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Using English as a SecondLanguage in Japan
Mitsuaki Hayase
December 18, 2005
Mie Branch, Chubu EnglishLanguage Education Society
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Outline of the talk: 4 parts
I. Getting ready to be a user of English as a
second language in Japan
--ESL in Japan-What does it mean?
--Bilingualism
--Code-switching
--English as an additional language (EAL)
--The idea of+2
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II. On Use
--Importance of use
--Condition of learning
--Communication continuum
--Four areas of use
--Check it out!...how are we usingEnglish?
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III. Demonstration
--Information (getting) on theInternet
--Multi-listening
IV. What do we need to do now?
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English as a Second Language
---What does it mean?
According toLDLTAL (2002):
(1)Narrow senseWhen English is
necessary for everyday life
(2) Loose senseWhen English is
learned after L1 is learned
I. Getting ready to be a user of English as a
second language in Japan
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English as a second language?
---What does Hayase mean?
--Loose senseWhen English is
learned after L1 is learned
--English as a second working
language ( Japans Goals in the21st Century, 2000)
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Bilingualism and Code-switching
What is a bilingual?
--What is your image of a bilingual?
Bilingual: A person who uses at least
two languages with some degree of
fluency (LDLTAL)
About half the world population isbilingual. (Grosjean 1982, cited in
Ichida 2003, p. 22)
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Hayase would say, We are all
bilinguals in one way or another.
A junior high school student with
1, 000 wordsa full-fledged bilingual
Code-switching (
English as an additional language (EAL)
The idea of 1 + 2
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Cook (2001) says:
Teachers should be clear in their minds that
they are usually teaching people how to use
two languages, not how to use one in
isolation.Rather, the aim is people whocan stand between two viewpoints and
between two cultures, a multi-competent
speaker who can do more than anymonolingual. (p.179)
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Becoming bilingual is a way of life.
Brown 1994 , p. 1)
Brown says:
Your whole person is affected as youstruggle to reach beyond the confines of
your first language and into a new language,
a new culture, a new way of thinking,feeling, and acting.
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II. On Use
Importance of use
(1)Skill-getting vs skill-using
(Rivers, 1981: 1st edition 1968)
(2) Usage vs use (Widdowson. 1978)
Skill-getting,usageknowledge ofthe language
Skill-using,useactual use of the
language
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Conditions for language learning
Harmer (2001, p. 70) says:
all that anybody needs to learn a new
language are those three elements: exposure,
motivation, and opportunities foruse.
Wills (1996, p. 11) says:
Essential: exposure, use, motivation
Desirable: Instruction
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Hayases scheme in Japan:
EXPOSURE INSTRUCTION PRACTICE USE
MOTIVATION
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Communication Continuum(Based on Harmer, 2001)
non-communicative end communicative end
communication continuum
grammar/vocabularypractice
pattern practice
reading aloud (
Dialogue practice.
.
.
communicativeactivities with
information gap but with
specific practice point
(ex) How many~?
Interview game about
families
authentictasks using all
and any language
at your disposal
to achieve a
communicative
purpose
(ex) Whats in
the card/Ten
differences in a
picture
use
inreal
life
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Four Areas of Use
Communication
Information (getting)
Entertainment
Intellectualization
*These four areas are not mutually
exclusive.
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1st Area of Use: Communication
--Writing emails and letters
--Talking with ALTs and native
speaker colleagues
--Talking with foreign students
--Keeping a diary: intra-personal
communication
--Posting messages on BBSs
--Joining in on-line chatting
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2nd Area of Use: Information (getting)
--Reading newspapers, magazines,books, pamphlets in paper as well as
on the Internet
--Listening to news on the radio andon the Internet
--Watching news, documentaries,
travelogues on TV and on theInternet
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3rd Area of Use: Entertainment
--Watching movies on TV, in theaters,and on the Internet
--Reading jokes in books and on the
Internet
--Reading literature in books and on
the Internet--Singing songs
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4th Area of Use: Intellectualization
--Preparing English classes
--Conducting classes in English
--Co-teaching classes with ALTs
--Doing research for writing papers
--Using English to improve ourselves
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Lets Us Check Our Use of English!
Please use the handout on
Using English as Second Language in Japan
http://www.cc.mie-u.ac.jp/~lq20102/useeng/userchart2.htmlhttp://www.cc.mie-u.ac.jp/~lq20102/useeng/userchart2.html7/29/2019 Hayase 0412
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Information (getting) on the Internet
BBC (U. K.)
CBS NEWS (USA)VOA (USA)
THE WHITE HOUSEPresidents Weekly Radio Address to
the Nation
III. Demonstration
http://www.bbc.co.uk/http://www.cbsnews.com/sections/home/main100.shtmlhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.voanews.com/english/portal.cfmhttp://www.whitehouse.gov/radio/http://www.whitehouse.gov/radio/http://www.whitehouse.gov/radio/http://www.whitehouse.gov/radio/http://www.voanews.com/english/portal.cfmhttp://www.voanews.com/english/portal.cfmhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.bbc.co.uk/http://www.bbc.co.uk/http://www.bbc.co.uk/7/29/2019 Hayase 0412
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Multi-listeningA Case Study
Bomb Blasts in Egypt on Oct 7, 2004!
Time lineEgypt Japan
10:00 p.m., Oct 7 5:00 a.m. Oct 8
7:00 a.m., no news on NHK
8:00 a.m., BBC
10:00 a.m., NHK1st Video 12:00 a.m., CNN (NHK)
2nd Video 17:25 a.m., ABC (NHK)
3rd Video 9:00 a.m., Oct 9, BBC
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The New York Times
October 7, 2004
BBC News in SpanishOctober 8, 2004
BBC News
October 8, 2004
Reading newspapers while listening..
Using Roboword
http://www.a2001.com/shop/roboword/new/index_dic.htmlhttp://www.a2001.com/shop/roboword/new/index_dic.html7/29/2019 Hayase 0412
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HPhttp://www.cc.mie-u.ac.jp/~lq20102/
http://www.cc.mie-u.ac.jp/http://www.cc.mie-u.ac.jp/http://www.cc.mie-u.ac.jp/http://www.cc.mie-u.ac.jp/7/29/2019 Hayase 0412
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IV. What do we need to do now?
1. Action Plan to Cultivate Japanese with English
Abilities ( March 31, 2003
--The entire public should be able to conduct daily
conversation and exchange information in English
based on basic and practical communication abilities
acquired at different levels of English education in
junior high schools, senior high schools and
universities
--University graduates should be able to use English
in their work
(Summary by Hayase)
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3. Finding situations where English
can be used in our lives
Situations for:primary school children
Junior high school students
Senior high school students
College students
Adults
4. Enrich our Japanese
2. Interest to use English outside class
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References
Books and papers
Brown, H. D. (1994).Principles of Language Learning andTeaching, 3rd Edition. Englewood Cliffs, NJ: Prentice Hall Regents.
Cook, V. (2001). Second language learning and language teaching.
London: Arnold.
Crystal, D. (2003).English as a Global Language, 2nd ed.
Cambridge: CUPGrosjean, F. (1982).Life with Two Languages: An Introduction to
Biligualism. Harvard University Press.Harmar, J. (2001). The Practice of English Language Teaching, 3rd
ed. Harlow, Essex: Pearson Education Limited.
Rivers, W. M. (1981). Teaching Foreign-Language Skills, 2nd ed.
Chicago: University of Chicago Press.
Widdowson, H. G. (1978). Teaching Language as Communication.
Oxford: Oxford University Press.
Willis. J. (1996).A Framework for Task-Based Learning. Harlow,
Essex: Pearson Education Limited.
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. 2001. .. 2003. Vol. 32, No. 8, pp. 22-33.
. 2004.
. 2000. No. 107, pp. 20-21.1986. ..2000.Websites:
Developing a strategic plan to cultivate "Japanese With English
Abilities" (2002)(http://www.mext.go.jp/english/news/2002/07/020901.htm )
Japan's Goals in the 21st Century (2000)
(http://www.kantei.go.jp/jp/21century/report/pdfs/index.html )
Regarding the Establishment of an Action Plan to Cultivate Japanese
with English Abilities (2003)(http://www.mext.go.jp/english/topics/03072801.htm )Dictionary:
LDLTAL
Richards, J. C., & Schmidt, R. (2002)Longman Dictionary of Language
Teaching and Applied Linguistics, 3rd ed. Pearson Education Limited.
http://www.mext.go.jp/english/news/2002/07/020901.htmhttp://www.kantei.go.jp/jp/21century/report/pdfs/index.htmlhttp://www.mext.go.jp/english/topics/03072801.htmhttp://www.mext.go.jp/english/topics/03072801.htmhttp://www.kantei.go.jp/jp/21century/report/pdfs/index.htmlhttp://www.mext.go.jp/english/news/2002/07/020901.htm