In his presentation, Colin discussed how practice relates to language acquisition from both a theoretical and research perspective. The first half of the presentation focused on theoretical aspects of practice and how it relates to language skill development. Certain factors of practice that were mentioned included production vs. input based practice, intensive vs.
In the first half of the presentation, José discussed how traditional textbooks and classroom materials often fail to expose students to authentic spoken English conversation due to the limitations of the textbook medium and the tendency for instructors to use a “teacher” voice rather than a natural voice when addressing students in the classroom.
Stories, the original Wikipedia, are the oldest tool of teaching, and still the most potent. For most of human existence, we have used stories to share information and educate our offspring about the world. It is no wonder our brains have evolved to process stories so much more effectively (or did stories evolve to fit our brains?) than other formats of information delivery.
This presentation will outline the current publishing market in Japan for EFL/ESL textbooks by reviewing the various points of views of the publishing industry.
Many English Teachers will encounter a conversation or speaking evaluation test at some stage in their career. These may be for placement of students in a course, for needs analysis, or assessment for the students’ grades. While all tests need to be as valid and reliable as possible, for the teachers carrying them out, they also need to be practical and manageable.
The term practice has been viewed positively and negatively within the field of SLA. In other fields of pursuit however, practice is considered a vital part of skill learning. Whether it involves learning to drive a car or play the piano, practice is deemed a necessary cognitive process that people have to participate in order to perform any skill of high level.
Extensive Reading (ER) is regarded by many as an effective way to help language learners improve their language skills, with a general acknowledgement that "a wide range of learning benefits accrue [from ER but] the benefits do not come in the short term. Nevertheless, the substantial long-term benefits justify the high degree of commitment needed” (Nation, 2001, p. 156).
This presentation will review two websites: http://genderfluency.com and http://goldfish365.com. The first is designed to both present the findings regarding the fluency and dysfluency of gendered interactions and to show the importance of closely examining videos and transcripts of Japanese L2 interactions.
Our chapter held its annual Pecha Kucha night and four people gave presentations on a variety of topics. For the first presentation, Zack Robertson (“Quiet Learners: What to do?”) talked about different factors that can contribute to quiet, unenthusiastic classes and what can be done to improve them.
Tom introduced several ideas for bringing the latest neuroscience and technology into the language classroom. Augmented reality has now become a relatively feasible possibility for language learners utilizing google street view and expeditions with headsets, and Tom demonstrated how this technology could be harnessed to cover a wide range of language functions and content.