Events http://conf.posterous.com Conferences, Seminars, Webinars on education, linguistics, language learning/teaching, e-learning, m-learning posterous.com 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。

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多読に関する特別講演 & 対談

 

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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)

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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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