This is a mini-conference, jointly sponsored by Aichi University, in which each presenter will speak for about 45 minutes on their topic, and then there will be an open discussion/symposium. Details of exact timings and topics will follow soon.
In the first part, Adam will talk about the impact of anxiety on foreign language learning. He personally became interested in this area of research from his experiences learning and using Japanese. Although the majority of anxiety-related research focuses on speaking, his research is on foreign language listening anxiety.
The current trend in pronunciation seems to be shifting from pursuit of native-like pronunciation to mutual intelligibility among the speakers, in the form of English as an International Language (EIL) or English as a Lingua Franca (ELF). It is known that the phonetic variables in an accent trigger different attitudes in the hearer towards the speaker, which is also true of L2 English.
In this presentation the speaker will examine the possibilities of contextualizing Content Language Integrated Learning (henceforth, CLIL) into Japanese elementary schools, and discusses how to implement CLIL lessons which are adjusted to Japanese educational settings. In Japan, it is a priority to improve students’ English communicative proficiency.
In this workshop, we will consider how centrally important the teacher is for what happens within the classroom, not just in terms of the practicalities of teaching but also in terms of the classroom atmosphere and learner motivation. If the teacher is not engaged and motivated, then it is unlikely their learners will be.
Traditional grammar teaching consists of focus on forms where L2 learners conduct grammar practice without necessarily understanding the meaning of the sentences. On the contrary, focus on form is a different approach to grammar teaching where students can focus on the meaning before focusing on form.
This workshop will introduce three communicative writing tasks that could be incorporated into a variety of English Communication classes: writing to prepare for conversations and discussions, writing anecdotes, and formal debate. The writing tasks share the following characteristics:
1. There is a clear communicative purpose.
2. They can facilitate oral communication in class.
A great deal of literature has been produced highlighting the importance of culture as a part of language teaching. As a result of this growing awareness, many textbooks, teacher resources and guides have been produced to assist teachers, like me, who want to raise students’ awareness of culture but are a little unsure about how to do it.
This workshop is intended to help you become a better judge of your students’ speaking. The presenter will outline a group “small-talk” type test that targets an often under-represented facet of speaking assessments – interactional language and skills.
Toyohashi JALT will hold its annual May barbecue and picnic at the usual place in Takashi Ryokuchi Park, which lies to the south of the Aichi University campus. Everyone is welcome - members, guests and visitors. Barbecue will be provided, but please bring along something extra to eat or drink. There are stores located around the park, which is next to Takashi station on the Atsumi Line.