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