Tag: Japan

7th Annual CUE ESP Symposium – Submission deadline extended until July 21

𝐉𝐀𝐋𝐓 𝐂𝐔𝐄 are pleased to announce our forthcoming 𝐄𝐒𝐏 𝐒𝐲𝐦𝐩𝐨𝐬𝐢𝐮𝐦, which will be held 𝐢𝐧 𝐜𝐨𝐥𝐥𝐚𝐛𝐨𝐫𝐚𝐭𝐢𝐨𝐧 with the 𝐉𝐀𝐋𝐓 𝐈𝐰𝐚𝐭𝐞-𝐀𝐨𝐦𝐨𝐫𝐢 Chapter, on 𝐒𝐞𝐩𝐭𝐞𝐦𝐛𝐞𝐫 𝟐𝟏 at 𝐈𝐰𝐚𝐭𝐞 𝐔𝐧𝐢𝐯𝐞𝐫𝐬𝐢𝐭𝐲.

Event Registration open. Register below.

https://events.jalt.org/event/21/registrations/

Plenary Speaker lineup:

https://events.jalt.org/event/21/program

𝐂𝐚𝐥𝐥 𝐟𝐨𝐫 𝐒𝐮𝐛𝐦𝐢𝐬𝐬𝐢𝐨𝐧𝐬:

We invite posters in English or Japanese exploring various aspects of English for Specific Purposes (ESP), including requirements analysis, materials development, methodology, data-driven learning, corpus linguistics, summaries of ESP research, or other relevant themes.

Link here.

https://tinyurl.com/y5w8n93c

𝐃𝐞𝐚𝐝𝐥𝐢𝐧𝐞 𝐟𝐨𝐫 𝐬𝐮𝐛𝐦𝐢𝐬𝐬𝐢𝐨𝐧: July 21, 2024

𝐒𝐮𝐛𝐦𝐢𝐬𝐬𝐢𝐨𝐧 𝐆𝐮𝐢𝐝𝐞𝐥𝐢𝐧𝐞𝐬:

𝐂𝐨𝐧𝐭𝐚𝐜𝐭 𝐝𝐞𝐭𝐚𝐢𝐥𝐬: Complete name, institutional affiliation, and email address.

𝐏𝐨𝐬𝐭𝐞𝐫 𝐭𝐢𝐭𝐥𝐞: Maximum 12 words.

𝐒𝐮𝐦𝐦𝐚𝐫𝐲 𝐟𝐨𝐫 𝐰𝐞𝐛𝐬𝐢𝐭𝐞 𝐩𝐨𝐬𝐭𝐞𝐫: Maximum 75 words.

𝐄𝐱𝐭𝐞𝐧𝐝𝐞𝐝 𝐚𝐛𝐬𝐭𝐫𝐚𝐜𝐭: Maximum 200 words.

𝐏𝐫𝐞𝐬𝐞𝐧𝐭𝐞𝐫 𝐛𝐢𝐨𝐠𝐫𝐚𝐩𝐡𝐲: Maximum 50 words.

𝐏𝐨𝐬𝐭𝐞𝐫 𝐃𝐞𝐭𝐚𝐢𝐥𝐬:

Poster boards: 160cm (height) x 113cm (width), supporting A0 or A1 size.

𝐏𝐨𝐬𝐭𝐞𝐫 𝐏𝐃𝐅 𝐬𝐮𝐛𝐦𝐢𝐬𝐬𝐢𝐨𝐧 𝐝𝐞𝐚𝐝𝐥𝐢𝐧𝐞: 𝐒𝐞𝐩𝐭𝐞𝐦𝐛𝐞𝐫 𝟏𝟎, 𝟐𝟎𝟐𝟒.

𝐒𝐲𝐦𝐩𝐨𝐬𝐢𝐮𝐦 𝐏𝐫𝐨𝐜𝐞𝐞𝐝𝐢𝐧𝐠𝐬:

Poster presenters are urged to submit a 𝟏𝟎𝟎𝟎-𝐰𝐨𝐫𝐝 description 𝐛𝐲 𝐎𝐜𝐭𝐨𝐛𝐞𝐫 𝟏, 𝟐𝟎𝟐𝟒. Early submissions encouraged.

Note: Presenters advised against using numerous A4 size sheets for posters.

𝐏𝐨𝐬𝐭𝐞𝐫𝐬 𝐚𝐧𝐝 𝐞𝐬𝐬𝐚𝐲𝐬 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐚𝐜𝐜𝐞𝐬𝐬𝐢𝐛𝐥𝐞 𝐨𝐧 𝐭𝐡𝐞 𝐂𝐔𝐄 𝐄𝐒𝐏 𝐒𝐲𝐦𝐩𝐨𝐬𝐢𝐮𝐦 𝐰𝐞𝐛 𝐩𝐚𝐠𝐞 𝐩𝐨𝐬𝐭-𝐞𝐯𝐞𝐧𝐭.

Address:

020-0066

Iwate

Morioka

3 Chome-18-8 Ueda

Japan

July 17, 2024
Double Presentation – Adam Murray – March 3, 2024

A double feature presentation with Adam Murray at Iwate University.

Sunday, March 3, 2024

The Faculty of Education, Building 1 (教育学部一号館)
Room E22.

Free Admission.

Listening: The Essential Language Skill In the first part of my talk, I will talk about the impact of anxiety on foreign language learning. I personally became interested in this area of research from my experiences learning and using Japanese. I conducted a medium-sized study with 176 undergraduate students who were enrolled in compulsory EFL classes for non-English majors at four universities. I will talk about the design of the study in both practical and theoretical terms. I will also describe the relationship between listening anxiety and performance on the one-way listening tasks based on the listening section of the TOEIC test. In the second part, I will talk about listening instruction in the classroom. I will talk about some of the issues that need to be considered when selecting listening materials (authentic vs. textbook). Also, I will talk about students’ perceptions of listening materials in terms of perceived difficulty. Finally, I will demonstrate some supplementary listening activities that can be easily adapted for your classes.

Formative Assessment for the Language Classroom: Do’s and Don’ts Effective classroom-based assessment is essential for all language classrooms. At the end of today’s hands-on workshop, the participants will be able to: 1. Understand basic concepts about testing and assessment 2. Know the purposes of summative and formative assessment 3. Be able use some assessment tools in their courses

About Adam Murray:

Adam Murray is a professor at the University of the Ryukyus. His research interests are listening instruction, materials development, and classroom-based assessment. He is currently the President of the JALT Okinawa Chapter.

February 27, 2024
Double Presentation with Edo Forsythe and Jim Smiley

Date: Sunday, January 21, 2024 1:30pm

Location: AIINA – Rm 807

Cost: JALT Members – Free. Non-member – 1000 yen

Event Registration is here: https://www.facebook.com/events/1116409366393717/

Edo Forsythe
Student Perceptions of Benefits of Free Writing in English

Japanese university students are often required to perform free writing activities in their English language classes in an attempt to encourage confidence in writing in English. This session will explain the free writing activities used in the authors’ courses, discuss the changes in fluency observed, and provide qualitative data describing the participants’ thoughts about free writing activities. Attendees will receive ideas for effectively employing free writing in their English language classes to meet students’ desires.

Jim Smiley
Multiple document reading in Japanese English majors

One key aspect of successful academic writing is the capability to assess and evaluate information sources (Moon, 2008). Japanese undergraduate academic writers are known to trust authority sources in preference to anonymous writers when resolving controversial everyday topics (Kobayashi, 2014) and are capable of coherently arguing on social topics with which they have adequate topic knowledge (Stapleton, 2001, 2002). However, the issue of how undergraduate subject specialists deal with unresolved debates in their major field of study remains unknown. The speaker addresses the question of how advanced third-year undergraduate English majors resolve discipline-specific controversies in second- language theory. A mixed-methods research design centring on multiple document reading was used to investigate this question. Participants read two articles that presented conflicting perspectives on the critical period hypothesis (CPH). They answered comprehension questions on each article, submitted a written report on their beliefs about the CPH and participated in a semi-structured interview that collected information about their reasoning and writing processes. The results suggest that the role of prior beliefs, personal experiences and opinions strongly informs participants’ perspectives and that encountering alternative viewpoints may fail to generate a deeper critical engagement appropriate to this level. The presenter will discuss some implications for pedagogy relevant to developing subject specialists’ academic writing in the later years of undergraduate study.

JALT Officers Meet and Greet after the presentation.

January 14, 2024