Events http://conf.posterous.com Conferences, Seminars, Webinars on education, linguistics, language learning/teaching, e-learning, m-learning posterous.com Fri, 30 Dec 2011 08:16:00 -0800 Hawaii International Conference on Education - Jan. 5-8, 2012 http://conf.posterous.com/hawaii-international-conference-on-education http://conf.posterous.com/hawaii-international-conference-on-education

Conference Website

Conference Program 

 

Our presentation:  Analysis of L1-Influenced Syntactic Errors in Japanese University Students’ Writing

Uchida & Yamauchi, 2012, January 5

Abstract: 

The authors have been building a small-sized learner corpus of their students’ writing as part of an ongoing study (2010-2013, supported by the Japan Society for the Promotion of Science Grant-in- Aid for Scientific Research: 22520573). This study aims to (i) identify and describe major features of Japanese EFL learners’ interlanguage grammar at an earlier stage in development, focusing primarily on errors possibly influenced by L1 syntax, and (ii) develop a practicable way for language teachers to progressively build learner corpora using data from their own classes.

During the 2010 autumn and 2011 spring semesters, the authors set up several writing tasks for their classes using Moodle, and the students performed these tasks online, which yielded a small-sized learner corpus including instances of errors that reflect features of the students’ interlanguage.

The focus of this presentation is on common errors that have been identified so far in the students’ writing that strongly suggest the influence of Japanese syntactic patterns, including: (a) mapping topic-comment structure in Japanese directly to subject-predicate structure in English; (b) omission of reference to known information, where zero anaphora is preferred in Japanese; and (c) confusion of predicate-argument relations, especially with psychological predicates. The advantage of sharing the students’ L1 on the part of teachers, as well as that of explicit introduction of some typological linguistic knowledge in classrooms, will also be discussed.

 

My presentation: Blogs in L2 Classroom: Maximizing Meaning-Focused Output 

Yamauchi 2012, January 7

Abstract
Opportunities to produce comprehensible output, as well as exposure to comprehensible input,  are necessary for successful L2 learning (Swain 1985, 1995; Krashen 1985, 1994). However, average Japanese EFL learnershave few opportunities to use English outside the classroom as in other EFL countries, and tend to lack opportunities to express themselves in English even in the classroom, as CLT has not taken root in schools yet. After six years of studying Enlgish in such an educational setting, many college students, especially those not majoring in Enlgish, are still at the false beginner level, seeing the language as just another subject to study, not as a tool for communication, and/or having negative feelings about using/learning English after many years of unsuccesful effort.  
In order to provide those false beginners with more ooportunities to produce comprehensible output, in a non-threatening way for weaker students, the author started by integrating student blogging into her language classrooms in 2011 Spring Semester, which was part of an ongoing project to develop an online communicative/collaborative language learning environment for Japanese EFL learners (2011-2013, supported by the Japan Society for the Promotion of Science Grant-in-Aid for Scientific Research: 23520696). 
Based on the 15-week classroom practice, this presentation outlines keys to effective implementation of online activities, including ease of accessibility and use, meaningful links between in- and out-of class activities, and face-to-face or online activities for focus-on-form,  and discusses how student blogging can facilitate L2 learning by motivating learners to communicate with each other, and maximizing the three functions of comprehensible output (Swain 1985, 1995). The next phase of the project, with more focus more on collaboration and communication between students, will also briefly discussed. 
References
Campbell, C., Kikuchi, A., & Palmer, R. (2006) Bridging the Gap Between CLT Theory and Practice in a Japanese Junior High School. (中学校での英語コミュニケーション授業: 理論を実践に結びつける) 『関西大学外国語教育研究』第12号 2006.10, pp.1-20 http://hdl.handle.net/10112/1466
佐藤臨太郎 (2009) Suggestions for creating teaching approaches suitable to the Japanese EFL Environment (日本のEFL状況に適した教授法創造の提案) THE LANGUAGE TEACHER 33.9 (SEPTEMBER 2009)  http://jalt-publications.org/files/pdf-article/33.09-art2.pdf
Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. and Madden, C. (Eds.), Input in Second Language Acquisition, pp.235-256. New York: Newbury House.
Swain, M. (1995) Three functions of output in second language learning. In Cook, G. and Seidelhofer, B. (Eds.) Principle and Practice in Applied Linguistics: Studies in Honor of H.G. Widdowson, pp.125-144. Oxford: Oxford University Press.

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Fri, 04 Nov 2011 12:00:00 -0700 [C4P] Task-based learning and teaching in Asia - May 19 -20, 2012 http://conf.posterous.com/c4p-task-based-learning-and-teaching-in-asia http://conf.posterous.com/c4p-task-based-learning-and-teaching-in-asia
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http://jalt.org/tbl/JALT_task-based_learning_SIG/Conference.html

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Fri, 04 Nov 2011 11:59:00 -0700 Task-based Learning Special Interest Group http://conf.posterous.com/task-based-learning-special-interest-group http://conf.posterous.com/task-based-learning-special-interest-group
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"The JALT Task-Based Learning (TBL) SIG is a new Special Interest Group aimed at teachers who currently use, or are interested in using, task-based approaches in the classroom. The SIG will focus in particular on issues related to Task-Based Language teaching and learning in the Asian EFL context, where TBLT has yet to enter the mainstream of language pedagogy. We hope that the SIG will serve as a useful forum for the exchange of practical teaching ideas, theoretical discussion, and academic studies of TBLT issues. SIG activities will include: (i) A regular publication, (ii) a mailing list for members and; (iii) an annual conference. "
http://jalt.org/tbl/JALT_task-based_learning_SIG/Welcome.html

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Wed, 02 Nov 2011 10:33:00 -0700 Moodle Moot Japan 2012 in Mie ムードル・ムート 2012 in 三重 http://conf.posterous.com/moodle-moot-japan-2012-in-mie-2012-in http://conf.posterous.com/moodle-moot-japan-2012-in-mie-2012-in
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http://moodlejapan.org/home/

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Mon, 31 Oct 2011 12:34:00 -0700 JALT2011| 37th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition 18 – 21 November, 2011, National Olympics Memorial Center, Yoyogi, Tokyo. http://conf.posterous.com/jalt2011-37th-annual-international-conference http://conf.posterous.com/jalt2011-37th-annual-international-conference
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Jalt CALL Forum at JALT 2011

The forum is titled, "Students utilize technology every day. . .Do your classes?" We will hope to bring the concept of CALL to a wider audience by featuring speakers who understand that students' lives are infused with technology and have decided to leverage that fact to improve their teaching.

TIME: Saturday Nov. 19, 12:40 - 1:40 pm.

PLACE: Main Hall

 

☆Our presentation

Title: Learning and growing with blogs in EFL contexts

Presentation category: Paper Presentation (Short Paper)

Summary (75)
Integrating web-based resources for communication in EFL classes helps provide a communicative environment where students can use English to interact with people beyond the classroom walls. This paper will discuss how language teachers can overcome challenges of students with limited computer experience and lack of motivation for learning by integrating a class blog with Web 2.0 tools (such as Twitter) to promote collaborative activities between classes in Japan and those overseas.

Abstract (150-250)
If teaching, learning, and growing are indeed a single, social process (Pederson, 2011), then integrating web-based resources for communication in EFL classes makes sense. These tools provide a communicative environment where students can use English to interact with people beyond the classroom walls. However, the potential benefits may not be reaped unless due consideration is given to students with limited computer experience (vis-à-vis cellphones), and those with negative feelings toward using or learning English. This paper will discuss how language teachers can overcome these challenges by utilizing a class blog for maximizing the advantages of technology integration. Keys to effective implementation of online activities include ease of accessibility and use, meaningful links between in- and out-of class activities, and face-to-face or online activities for focus-on-form. Two implementations of a class blog will be examined to compare different blogging platforms (Blogger vs. Posterous) and classroom settings (computer lab vs. regular classroom). The presenters will also show how Web 2.0 tools (such as Twitter) were used in combination with a class blog to further promote collaborative activities between classes in Japan and those overseas.

Reference:
Pederson, S. (2011). Scattered leaves. JALT 2011- 37th Annual International Conference on Language Teaching and Learning & Educational Materials. Retrieved from http://jalt.org/conference

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Mon, 31 Oct 2011 03:50:00 -0700 Bloggerを中心としたMobile, ウェブサイトの連携 | Teaching & Learning http://conf.posterous.com/bloggermobile-teaching-learning http://conf.posterous.com/bloggermobile-teaching-learning
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Blogger のWorkshop を Blogger でプレゼンしようというもくろみ。準備中。

→ 概要ページを作っておいて、あとで個別記事を作ってリンクを貼っていくというやり方で準備してみた。けっこうやりやすかった。

→ ワークショップはWi-Fi環境がないということなので、それを意識してみましたが、やはりもっと実際に触りながらやりたかったという声が。それはそうですよね。でも、家でやってみたいと言ってもらえてよかった。

=======================

多読に関する特別講演 & 対談

 

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Sat, 22 Oct 2011 08:01:00 -0700 GLoCALL 2011 - Effective implementation of a class blog in the traditional classroom setting http://conf.posterous.com/glocall-globalization-localization-in-call http://conf.posterous.com/glocall-globalization-localization-in-call
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October 28-29, Manila, Philippines

 

Effective implementation of a class blog in the traditional classroom setting: Toward more learner-centered EFL instruction
Mari Yamauchi

Keywords:

blogging, learner-centeredness, focus-on-form

Abstract:

Japanese university students not majoring in English have few opportunities to use English outside of the classroom, and tend to see English not as a tool for communication, but as just another subject to study. In this research, an online environment has been used to compensate for this disadvantage of EFL contexts and to provide a platform for students to share their writing and to post comments outside the classroom.

According to previous studies using Moodle which were conducted in 2010, this platform was not considered very user-friendly, especially by those students more accustomed to mobile phones than computers. Also, attitudes toward language and selection of topics might be implicated in student participation in online activities (Yamauchi 2011, Yamauchi & Uchida 2011).

Based on these findings, the following major modifications were incorporated in 2011.
i. A class blog was used as a platform, which allowed the students to post by email.
ii. Student blogging was explicitly integrated with class work.
iii. Topics and target language objectives were selected from the initial class survey, a Can-Do list adapted from CEFR, and students’ posts.
iv. Focus-on-form instruction was given before and after posting on a particular topic.

This presentation elucidates the above points and discusses the results to show what differences those modifications have made in student participation, and how student blogging, if successfully implemented, can motivate students to use English both in and outside the classroom.

References:

Presentation Slides:

GloCALL_2011_manila.mov Watch on Posterous

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Thu, 15 Sep 2011 13:48:00 -0700 Asia TEFL 2011 - The influence of L1 syntactic patterns on Japanese EFL learners’ interlanguage grammar http://conf.posterous.com/asia-tefl-2011-the-influence-of-l1-syntactic http://conf.posterous.com/asia-tefl-2011-the-influence-of-l1-syntactic

Call for Presentations

  • Theme: Teaching English in a Changing Asia : Challenges and Directions
  • Dates: July 27-29, 2011
  • Venue: Hotel Seoul KyoYuk MunHwa HoeKwan, Seoul, Korea

Subtopics

  • Approaches and Methodologies 
  • Curriculum 
  • Distance Education 
  • Education / Language Policy 
  • International / Intercultural Communication 
  • Second Language Acquisition 
  • Materials Writing and Design 
  • Multiple Intelligences and Learning Styles 
  • Teacher Education 
  • Teaching Young Learners 
  • Testing, Assessment, and Evaluation 
  • The Use of IT in Language Teaching 
  • Using Local Literatures in English or Translations for Teaching English

The abstract must not exceed 250 words, while the bio-data must not exceed 60 words. 

Deadline for Proposal Submission: February 10, 2011

(January 03, 2011 at  7:00 PM)

----------------------------------------------------------

Proposal Abstract (Yamauchi & Uchida) 

The influence of L1 syntactic patterns on Japanese EFL learners’ interlanguage grammar

The influence of L1 syntactic patterns on Japanese EFL learners’ Interlanguage grammar This presentation is a part of our 4-year research study (2010-2013, supported by Japan Society for the Promotion of Science Grant-in-Aid for Scientific Research: 22520573) that aims to (i) identify and describe major features of Japanese EFL learners’ interlanguage grammar at an earlier stage in development, focusing primarily on errors possibly influenced by the L1 syntax, and (ii) develop a practicable way for language teachers to progressively build learner corpus using data from their own classes.

During the 2010 fall semester, the authors set up several writing tasks for their classes using Moodle, and the students performed the tasks online outside of the classroom. The focus of this presentation is on common errors that have been identified so far in the students’ writing that strongly suggest the influence of Japanese syntactic patterns, including: (a) mapping a topic-comment construction in Japanese to a subject-predicate construction, which is likely to be linked to the use of a be-verb like Japanese topic marker wa; (b) omission of refernce to known information, where zero anaphora is expected in Japanese; and (c) confusion of predicate-argument relations, especially with psychological predicates.

The observation and analysis of the initial set of learners’ writing data suggest that seemingly diffferent grammatical errors may be derived from a common feature of interlanguage grammar. A further elaborated short list of such interlangauge features will help the teacher to effectively promote learners’ noticing of their problems and restructuring their interlanguage grammars.

20110612_10_osaka_4AsiaTEFL0725.pdf Download this file

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Sun, 12 Jun 2011 15:10:00 -0700 The Asian Conference on Language Learning - June 10-12 2011, Osaka Japan http://conf.posterous.com/the-asian-conference-on-language-learning-jun http://conf.posterous.com/the-asian-conference-on-language-learning-jun
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CONFERENCE THEME: "Connecting Theory and Practice"

Call For Papers: The abstract submissions deadline is April 1, 2011

The Asian Conference on Language Learning 2011 will be held alongside the Asian Conference on Technology in the Classroom. Registrants for either conference will allow attendees the option of attending sessions in the other.

(Originally Posted on February 03, 2011 at 11:00 AM)

-------------------------------------------------------

Abstract 

Detecting the influence of L1 syntactic patterns on Japanese EFL learners’ Interlanguage grammar

Yamauchi, Uchida & Kojima

In this presentation, the authors discuss findings from their ongoing study (2010-2013, supported by the Japan Society for the Promotion of Science Grant-in-Aid for Scientific Research: 22520573) that aims to (i) identify and describe major features of Japanese EFL learners’ interlanguage grammar at an earlier stage in development, focusing primarily on errors possibly influenced by the L1 syntax, and (ii) develop a practicable way for language teachers to progressively build learner corpora using data from their own classes.

During the 2010 fall semester, the authors set up several writing tasks for their classes using Moodle forums, which provided a secure environment within which students could experiment with online interactive English activities. The students’ forum posts were assembled into a learner corpus, for which purpose a tool is currently being developed to convert a Moodle xml file into a standard spreadsheet format.

The focus of this presentation is on common errors that have been identified so far in the students’ writing that strongly suggest the influence of Japanese syntactic patterns, including: (a) mapping a topic-comment construction in Japanese to a subject-predicate construction, as in the use of a be-verb in place of the Japanese topic marker wa; (b) omission of reference to known information, where no anaphora are normally used in Japanese; and (c) confusion of predicate-argument relations, especially with psychological predicates.

The observation and analysis of the initial set of learners’ writing data suggest that seemingly different grammatical errors may be derived from a common feature of interlanguage grammar. A further elaborated short list of such interlanguage features will be developed for teachers to help learners to notice problems and to restructure their interlanguage grammars.

 

Presentation Slides

20110612_osaka_ACLL_Yamauchi_Uchida_Kojima.pdf Download this file

 

Updated on June 13, 2011

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Sun, 12 Jun 2011 15:00:00 -0700 JALT CALL 2011, June 3 - 5 at Kurume University http://conf.posterous.com/jalt-call-2011 http://conf.posterous.com/jalt-call-2011
Jaltcall2011
Check out this website I found at jaltcall.org

The 2011 JALT CALL SIG Conference will be held on June 3 - 5 at Kurume University, Mii Campus, in Fukuoka.

The theme will be Building Learning Environments

Proposal submission : February 15

 

Proposal Abstract 

(Yamauchi & Uchida) 

Overcoming Barriers to Student Engagement in Using English Online

Japanese university students not majoring in English have few opportunities to use English outside of the classroom. In this study, online learning environments have been used to compensate for this disadvantage of EFL contexts. The authors chose Moodle forums, which provided a secure platform for students to experiment with online interactive English activities, such as discussions, sharing work, and posting comments. Also, one of the authors connected one of the classes to the Moodle network, which allowed students to roam into associated classes. These scenarios will be described in more detail in the presentation.

 

Before commencing our pilot studies, it was anticipated from a literature review and previous university classroom observations (Yamauchi 2009; Stout 2010; Kikuchi & Otsuka 2008; Kiyota 2008; and Maeda 2009) that most students had limited computer experience (vis-à-vis cellphones), some had negative feelings about learning or using English, some were reluctant to engage in dialogue, and classrooms provided limited access to ICT. These observed attributes were thought to inhibit participation in online activities outside of the classroom.


This presentation summarizes three case studies using Moodle for out-of-class activities, and presents student performance data and feedback to discuss the relationship between the above limitations and the motivation of students to participate. In brief, features of learning technology, characteristics of instructional settings, appropriateness of student skill sets, attitudes toward language, and dispositions toward dialogic interaction may be implicated in student behavior. Based on these findings, suggestions will be made to overcome the above limitations and increase student engagement.  (249)

 

(Posted on January 29, 2011)

 

Presentation Slides

20110605_kurume_JALTCALL_Yamauchi_Uchida.pdf Download this file

(Updated on June 13, 2011)

 

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Tue, 31 May 2011 18:47:00 -0700 FAB: Connecting Neuroscience and EFL (July 9 in Kitakyushu & July 10 in Kansai) http://conf.posterous.com/fab-connecting-neuroscience-and-efl-july-9-in http://conf.posterous.com/fab-connecting-neuroscience-and-efl-july-9-in

Plenary #1:
5 Powerful Teaching Techniques:
Improve Memory and Learning in the Classroom!

10:00 - 10:40 (July 9 in Kitakyushu, July 10 in Kansai)

 


Robert S. Murphy is a doctoral student in Cognitive Development and Applied Linguistics with over 18 years of teaching experience in Japan. He has been working closely with professors, staff, and graduates of the Harvard Graduate School of Education and their online WIDE World program, with the goal of connecting Harvard's research in Neuroscience, Psychology, and Education to TEFL in Japan. Robert is a tutor for the University of Birmingham, lecturer at University of Kitakyushu, and the editor of ETJ Journal.

What can teachers do to dramatically enhance student memory and learning in the EFL classroom? Five easy to implement techniques will be provided for teachers to take home and put on their classroom walls. This session will discuss provocative new discoveries in brain research and learning. The content, stemming from Robert's research at the Harvard Graduate School of Education, is cutting-edge yet highly practical. Plenty of powerful take-home activities for your EFL classroom. Make your life easier -and your students happier with these neuro-'logical' EFL techniques! 

Plenary #2:
Neuroplasticity:
How Emotion, Cognition and Movement Shape Learning

10:50 - 11:30 (July 9 in Kitakyushu, July 10 in Kansai)

 

 

Curtis Kelly (EdD) is a Professor of English at Kansai University in Japan. He has spent most of his life developing learner-centered methods and materials for English students, especially those with low confidence, ability and motivation. He believes learners should be pulled into English study rather than pushed. His 29 books include Active Skills for Communication (Cengage), Writing from Within (Cambridge), and Significant Scribbles (Longman).

We learn because the brain is plastic.  It is not hard-wired nor are processing areas fixed, as was long believed.  Of special interest to us is how the reward system of the brain affects plasticity and learning, including the super-learning we call addiction.  While we still do not have a complete view on the influence of dopamine, the fact that the reward system connects the cognitive, emotional, memory, and movement parts of our brains give us clues as to what might or might not work in the language learning.

Plenary #3:
ELT and “The Science of Happiness”

14:00 - 14:40 (July 9 in Kitakyushu, July 10 in Kansai)

 

 

 

Marc Helgesen is professor at Miyagi Gakuin Women's University, Sendai and adjunct professor at Teachers College Columbia University MA TESOL program – Tokyo. He is the author of over 150 articles, books and textbooks related to English Language Teaching and has been a plenary, featured or invited speaker at conferences on five continents.

As ELT teachers, we all deal with educational psychology – either with awareness or by default. This activity-based session looks at ways positive psychology (TIME magazine calls it “The science of happiness”) can be combined with clear language learning goals for active, invested learning.

Traditional psychology deals with mental illness. Positive psychology investigates mental health: What do happy, mentally healthy people do? How much of our happiness is predetermined (the “set point”)? This is more than “the power of positive thinking”. It is sharing with our students the concrete behaviors that elicit positive emotion (and endorphins!) and connecting them to language learning/practice tasks.

Plenary #4:
The Brain on Agency

14:50 - 15:30 (July 9 in Kitakyushu, July 10 in Kansai)

 

 

Tim Murphey (PhD applied linguistics, University of Neuchatel, Switzerland), professor at Kanda University of International Studies and adjunct graduate school professor at Waseda, Nagoya University of Foreign Studies, and Hawaii Pacific University, most recently publishes and presents with a a variety of international research groups spaning topics as diverse as emotions and SLA; student agency, voice, and motivation; and neuroscience applications in the classroom.

Organizing our classes to allow students to feel some control (agency) over language, by actually using it, can create routes to intense motivation. The resulting excitement is something students often want to repeat. This presentation briefly describes what happens in the brain and why it is so exciting and outlines practical ways that teachers can help their students use a foreign language agentively in order to feel this excitement repeatedly in and out of classes. This presentation of course overlaps with positive psychology, memory studies, and general learning principles of the brain, and seeks to examine directly the setting up of activities to provide more of the thrill of agency.

FAB-EFL.com Tuesday, May 17, 2011, 9:17 AM

 

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Thu, 19 May 2011 22:08:00 -0700 AILA 2011 August 23-28, 2011, Beijing http://conf.posterous.com/aila-2011-august-23-28-201-beijing http://conf.posterous.com/aila-2011-august-23-28-201-beijing

The 16th World Congress of Applied Linguistics(AILA2011) will be held in Beijing on August 23-28, 2011. Get registered and pay the registration fee on-line before April 15, 2011, you’ll enjoy the early bird discount.

Theme: Harmony in diversity: language, culture, society
Time:  August 23-28, 2011
Venue: Beijing Foreign Studies University, Beijing
Organizer: Organized by Association Internationale de Linguistique Appliquée (International Association of Applied Linguistics)
Hosted by: China English Language Education Association
Beijing Foreign Studies University
Foreign Language Teaching and Research Press.
National Research Centre for Foreign Language Education

Strands:
A: Language Acquisition and Processing
1.First Language Acquisition
2.Second Language Acquisition
3.Written and Visual Literacy
4.Psycholinguistics

B: Language Teaching and Learning
5.Mother Tongue Education
6.Standard Language Education
7.Foreign Language Teaching and Teacher Development
8.Learner Autonomy in Language Learning
9.Language and Education in Multilingual Settings
10.Educational Technology and Language Learning

C: Language in Professions
11.Business and Professional Communication
12.Translating, Interpreting and Mediation
13.Language and the Law
14.Language and the workplace
15.Language in the Media and Public Discourse

D: Language in Societies
16.Sociolinguistics
17.Language Policy
18.Multilingualism and Multiculturalism
19.Intercultural Communication
20.Applied linguistics within Asian contexts

E: Applied Linguistics and Methodology
21.Discourse Analysis and Pragmatics
22.Rhetoric and Stylistics
23.Contrastive Linguistics and Error Analysis
24.Lexicography and Lexicology
25.Multimodality in Discourse and Text
26.Language Evaluation, Assessment and Testing

Plenary Speakers:
Allan Bell (Auckland University of Technology)
Malcolm Coulthard (University of Aston)
Diane Larsen-Freeman (University of Michigan)
Barbara Seidlhofer (University of Vienna)
Gu Yueguo (Beijing Foreign Studies University, Chinese Academy of Social Sciences)

Invited Symposia:
• Patricia Duff (University of British Columbia): Multilingualism and Language Policy
• Gao Yihong (Peking University): Language, identity and globalization
• Nkonko Kamwangamalu (Howard University) & Gary Barkhuizen (University of Auckland): Migration, language maintenance and shift: Multiple perspectives
• Franćise Salager-Meyer (University of Los Andes): Languages for Specific Purposes
• Elana Shohamy (Tel Aviv University): Language Testing
• Marjolijn Verspoor & Kees de Bot (University of Groningen): Dynamic Systems Theory and Second Language Development

 

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Thu, 07 Apr 2011 23:12:00 -0700 Realizing Autonomy SATURDAY OCTOBER 29th in Nagoya http://conf.posterous.com/realizing-autonomy-saturday-october-29th-in-n http://conf.posterous.com/realizing-autonomy-saturday-october-29th-in-n
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Tue, 08 Mar 2011 20:31:00 -0800 The Asian Conference on Education - October 27-30 2011, Osaka http://conf.posterous.com/the-asian-conference-on-education-october-27 http://conf.posterous.com/the-asian-conference-on-education-october-27
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Conference Theme: Learning and Teaching in a Globalised World

As the 2009 and 2010 Asian Conferences on Education showed, education and lifelong learning have been seen as a solution to a host of local and global problems whilst globalized education systems are becoming increasing socially, ethnically and culturally diverse. The Third Asian Conference on Education extends these discussions to consider learning and teaching in a globalized world. The conference organizers encourage submissions that consider learning and teaching through one of the following sub-themes, although submission of other topics for consideration is also welcome:

- Challenges, resistances and negotiations in learning and teaching
- Community, culture and globalization
- Diversities, belonging and un/belonging
- Equity, social justice and social change
- Learning and teaching in a global knowledge economy
- Learning and teaching in glocal spaces

Call for Papers Deadline: July 15 2011

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Tue, 08 Mar 2011 02:00:00 -0800 The 9th Asia TEFL International Conference July 27-29 http://conf.posterous.com/asia-tefl http://conf.posterous.com/asia-tefl
Asiatefl

Call for Presentations

  • Theme: Teaching English in a Changing Asia : Challenges and Directions
  • Dates: July 27-29, 2011
  • Venue: Hotel Seoul KyoYuk MunHwa HoeKwan, Seoul, Korea

Subtopics

  • Approaches and Methodologies 
  • Curriculum 
  • Distance Education 
  • Education / Language Policy 
  • International / Intercultural Communication 
  • Second Language Acquisition 
  • Materials Writing and Design 
  • Multiple Intelligences and Learning Styles 
  • Teacher Education 
  • Teaching Young Learners 
  • Testing, Assessment, and Evaluation 
  • The Use of IT in Language Teaching 
  • Using Local Literatures in English or Translations for Teaching English

The abstract must not exceed 250 words, while the bio-data must not exceed 60 words. 

Deadline for Proposal Submission: February 10, 2011

(January 03, 2011 at  7:00 PM)

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Proposal Abstract (Yamauchi & Uchida) 

The influence of L1 syntactic patterns on Japanese EFL learners’ Interlanguage grammar This presentation is a part of our 4-year research study (2010-2013, supported by Japan Society for the Promotion of Science Grant-in-Aid for Scientific Research: 22520573) that aims to (i) identify and describe major features of Japanese EFL learners’ interlanguage grammar at an earlier stage in development, focusing primarily on errors possibly influenced by the L1 syntax, and (ii) develop a practicable way for language teachers to progressively build learner corpus using data from their own classes.

During the 2010 fall semester, the authors set up several writing tasks for their classes using Moodle, and the students performed the tasks online outside of the classroom. The focus of this presentation is on common errors that have been identified so far in the students’ writing that strongly suggest the influence of Japanese syntactic patterns, including: (a) mapping a topic-comment construction in Japanese to a subject-predicate construction, which is likely to be linked to the use of a be-verb like Japanese topic marker wa; (b) omission of refernce to known information, where zero anaphora is expected in Japanese; and (c) confusion of predicate-argument relations, especially with psychological predicates.

The observation and analysis of the initial set of learners’ writing data suggest that seemingly diffferent grammatical errors may be derived from a common feature of interlanguage grammar. A further elaborated short list of such interlangauge features will help the teacher to effectively promote learners’ noticing of their problems and restructuring their interlanguage grammars.

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Wed, 02 Mar 2011 20:05:00 -0800 ICBL - International Conference on Interactive Computer aided Blended Learning 2-4 November 2011 http://conf.posterous.com/icbl-international-conference-on-interactive http://conf.posterous.com/icbl-international-conference-on-interactive
Check out this website I found at icbl-conference.org

(2011-03-03_13

4th International Conference on Interactive Computer-Aided Blended Learning

2-4 November 2011 in Antigua Guatemala, Guatemala
http://www.icbl-conference.org

Topics of interest include but are not limited to:

Collecting experiences and needs of Education Institutions/Organizations in e-Learning
o Advanced strategies and conceptions
o Best praxis
o Advanced methods
o Teaching/Learning strategies
o Regional differences
o Language learning
o Embedded learning and learning on demand
o Knowledge management and learning
o Quality assurance, sustainability
o Cost-effectiveness
o Education policies
o Digital divide and learning
Technology-Enhanced Learning methodologies, tools
o Platforms and authoring tools
o Environments and tools for e-learning / m-learning / lifelong learning
o Language Learning Platforms and authoring tools
o CSCL (Computer Supported Collaborative Learning)
o GIS (Geographical Information Systems) in Education
o LBS (Location-Based Services) for TEL
o Mash-Up technologies
o Networks/Grids for learning
o Adaptive learning environments
o Responsive environments
o Tools for interactive learning and teaching
o Methods of content adaptation
o Adapted learning flow, content and monitoring process
Individual, social & organizational learning processes
o Knowledge management and learning
o Workplace learning
o Learning orchestration
o Ubiquitous learning
o Context-aware learning
o Self-regulated and Self-directed learning
o Cultural awareness
Pedagogical and psychological issues
o New learning models and applications
o New roles of the instructor & learner
o Problem and project based learning
o Collaborative knowledge building
o Serious game-based and simulated-based learning
o Story-telling and relfection-based learning
o Instructional design and learning design approaches
o Teaching techniques and strategies for blended learning
o Evaluation and outcomes assessment
o Social networks for learning
Technical and theoretical issues
o Learning Objects and Reusability
o Platforms and authoring tools
o Applications of the Semantic Web
o Remote and virtual laboratories
o Standards and style-guides
o Hypermedia applications and virtual reality worlds
o Ubiquous computing
o Digital HDTV and 3DTV supporting learning
o Embedded learning and learning ond demand
o Human-centered computing
o Accesible learning for all: visual, hearing and physical impairments
o Standards about accessibility and learning
Real world experiences
Mobile applications in learning
Pilot projects / Products / Applications

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Mon, 28 Feb 2011 13:30:00 -0800 45th Annual Conference and Exhibition | Brighton, 15th-19th April 2011 http://conf.posterous.com/45th-annual-conference-and-exhibition-brighto http://conf.posterous.com/45th-annual-conference-and-exhibition-brighto

Iatefl

 

My proposal

Title: Listening skills training to promote noticing, automatization and learner autonomy

Poster

Abstract:

Effective listening skills training should include a well-balanced combination of activities targeting both bottom-up and top-down processing, and also be designed to encourage learners to practice listening and speaking constantly. This study explores how activities such as dictation, dictogloss, and sharing learners' talks can be combined in a well-balanced manner, with a limited but motivational use of technology.

Summary:

Effective listening skills training should include a well-balanced combination of activities targeting both bottom-up and top-down processing, and training bottom-up processing skills is particularly important for Japanese learners of English, whose L1 is totally different - phonetically and syntactically - from the target language. It is also important, especially in an EFL environment, to design learning activities to encourage learners to practice listening and speaking constantly, both in and outside of the classroom. This study reports a 15 week EFL course focused on listening skills where the class meets face to face once a week at a traditional classroom. It explores how activities targeting different skills can be combined in a well-balanced manner. In class time, partial dictation using songs is given as a warm-up activity, and to explicitly teach a selected set of features of English sound, such as weakening, elision, liaison, and analogy from loan words, which are most challenging for Japanese learners (later on students play the role of teacher and take charge of the song dictation). After themed listening-for-meaning activities coupled with speaking practice, a dictogloss task is given to revisit what they have learned and promote noticing. As homework, they are asked to record and share their speech or conversations, and comment on each other on an online sharing site, where timely feedback from the teacher is given. Their reflection journals are shared online too. The results will be discussed and analyzed in the presentation.

(Originally Posted on January 03, 2011 at  8:31 PM)

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準備!

 

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Mon, 28 Feb 2011 13:11:00 -0800 The Asian Conference on Technology in the Classroom June 10-12 2011 http://conf.posterous.com/the-asian-conference-on-technology-in-the-cla http://conf.posterous.com/the-asian-conference-on-technology-in-the-cla
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Technology and Education

C4P: Proposal Submission due on April 1

e-learning and collaborative learning
Interactive Whiteboard technologies (Blackboard, WebCT, etc.)
Integrating e-learning in classroom based language teaching
Social networking
Mobile technologies
Web 2.0 technologies in the classroom
Beyond Web 2.0
Digital literacy
Multimedia
Mobile learning
Teaching online
Open and distance learning technologies
Education in a virtual world
Virtual and personal learning environments
Human Computer interaction
Computer Assisted Language Learning (CALL)
Computer Adaptive Testing
Web-based Writing Education
Web-based learning
Wikis, Blogs and Online Journals
Language Labs
Instructional Technology
Telecollaboration
Virtual Communities
New Technologies
Video Podcasting
Moodle and Classroom Teaching
Learning Systems Platforms
e-Assessment and new Assessment Theories and Methodologies
Future Classrooms
Support Centers

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Mon, 28 Feb 2011 12:54:00 -0800 PKETA: September 23-24, 2011 http://conf.posterous.com/pketanews http://conf.posterous.com/pketanews

The Pan-Korea English Teachers Association calls for presentations for its annual International Conference.

** Theme: New Directions for Teaching English: Promoting Learner Autonomy and Authenticity for Global Communication

** Date: September 23-24, 2011

** Venue: Pusan University of Foreign Studies, Busan, Korea

**** Deadline of Proposal Submission: March 31, 2011

The keynote speaker for the PKETA 2011 Conference is Phil Benson (Hong Kong Institute of Education). Many EFL experts will come from around the world.

(Originally Posted 2011 01 04 1:26PM)

あれ、コメント欄がみれないな。iPod Touch 版だけ見れる。???

  • On Topic Marker?
  • Authenticity?  

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Tue, 15 Feb 2011 20:41:00 -0800 Cognition, Conduct & Communication - CCC 2011, 6-8 October, Poland http://conf.posterous.com/cognition-conduct-communication-ccc-2011-6-8 http://conf.posterous.com/cognition-conduct-communication-ccc-2011-6-8
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