Can teachers draw students’ attention to their errors while engaging in meaningful language use, or is doing so too disruptive to the flow of natural communicative interaction? This presentation considers whether or not teachers can easily implement form-focused instruction (FFI) in their classroom. The speaker will present results from her research and discuss pedagogical implications.
To celebrate Matsuyama Chapter's 30th anniversary, we will get together after the January meeting inviting the guest speaker and the founder, Steve McCarty. Any old members or anyone who knows Mr. McCarty are welcome to join us.
(Meet at Okaido entrance of Mitsukoshi Dept. Store at 6:15)
For the Matsuyama JALT 30th Anniversary, the founder will show scanned documents from 1984 and invite reflections on the Chapter’s bilingual, community service approach.
The first half of the presentation will introduce the fundamental difference between the first language acquisition and the second language acquisition. Given that acquiring a second language is vastly different from acquiring the first language, the latter half of the talk will offer some suggestions for teaching English better to Japanese learners.
Japanese elementary and secondary school students have limited opportunities to communicate with their peers from abroad. This presentation will focus on establishing and maintaining intercultural exchange programs between Japanese students and young people in English speaking countries.
Education aims to bring about changes in learners through teaching, preparing them for the world of the future. With this goal in mind, the speaker and a specially-selected group of people have jointly organized and conducted an open-lecture course called “Living in an Age of Globalization” for the general public. The details will be presented at the meeting.
Conversations in Class is a textbook which was developed to encourage Japanese learners to actively participate in unscripted interactions in English language classroom. The presenter will explain the basic rationale for the material in the textbook, how it can be adapted to suit various levels and situations, and ideas for assessment.
What L1 support do Japanese students prefer in the EFL classroom, and is this affected by participants’ L2 proficiency? Today’s discussion involves two studies. The first study: students’ and teachers’ responses revealed an inverse relationship between their L2 proficiency and Japanese use. Second study: students had a strong desire for L1 support for emotional reasons.
After the featured speaker talks, the latter part of the programme will include sessions for 30-minute presentations/short papers (20 minutes + 10 min Q&A).
Project-Based Language Learning is slowly gaining popularity in Japan’s EFL classrooms but what exactly is it and why are increasingly more teachers trying it? When should we (not) use it and how can we effectively implement EFL projects? This workshop addresses these issues through a sequence of related activities and discussions.