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.
Most people shy away from presenting in their native language, let alone a second one. In fact, presenting in a second language can be incredibly intimidating for students. Reasons for this include fear, low self-esteem, poor preparation, and of course, foreign language skill. This talk will focus on methods I use to help my students overcome these challenges.
Despite the importance of improving English writing skills to help Japan participate in the international community, writing is often ignored by curriculum designers and instructors. This presentation argues that writing deserves a place in language education, and offers some strategies for meaningful instruction.
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.