Summary
This workshop aims to demonstrate diagnostic EFL listening teaching methods especially for Japanese learners based on evidence and two theories on human information processing and the metacognitive process of language learning. The audience is expected to be involved in hands-on activities. By the end of this workshop, the audience will gain some practical and diagnostic strategies to teach EFL listening. If you are not confident in teaching EFL listening, this workshop is for you.
Abstract
This workshop aims to demonstrate diagnostic EFL listening teaching methods especially for Japanese learners of English based on evidence and two theories on human information processing and the metacognitive process of language learning. Despite a high number of new materials available for EFL listening and the invention of audio technology in the past 50 years, actual classroom teaching methods in EFL listening have changed little: Play an audio file, make learners answer questions, tell them the answers, give handouts (translations, audio scripts and vocabulary) and tell them to keep listening to the audio files until they fully understand them. These ways are NOT instructional because learners are left alone to work out for themselves: where/why their comprehension broke down and how to overcome their problems. Testing and teaching are NOT the same, yet this is not always realised even by us teachers. How can theories and evidence be applied to classroom practice? The audience is expected to be actively involved. First, the audience will be introduced to two fundamental theories about human information processing and the metacognitive process of language learning. Then they will learn how to find where/why learners’ comprehension broke down, mostly based on evidence. After that, the audience will be shown how to fix these problems diagnostically, depending on the causes. By the end of this workshop, the audience will have gained a degree of confidence in diagnostic EFL listening instruction. If you are not confident in teaching EFL listening, this workshop is for you. For further information, please visit http://listening-marisa.com. For any enquiries, please contact at marisa@ec.rutsumei.ac.jp
Cost: Free for everyone
Format: Hybrid
• Face-to-Face 30 people max. Little Tree (Miyoshi) Meeting Space
〒060-0042 Hokkaido, Sapporo, Chuo Ward, Odori Nishi 18 Chome−1 三好商会 ２Ｆ
https://goo.gl/maps/SoisFHcD6bAKVHah7
Pre-registration (below) required.
Mask wearing and temperature on entry will be mandatory.
COVID protocols will be strictly maintained.
# If COVID restrictions become stricter, the number of people will have to be decreased or moved predominantly online.
• Online: Zoom for both AGM and Workshop
Zoom link to be sent day before event
Pre-registration (below) required.
For online attendees to fully participate in the workshop, Dr. Ueda requested that we send materials in advance.
Pre-registration for all attendees, face-to-face and online, required.
Pre-registration form: https://forms.gle/EJDDZnYt1T21iuVw7
Schedule:
5:00~5:30 43rd JALT Hokkaido AGM
5:30~7:00 Workshop
7:00~7:30 Q&A
7:35~8:00 Set up for dinner - Max 15 people Only JALT Hokkaido officers, members and members at large. Please pre-register early if desiring a dinner reservation early as numbers are limited. 8:00~9:30 Dinner (approximately 1,500~2,000 yen per person not including drinks.
Presenter Profile:
Marisa Ueda (marisa@ec.ritsumei.ac.jp) is a professor at Ritsumeikan University (Japan). She has got a Diploma in T.E.F.L. at the University of East Anglia (England) and an M.A. in Applied Linguistics at the University of Reading (England). She studied Cognitive and Computing Sciences for her D.Phil. at the University of Sussex (England) and completed her Ph.D. at Osaka University (Japan). Her doctoral research was about EFL Listening focusing on intermediate learners. Her research interests include EFL listening instruction methods with strategies and metacognition through scientific approaches based on theories and evidence. She was a visiting researcher at the University of Lancaster (England) in 2006-2007 and the University of Reading (England) in 2019-2020. Her five-year research project has been supported and funded by the Japan Society for the Promotion of Science KAKENHI, Grant-in-Aid for Scientific Research (C), Grant Number P17K03037 since 2017. Her PhD thesis was published with research funding in 2015. For more information about EFL listening instruction methods based on theories and evidence, please visit http://listening-marisa.com Her book about EFL listening is published in Japan and translated and published in Taiwan as well; 聽見英國—英式英語實境聽力練習.
オープン・セミナー題目 理論とエビデンスに基づいた診断的リスニング指導法
このセミナーでは、日本人英語学習者を対象として理論とエビデンスに基づいた診断的リスニング 指導法を紹介します。参加者の皆さんに実際にセミナー内で意見交換してもらったり、実際に体験 してもらったりと参加型のセミナーです。リスニングを自己流で指導してきた方やリスニング指導 に自信がない方へお勧めのセミナーです。
概要
このセミナーでは、特に日本人英語学習者を対象として「人間の情報処理に関する理論」と「言語 理解に関する理論」の２つの理論とエビデンス（統計学的に有意差があったデータ）を元に診断的 リスニング指導法を紹介します。過去、半世紀において、膨大な数のリスニングに関する教材が出 版されてきました。また、この半世紀で音声の録音や再生技術には大変な進化がありました。しか し、リスニング指導においてはほとんど進化がないというのが現実です。教員は音声を再生し、学 習者がそれを聞いて解答する。教員が解答を伝えて、オーディオ・スクリプトや日本語訳、単語の プリントを配る。文法や意味の説明がされることもあるかもしれません。そして必ず教員は最後に こういうのです。「わからないところや間違ったところがある人は、わかるまで何回も聞いておきま しょう」と。これは指導ではありません。「指導」というのは、「どこで」「何故間違ったのか・ わからなくなったのか」「どうすれば良いのか」を教えることなのです。 ２つの理論の内容はどんなものでしょうか？エビデンスの具体的な詳細は、どういったものでしょ うか？２つの理論とエビデンスはリスニング指導にどのように関係しているのでしょうか？「どこ で」「何故間違ったのか・わからなくなったのか」「どうすれば良いのか」を指導できるようになる には、どうしたらいいのでしょうか？これら全部の質問の答えはセミナーで明らかになります。セ ミナーでは加者の皆さんに実際にセミナー内で意見交換してもらったり、実際に体験してもらった りと参加型のセミナーです。リスニングを自己流で指導してきた方やリスニング指導に自信がない 方へお勧めのセミナーです。 より詳しい内容はコチラのサイトを御覧下さい。
http://listening-marisa.com お問い合わせはコチラまで marisa@ec.rutsumei.ac.jp
上田氏の立命館大学プロフィールのページでは、上田氏の日本語の経歴を https://research-db.ritsumei.ac.jp/rithp/k03/resid/S002149?lang=ja#952-100 でご覧いただけます。
