plays in the language classroom.
Malu Sciamarelli is also a part of a new movement in ELT, one which uses blogs and other media to quickly disseminate new ideas to the ELT community. Her posts on creativity and literature on Teaching Village, iTDi, the IATEFL Teacher Development Interest Group (TD SIG) Blog, and her own blog show her dedication to constantly engage with the community in real time and help shape the flow of ideas around the use of literature and creativity within the language classroom.
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Presenter's Personal Website: www.malusciamarelli.weebly.com
Twitter: @malusciamarelli
Facebook: https://www.facebook.com/malu.sciamarelli
The C Group: www.thecreativitygroup.weebly.com
Event Report on the National JALT Website can be found here
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22 people attended the event at Tottori University.
Event Report:
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October 1, 2017 (Click here for a PDF of the event information) (イベントに関する詳細は、こちらをクリックしてください)
Date: October 1st (Sunday) 10月1日（日）
Time: 2:00pm ~ 4:00pm
Location: Tottori University 鳥取大学（湖山キャンパス）
In Lecture Room A34 of the General Education Building A (3F)
共通教育棟 A棟 3階 A34室
Presenter: Amanda Gillis-Furutaka of Kyoto Sangyo University and the JALT Brain SIG
Presentation Title: Encouraging Active Reading in Class アクティブ・リーディングの勧め
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Presentation Abstract: Drawing on recent research in neuroscience, the presenter will demonstrate a variety of activities that can encourage even reluctant readers to take an active part in a reading lesson. The activities can be used with a variety of reading text types (class textbooks, graded readers, magazine and newspaper articles, short stories, song lyrics, the students’ own writing), and require the students to discuss, write, draw, act, and use their imaginations at full stretch. The presenter will introduce some guiding principles and examples and then let the participants work on activities that suit their own professional development needs.
概要: 近年の神経科学の研究を活かし、リーディングが苦手な学習者でも、リーディングの授業に積極的に関われるようなアクティビティーを紹介します。アクティビティーでは、教科書、段階別読本、雑誌、新聞記事、短い物語、歌の歌詞、学習者が書いた文章など、様々なタイプの読み物を使い、学習者たちは想像力を最大限に使って、ディスカッションしたり、書いたり、絵を描いたり、演じたりします。その指針と実際の例を紹介し、参加者にはそれぞれの専門分野に添ったアクティビティーに取り組んでいただきます。
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Presenter’s Bio Data: A professor in the Faculty of Foreign Studies at Kyoto Sangyo University, Amanda has been teaching in Japan since 1988. Her research interests include neuroscience and language learning, reading, bilingualism, gender studies, media and culture studies and she has recently completed a PhD on YouTube and Western music videos.
略歴: 京都産業大学外国語学部の教授。１９８８年から日本国内で教鞭を執る。研究分野は、神経科学、言語習得、読解、バイリンガリズム、ジェンダー研究、メディア・文化研究。最近、YouTubeと西欧音楽ビデオに関する博士論文を完成。
Malu Sciamarelli came to Tottori from Brazil to explore with us about how teachers can offer activities that: provide role modelling of playfulness; support and value creative thinking; lead to active engagement; and help develop the critical skills for children to learn a language through play.
Malu began her presentation stating that creativity is very important and that little to no learning can take place without creativity and play. She said that creativity and playfulness starts with parents, teachers and community members. Malu believes that when we learn through play, we are not afraid and we feel a willingness to share with others. Students need time and permission to take risks and discover new things and Malu showed us some strategies to achieve this type of atmosphere in our language classrooms. She introduced us to several activities that promote creativity and playfulness in the classroom. Some examples of such activities are her “Internet String,” “Hoop Glider” and “Holiday Bag” activities. You can learn more about these activities by visiting her personal website at www.malusciamarelli.weebly.com or reading her chapters in the Teaching English books published by The British Council.
Malu shared some wonderful ways for teachers and students to work together and benefit from creative writing too. Playfulness can help foster a desire for lifelong learning in our students as well as an ability to adapt. It provides the base for our students to be able to explore better opportunities to create and develop their future in a global age. We thank the Literature in Language Teaching (LiLT) SIG, the Teaching Young Learners (TYL) SIG, and Pilgrims English Language Courses for helping sponsor Malu’s trip to Japan and we would love to welcome her back to Tottori again in the future.
Reporter: Yasmin Tanimoto
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Event Report on the National JALT Website can be found here
19 people attended the event at Tottori University.
Many thanks to the BRAIN SIG for jointly sponsoring this event.
Amanda Gillis-Furutaka, professor in the faculty of foreign studies at Kyoto Sangyo University and member of the BRAIN SIG, came to Tottori University and presented on “Encouraging Active Reading in Class.” Drawing on recent research in neuroscience, Amanda demonstrated a variety of activities that can be used to encourage even reluctant readers to take an active part in reading lessons. She began by introducing some “guiding principles / essential ingredients” that she recommends all language educators to consider when teaching reading in order to effectively catch and hold the students’ attention. Examples include: having emotional involvement in the class, giving students choices, personalizing reading materials, having variety and novelty in our classes, challenging students, using multiple senses in lessons, building creativity, encouraging collaboration among students, and praising effort not ability. She stressed the importance of breaking lessons into 10-minute (or less) blocks, having students stand up and move regularly during every lesson, and having students “repeat to remember/remember to repeat.” The audience had the opportunity to experience several small-group reading aloud activities such as reading in chunks, read and look up, finding the changes, storyboards, writing new endings and creating picture stories. Amanda then let the participants work on personalized reading activities that suited their own professional development needs using texts they brought from their own schools. The activities Amanda introduced could be used with a variety of text types (class textbooks, graded readers, magazine and newspaper articles, short stories, song lyrics, the students’ own writing), and required the students to discuss, write, draw, act, and use their imaginations at full stretch. Nineteen people attended this very engaging and motivating Tottori JALT presentation.
Reporter: Christopher J. Hollis
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June 25 2017 (Click here for a PDF of the event information) (イベントに関する詳細は、こちらをクリックしてください)
Date/Time: June 25th (Sunday) 6月25日（日） 2:00pm ~ 4:00pm
Location: Tottori University 鳥取大学（湖山キャンパス）
In Room C (2F) of the Kōhō Center, which is just inside the main gate 広報センター（2F）C室（正門を入ってすぐの左側にある建物です）
Presentation 1: "Improving Student Motivation through Using Language Support Centers.
~ How the 'E-Clinic' Benefits the English Program at Shimane University"
「英語学習支援室の利用と学習者のモチベーション向上について
～島根大学医学部における「E-クリニック」の結果を基に考える～」
Presenters: Lynne Murphy and John Telloyan of Shimane University
リン・マーフィー and ジョン・テロイアン（島根大学医学部）
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Presentation 2: "Role Plays - Activities with the Potential to Teach Everything!"
「～ロールプレイを使った英語教育の可能性～」
Presenter: Sean Banville of Tottori University and TUES
ショーン・バンヴィル（鳥取大学／鳥取環境大学）
Presentation One Abstract: The E-clinic, an English language support center at Shimane University, hosts lectures, provides resources, and gives advice about English study. In this presentation, we will explain how effective and varied use of such a center can influence students’ motivation towards English, referring to our experience as a successful example.
概要１:「E-クリニック」と呼ばれるのは、島根大学にある英語学習支援室のことである。今回の講演では、この「E-クリニック」において講義の開催、教材の提供、学習方法についてのアドバイスなどを行うことが、学生たちの英語学習に対するモチベーション向上に繋がっていることから、適切な英語学習支援室の利用と、学習者のモチベーション向上との関係について、説明する。
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Presentation Two Abstract: Sean will present ideas to show how role plays can be used to teach all skills and aspects of English. Attendees will take part in fun role plays for warm-ups, grammar, vocabulary, reading, listening, writing, functions, decision-making and more.
概要２:「ロールプレイ」を取り入れることによって広がる英語教育の可能性について言及するにあたり、どのようにそれを使う か、そしてどういった効果を得られるか、ショーン･バンヴィル氏が説明する。また、実際に参加者は、バンヴィル氏によるロールプレイを使ったウォーミングアップ、文法、語彙学習、読解、リスニング、ライティングなどの授業を体験することができる。
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Lynne Murphy’s Bio Data: Teaching English at the Faculty of Medicine, Shimane University since April 2016. Her main interests are improvement of English language education and exploration of Japanese language and culture.
リン・マーフィー氏 略歴：2016年4月より、島根大学医学部にて英語助教。英語教育の向上、そして日本文化や言語に対して飽くなき探究心を持つ。
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John Telloyan’s Bio Data: Currently starting his 17th year as an English lecturer at the Faculty of Medicine, Shimane University. Prior to teaching English in Japan, he taught in the U.S. and China.
ジョン・テロイアン氏 略歴：島根大学医学部にて、17年前より英語講師を務める。アメリカ、中国においても英語教師としての経験を持つ。
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Sean Banville’s Bio Data: Sean is from London, England. He has been teaching English since 1993 and has taught in Thailand, Turkey, the UAE and Japan. He has a Master's degree in TEFL/TESL. He is the materials writer for nine English-learning websites, including BreakingNewsEnglish.com, and teaches at Tottori University and Tottori University of Environmental Studies.
ショーン・バンヴィル氏 略歴：イングランド、ロンドン出身。TEFL/TESL修士号取得。１９９３年より、タイ、トルコ、アラブ首長国連邦、日本など各国での英語教育者としての経験を持つ。BreakingNewsEnglish.comを含む９つの英語学習者向けウェブサイトの執筆にあたるとともに、鳥取大学、鳥取環境大学で教鞭を執っている。
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Event Report on the National JALT Website can be found here
22 people attended the event at Tottori University.
We at Tottori JALT were pleased to host two back-to-back presentations on Sunday, June 25, 2017. The first presentation was titled “Improving Student Motivation through Using Language Support Centers: How the “E-Clinic” Benefits the English Program at Shimane University” and was presented by Lynne Murphy and John Telloyan of Shimane University. Lynne and John introduced to the audience the dynamic impact that an English language support center, like the “E-clinic” at Shimane University, can have on the student population. They explained how effective and varied use of such a center can influence students’ motivation towards English, referring to their experience as a successful example. Lynn and John began by examining the need for such a center, then explained the history of their own center, introduced to the audience some of the challenges they faced in terms of financial support and space availability and how to overcome these challenges, and then inspired the audience to start the process of opening their own centers at their respective educational institutions. Through Lynne and John’s presentation we learned that language support centers can be used to host language learning lectures, provide essential resources to students, and make available a location where students can seek advice about foreign language study. We at Tottori JALT hope such centers can be opened at more institutions throughout Tottori and Japan for the benefit of our students.
The second presentation was titled Role Plays – Activities with the Potential to Teach Everything! ロールプレイを使った英語教育の可能性 and was presented by Sean Banville ofTottori University and Tottori University of Environmental Studies. He presented his ideas on the versatility of role-play activities and showed us how role-plays can be used to teach all skills and aspects of English. We looked at the effectiveness of role-plays as an activity to get students out of their shells and have fun with language learning. Sean also explained how role-plays can bring F.I.R.E. to your class, where F.I.R.E. stands for the ability for role-plays to bring Fun activities that Integrate language learning and Recycle language learned and Exploit everything in the classroom. Attendees took part in several fun role plays for warm-ups, grammar, vocabulary, reading, listening, writing, functions, decision-making and more. Twenty-four people attended the engaging and motivating June 25 Tottori JALT workshop.
Reporter: Christopher Hollis
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April 23, 2017 (Click here for a PDF of the event information) (イベントに関する詳細は、こちらをクリックしてください)
Presentation Title: "Mini Speeches"「ミニスピーチを使った教授法」
Presenter: Caroline Lloyd of Hiroshima YMCA
キャロライン ロイド （広島YMCA）
Presentation Abstract: "Mini Speeches"
An activity that can be used across all levels and all ages. ‘Mini speeches’ give students ownership of the language, which helps build confidence to speak in front of people while at the same time, improving their vocabulary, grammar and writing skills. This presentation will show how mini speeches work and give some examples. I will focus mainly on elementary school and junior high school but will also give some other examples for older students. In the second part of my presentation, I will share some other activities that have been successful in getting students to talk.
概要:「ミニスピーチを使った教授法」
年齢やレベルを問わず、幅広い学習者を対象としたアクティビティのひとつに、「ミニスピーチ」を使ったものがあります。「ミニスピーチ」を使うことで、ボキャブラリー、文法、ラィティング能力を向上させると同時に、学習者が人前で話すという行為から、英語力に対する自信を付けることができるという効果もあります。このたびの講演では、具体的にはどのように「ミニスピーチ」を英語教育の中で利用するかという例を取りあげてみたいと思います。特に、小学校から中学校の年齢の学習者について注目して取りあげる予定ですが、それよりも年齢の高い学習者に対しての例も述べます。後半は、学習者が話す、という面で実際に効果を上げたアクティビティについてご説明します。
Presenter's Bio Info:
Currently the Chief Coordinator of the Hiroshima YMCA School of Languages, Vice-Principal of YMCA International Kindergarten in Hiroshima, and teacher trainer for the YMCAs in West Japan. Caroline is the Immediate Past President of the Japan Association for Language Teaching (JALT)
キャロライン ロイド略歴：
現在、広島ＹＭＣＡ外語学院チーフコーディネイター、ＹＭＣＡ国際幼児園副園長、ワイズメンズクラブ西日本区教師養成役などを務めた。全国語学教育学会（ＪＡＬＴ）前会長。
Event Report on the National JALT Website can be found here
27 people attended the event at Tottori University.
Caroline showed how mini-speeches (a guided step-by-step process to building a short speech using pictures and word prompts) work and gave practical examples on various topics, such as “introductions, likes, internet usage, vacations, pets,” etc. She began by outlining what ‘mini speeches’ are and how they can help students build confidence in public speaking. These activities can be used across all levels and ages, and improve students’ vocabulary, grammar and writing skills by giving them ownership of the language. Caroline focused mainly on elementary school and junior high school but also gave some other examples for older students. The students are guided through their speech writing, they then memorize it at home, and present it to the class the following week.
Mini speeches: (1) are an effective way to improve students’ language skills, (2) can be used by the students to express their own ideas on a variety of topics, (3) get and keep students involved in all steps, (4) help students develop the ability to express their ideas in a logical way, (5) create situations where students can use a variety of grammar and vocabulary, and (6) help students get used to speaking in front of others.
In the second part of the presentation Caroline shared some other activities that she has found successful in getting students to talk. She showed us how to use the creativity of the students to make interesting situations for phone conversations, and shared with us how to use a TED Talk to start discussions within the classroom that keeps the students engaged on various timely topics, such as politics, technology and music.
Reporter: Christopher Hollis
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March 12, 2017 (Click here for a PDF of the event information) (イベントに関する詳細は、こちらをクリックしてください)
Presentation Title:
"Group Dynamics in the Language Classroom (with Lots of Songs)"
「言語学習における集団力学について～歌を効果的に利用しながら～」
Presenter: Tim Murphey, PhD ティム・マーフィー博士（神田外語大学）
- Professor at Kanda University of International Studies and past plenary speaker at JALT’s International Conference on Language Teaching and Learning
Presentation Abstract:
"Group Dynamics in the Language Classroom (with Lots of Songs)"
Based on my book with Zoltan Dornyei, first I will give an overview of the importance of teachers attending to group dynamic processes and stages to help students learn more socially and interactively in language classrooms. We will then go through the four main stages in group life (forming, transition, performing, and dissolution), and look at the special needs and problems that seem to occur in most classrooms.
Time permitting, in the second half of the workshop, we will look more closely at the use of songlets (short songs) in getting students to bond and acquire good learning strategies and life-skills.
概要:
「言語学習における集団力学について～歌を効果的に利用しながら～」
本講座は、ゾルタン.ドーンイェイ氏とティム.マーフィーの共著に基づいて、言語教育における集団力学への教師の理解の重要性を解説する。具体的には、集団の成長過程を表す4つの段階（形成期、成長期、円熟期、衰退期）のそれぞれの中で、教師がどのように働きかけるべきか、どのような問題が起こりうるか、について注目する。
講座の後半は、ソングレットと呼ばれる短い歌を言語教育に取り入れることで、学習者間に繋がりを生み出すなどといった効果があることについて取り上げる。
Presenter's Bio Info:
Tim Murphey (PhD Université de Neuchâtel, Switzerland, Applied Linguistics) professor Kanda University of International Studies, TESOL’s Professional Development in Language Education series editor, co-author with Zoltan Dörnyei of Group Dynamics in the Language Classroom: Originally from Florida, USA, Tim Murphey has been teaching English for more than 30 years in Japan as well as the US, Switzerland and Taiwan. He did his PhD in Switzerland, and has taught in graduate schools in three countries as well as being an external examiner for a dozen PhD dissertations worldwide. He has worked full-time at three Japanese universities, and part-time at four more. He trains junior high and high school teachers in a variety of programs every year and is the author, co-author, and co-editor of books and various professional articles for teachers and learners of English. He is currently a professor at Kanda University of International Studies in Chiba.
ティム・マーフィー略歴:
アメリカ、フロリダ出身。スイスでの10年間（博士後期課程）を含め、アメリカ、日本、台湾の三カ国で30年以上の指導経験を持つ。世界中で数多くの博士課程学外試験官も経験している。日本で3つの大学で専任として、その他四つの大学で非常勤講師を務めた。毎年中学高等学校の教員向けに研修講座を開講し、数多くの英語教育にかんする専門書の発行に携わっている。現在、神田外語学院大学（千葉）教授。
Get to Know the Presenter (Links to learn more about Tim Murphey):
Please have a look at these videos from Tim's students: (Click the links to open YouTube)
- Video One: Real Voices of Japanese Students
- Video Two: Real Voices #2
Videos of Tim's past presentations: (Click the links to open YouTube)
- Video One: Tim's presentation about "Near-peer role modeling"
- Video Two: Using Song and Music in the classroom
Videos of Tim's summer workshop with a group of JHS teachers. At the end of the course, three of the students made this video: (Click the link to open GoogleDrive and view the video)
- Video: https://drive.google.com/file/d/0ByFzkDtBJQ6BQ2xhVmhNZlZsYzA/view?ts=5870bdc7
Information about Tim Murphey: (Click the links to open in a new browser)
- Information about Tim's past plenary speaker presentation at JALT’s International Conference on Language Teaching and Learning:
http://jalt.org/conference/jalt2010/plenary-speakers
- Tim Murphey's Homepage (Articles, Books, Teaching Resources, Etc.):
http://www.kuis.ac.jp/~murphey-t/Tim_Murphey/Short_CV.html
- Tim Murphey's very impressive Curriculum Vitae (CV)
http://kandaeli.academia.edu/TimMurphey/CurriculumVitae
Information about Tim Murphey's books: (Click the links to open in a new browser)
- Tim's Amazon page: https://www.amazon.com/Tim-Murphey/e/B001HMNLU6
- The Tale that Wags (a novel about university entrance exams) is available in English and Japanese here:
- A link to a book about Earl Stevick's work
Cost: JALT Members are FREE. Non-JALT Members are 1000 Yen. Students are 500 Yen.
JALT会員は無料、非会員は1000円、学生割引は500円
(Click here for a PDF of the March 12 event information) (イベントに関する詳細は、こちらをクリックしてください)
Event Report on the National JALT Website can be found here
32 people attended the event at Tottori University.
Tim Murphey started by outlining the importance of group dynamics and how we can help students learn more socially and interactively. We went through the four main stages in group life (forming, transition, performing, and dissolution), and looked at the special needs and problems that seem to occur in most classrooms. We also looked closely at the use of songlets (short songs) in getting students to bond and acquire good learning strategies and life-skills.
We began the afternoon discussing the various issues that students feel during (and bring to) the classroom, and how to help build strong and healthy relationships between students. We talked about how to nurture the, all important, “feeling that you belong in the group” and how to attune/synchronize classmates with each other. Tim talked about how this is an important part of any language learning classroom because student-to-student relationships are key to learning success and students often learn more from each other than they do from the teacher. Next, Tim had us ask each other “How are you, today?” and we sang our responses with the answer of “Super, happy, optimistic, joyful, and prodigious.” This type of interaction was but one example of how Tim uses songlets (short songs) to encourage a positive learning environment that builds meaningful relationships between students.
Next, Tim discussed ways to encourage students to start talking to themselves in their L2 because this will encourage proactive language learning. As an example of an activity that we can use in the classroom, Tim had us shadow each other in order to synchronize ourselves with our fellow classmates. We also practiced story retelling, split stories, and spaced repetition within the classroom. We discussed how telling a story of ourselves making a mistake (and what we learned from it) can encourage students to feel more comfortable with making mistakes in the language classroom (and beyond). Then, we talked about the eight ways to reduce stress (“COPS and BEES”) and the 5 ways to happiness (Smile, Breath, Look-up, Singing, and Love). Next, we discussed having students write a “language learning history booklet” to shape the environment and to encourage student bonding and improve group dynamics. We concluded with a bit about social testing and how to encourage our students to evaluate themselves because, after all, both cooperation and autonomy are important qualities that every student needs to develop in order to assure future success.
It was a rewarding afternoon of thinking about and actually experiencing positive group dynamics within the classroom. We hope Tim Murphey can come back to Tottori again sometime soon to talk more on the subject.
Reporter: Christopher Hollis
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