Our understanding of the brain and the nature of learning has developed considerably in the last few decades. Advances in technology allow us to explore learning as it happens through brain-mapping and neuro-imaging Findings from neuroscience offer a different perspective on how brains learn successfully that are evidence based.
(1)This presentation will discuss the extent to which 6 non-English major students have clear L2 Possible Selves. First, the terms will be defined and the current research in this field summarized. Several learner archetypes will then be identified and the implications for future teaching will also be discussed.
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(Keynote address) Language Teaching, Digital Technology and Assessment
E-learning of foreign languages is spreading exponentially. Some of the many different ways this is manifested include textbook based websites, blended classrooms and wholly online environments. In turn, teachers and researchers are becoming more and more knowledgeable about the various components of e-learning. These include choices of online materials and applications, ways to organize different kinds of e-learning lessons, and the uses of different kinds of digital technology (both hardware and software). In order to try to understand the way in which e-learning is heading the presenter and his colleague carried out a three year study of university teachers in six different countries (Australia, Japan, New Zealand, Singapore, UK, and the USA). The study examined the practices of expert teachers and found that there were many commonalities in teaching philosophy, use of technology, and classroom approach; there was, however, less information available on types of assessment. Subsequently assessment became the focus for the next round of research. This presentation will, therefore, attempt to:
1) Give an overview of current e-learning practices in EFL/ESL.
2) Report on ways that teachers can give feedback and assess student work using digital technology.
3) Identify a number of topical issues linking assessment and technology.
Much of the spoken language found in English textbooks or classrooms may appear strange, or even rude, in real communicative situations. We will first consider the ways that pragmatics may offer insights into how language is actually used in social contexts, then try out a range of pragmatics-focused classroom activities.
This presentation considers various effective methods of feedback beyond comments written in red pen. The first speaker (Otoshi) will discuss a project in which upperclassmen have been trained to advise students on their writing. The second speaker (Draper) will present a case study and student evaluation of peer feedback workshops.
This presentation introduces websites and apps ideal for learners of all levels. It shows participants how these technologies help manage classes, and incorporate aural and visual elements to foster greater communications and creativity. It also outlines the benefits of using these technologies to supplement language learning and extend classroom interactions.
Japanese L2 students often have difficulty communicating in English. This presentation offers concrete advice on mitigating this problem. The first speaker will discuss rehearsal and show how it can improve spoken fluency. The second speaker will introduce communication strategies and outline teaching activities to help students navigate linguistic deficiencies.
This workshop presents five activities that can be used to increase student engagement. Facilitators will give a short introduction of their activities, along with any materials/handouts that participants might need. Finally, breakout sessions will be held to assist participants in adapting the activities for their needs.
Many local events, such as the Shikoku Pilgrimage, invite visitors and residents to enjoy the cultural, historic, spiritual and artistic aspects of the area. These events provide opportunities for sharing local customs and for creating a sociable environment in English.
Basing upon the principle established by Brazil (1985), the function of discourse intonation shall be elaborated upon not as a well ruled form of utterance, but as a speaker’s intention, which conveys information involved in an ever-changing context of interaction.