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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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, 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)

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

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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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 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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Fri, 28 Jan 2011 15:08:00 -0800 Language Symposium | CLI | Northwestern University April 15—16, 2011 http://conf.posterous.com/language-symposium-cli-northwestern-universit http://conf.posterous.com/language-symposium-cli-northwestern-universit
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Sounds really interesting, though I'll be in the U.K. then. Maybe next time.

Topics may include:
- Integrating global skills into language curricula
- Models of teaching languages across the disciplines
- Fostering the development of intercultural competence
- Cultural exchanges with universities abroad
- Making study abroad meaningful
- Service learning (i.e. language and community)
- Language study for careers and professions
- Language for special purposes (i.e. medicine, engineering, research, business, diplomacy, music, etc...)
- Assessing global language skills

Language instructors at all levels are invited to submit proposals; all languages are welcome.

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Tue, 04 Jan 2011 14:00:00 -0800 2011 KATE International Conference: July 1-2 (Friday-Saturday), 2011 http://conf.posterous.com/kate-the-korea-association-of-teachers-of-eng http://conf.posterous.com/kate-the-korea-association-of-teachers-of-eng

2011 KATE International Conference

July 1-2 (Friday-Saturday), 2011
HIT Building, Hanyang University, Seoul, Korea

Empowering English Teachers in the Globalization Era

Conference Theme and Topics of Interest

  • Approaches and Methodologies 
  • Curriculum / Materials 
  • The Use of IT in Language Teaching
  • Language Policy 
  • Material Writing and Design 
  • Second Language Acquisition 
  • English Language Testing
  • Teaching Young Learners 
  • International / Intercultural Communication
  • Other Areas in ELT
CALL FOR PAPERS 
  • Abstract proposal: 250 words maximum
  • Deadline: February 28, 2011

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Mon, 03 Jan 2011 10:04:00 -0800 UCL - Learner Corpus Research 2011 :15-17 September 2011 http://conf.posterous.com/ucl-learner-corpus-research-2011 http://conf.posterous.com/ucl-learner-corpus-research-2011
Learner Corpus Research 2011

To mark the 20th anniversary of its creation, the Centre for English Corpus Linguistics of the University of Louvain is organizing a conference entitled “20 years of learner corpus research: looking back, moving ahead” in Louvain-la-Neuve (Belgium) on 15-17 September 2011.

Conference themes

We particularly welcome papers that address the relevance of learner corpus research to:

Cognitive linguistics
Discourse studies
(e-)lexicography
Grammar and syntax
Language for academic/specific purposes
Language varieties
Lexicology and phraseology
Natural language processing
Second language acquisition
Second/foreign language teaching

The conference will also feature three thematic sessions, for which submissions are invited.

1. Language for Specific Purposes Learner Corpora (convenor: Magali Paquot)
The “Language for Specific Purposes (LSP) Learner Corpora” thematic session aims to bring together researchers that are particularly interested in the collection, annotation and analysis of LSP learner corpora and their practical applications.

2. Learner Corpora and Cognitivism (convenor: Fanny Meunier)
The “Learner Corpora and Cognitivism” thematic session aims to bring together researchers working with learner corpora (either as their main source of data or in combination with other data types) to help account for cognitive processes at play in second language acquisition.

3. Learner Corpora and World Englishes (convenor: Gaëtanelle Gilquin)
The aim of the “Learner Corpora and World Englishes” thematic session is to bring the fields of SLA and World Englishes one step closer to each other by examining the possible links and synergies between Learner Englishes and indigenised varieties of English, as they emerge from corpora.

 

Proposal Abstract (Uchida & Yamauchi)

Small-scale building of learner corpora for study of syntactic errors made by Japanese learners of English

Our four-year research project, which is supported by Japan Society for the Promotion of Science Grant-in-Aid for Scientific Research, aims at improving the writing ability of Japanese learners of English. The research focus of the project is on cross-linguistic influence in language learning, specifically syntactic transfer from Japanese to English, which is behind errors in learners’ interlanguages. By pointing out major syntactic traits commonly found in the production of learners, we aim to shortlist the problems caused by negative transfer that need to be addressed in college/university classrooms with urgency.

At middle-level colleges and universities in Japan, the average proficiency level of students is considerably lower than that of learners whose production data comprise the major learner corpora such as ICLE (Université Catholique de Louvain) and NICE (Nagoya University). This means that those corpora are not necessarily the right materials for the research performed in the purpose of improving proficiency of the majority of the Japanese college/university students. Rather, "personalised" corpora, consisting of data produced by special sets of learners, e.g., the students enrolled in a given course, should be collected and examined.

During the 2010 autumn semester, we set up several writing tasks for our classes using Moodle, and the students performed the tasks online outside of the classroom. The primary purpose of this pilot study was to collect data, but at the same time we intended to design our writing tasks to help motivate the students to use English online for communicative purposes and keep them engaged in productive activities, which was expected to be challenging for reasons discussed below.

This presentation will specifically address this latter issue. It will answer the following research questions: (1) How we can encourage students to get online and participate? (2) What types of topics are preferable for the learners? (3) How can feedback from the peers and teachers help to keep the activities going? These issues are significant especially in the context of teaching EFL to Japanese learners, since in Japan many non-English majors in universities have few opportunities to use English outside the classroom. For most of them writing in English is nothing but an ordeal, and very few have experience emailing, texting or social networking using English. Another factor to be considered is their lack of familiarity with computers: it is not uncommon for students, especially in their first year, to have little previous experience using computers at home. Under such circumstances writing activities outside the classroom tend to be difficult to organise and therefore careful designing of activities is prerequisite.

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Mon, 03 Jan 2011 02:20:00 -0800 ASIALEX - Asian Association for Lexicography: 22-24 August 2011 http://conf.posterous.com/asialex-asian-association-for-lexicography http://conf.posterous.com/asialex-asian-association-for-lexicography

I don't think I will present something but I've been interested in ASIALEX. Great to have it in Japan!

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ASIALEX 2011 (The 7th International Conference) is held in Kyoto.

Theme: LEXICOGRAPHY: Theoretical and Practical Perspectives

22-24 August 2011 

CALL FOR PAPERS/POSTERS/SOFTWARE DEMONSTRATION

All papers will be blindly reviewed. Prospective presenters are to submit abstracts to reach ASIALEX before 28 February 2011. Abstracts should be between 250 and 300 words, which do not include references. Abstracts should contain the following: three keywords, a central argument of the paper, how the study was conducted and some (preliminary) conclusions. Papers that fail to follow these guidelines will be rejected.

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Mon, 03 Jan 2011 01:59:00 -0800 Hawaii International Conference on Arts and Humanities http://conf.posterous.com/hawaii-international-conference-on-arts-and-h http://conf.posterous.com/hawaii-international-conference-on-arts-and-h
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  • The main goal: to provide an opportunity for academicians and professionals from various arts and humanities related fields from all over the world to come together and learn from each other. 
  • An additional goal: to provide a place for academicians and professionals with cross-disciplinary interests related to arts and humanities to meet and interact with members inside and outside their own particular disciplines. 

 

I'm presenting at this conference with my co-researcher: “DETECTING JAPANESE SYNTACTIC TRAITS IN LOWER-LEVEL LEARNERS' WRITTEN ENGLISH PRODUCTION” (Uchida & Yamauchi 2011).

presentation_20110109.mov Watch on Posterous

Abstract: 

Grammatical transfer has long been considered one of the major factors behind errors in learners’ interlanguages. In most cases discussed in the literature, however, the learners in question are at upper intermediate or advanced levels and the analyses tend to be focused on the differences between their production and that of native speakers. In the context of teaching English at middle-level colleges and universities in Japan, where the average proficiency level of students is considerably lower, a different approach to grammatical errors may be more appropriate.

So far in our project, pilot studies have suggested that learners at lower levels of proficiency predominantly rely on the grammar of their native language (i.e., Japanese), rather than only occasionally having recourse to it. In this presentation, we will show how particular types of ungrammatical structures repeatedly occur in such students’ written production, as a result of direct misapplication of Japanese syntactic rules. These include thematization, omission of reference to known information, and free word order, which are all characteristic of Japanese syntax.

As a preliminary to describing and explaining these error patterns in a more precise way, we are collecting more samples of learner language, through the use of Moodle modules such as “forums” and “assignments”. How we are organizing these activities and collecting data will be described.

 

 

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