ERIC ED413732: Japan Association for Language Teaching (JALT) Journal, 1996.

379 Pages·1996·5.5 MB·English

by  ERIC

DOCUMENT RESUME
FL 024 454
ED 413 732
AUTHOR
Swenson, Tamara, Ed.
Japan Association for Language Teaching (JALT) Journal,
TITLE
1996.
Japan Association for Language Teaching, Tokyo.
INSTITUTION
PUB DATE
1996-00-00
NOTE
377p.
AVAILABLE FROM
JALT Central Office, Urban Edge Bldg., 5th fl, 1-37-9 Taito,
Taito-ku, Tokyo 110 Japan.
PUB TYPE
Collected Works
Serials (022)
English, Japanese
LANGUAGE
JOURNAL CIT JALT Journal; v18 n2 1996
EDRS PRICE MF01/PC16 Plus Postage.
DESCRIPTORS
Chinese; College Entrance Examinations; College Faculty;
Communicative Competence (Languages); Computer Assisted
Instruction; Cultural Differences; *English for Academic
Purposes; *English (Second Language); Foreign Countries;
Foreign Students; Higher Education; Intercultural
Communication; Language Proficiency; Language Teachers;
Language Tests; Language Variation; North American English;
*Reading Processes; Second Language Instruction; Secondary
Education; Sociolinguistics; Structural Analysis
(Linguistics); Student Behavior; Student Role;
Suprasegmentals; Teacher Attitudes; Tutorial Programs;
*Writing Instruction
Japan
IDENTIFIERS
ABSTRACT
The two issues of the journal for teachers of English as a
second language in Japan include these articles: "What Do JTEs Really Want?"
(Wendy F. Scholefield); "Do EFL Learners Make Instrumental Inferences When
Reading? Some Evidence from Implicit Memory Tests" (Suzanne Collins,
Hidetsugu Tajika); "Function and Structure of Academic English" (Martha C.
Pennington); "Writing on Academic Topics: Externalizing Rhetorical Processes
in an Intercultural Context" (Jack Kimball); "American English, Japanese, and
Directness: More Than Stereotypes" (Kenneth R. Rose); "High School English
Textbooks and College Entrance Examinations: A Comparison of Reading Passage
Difficulty" (Shinji Kimura, Brad Visgatis); "Detecting Cross-Linguistic
Difficulties in Learning English: Using a Text Reconstruction Program"
(Regina Lo); "Professors' Expectations of Foreign Students in Freshman-Level
Courses" (David Kehe, Peggy Kehe); "Global Issues in EFL: Why and How"
(Daniel McIntyre); "Imagery, Verbal Processes, and Second Language Learning
(James W. Ney); "Testing English Tests: A Language Proficiency Perspective"
(Akihiro Ito); "Assistant Language Teachers in Junior High School" (James
Sick); "Motivational Differences Between Chinese and Japanese Learners of
English as a Foreign Language" (Bill Teweles); "Teacher Preferences of
Student Behavior in Japan" (Catherine L. Sasaki); "The Essential Role of
Negotiation in the Communicative Classroom" (Teresa Pica); "Change of
Interactive Contact Situations and Social Strategies" (in Japanese)
(Satoshi
Miyazaki, Jun Pirotta-Maruyama); "But I Don't Want To Be Rude: On Learning
How To Express Anger in the L2" (Mitsuyo Toya, Mary Kodis); "The Role of
Teachers and Students in Academic Writing Tutorials" (Adrienne Nicosia, Lynn
Stein); "Teaching Suprasegmentals to Japanese Learners of English Through
+++++ ED413732 Has Multi-page SFR--- Level =l +++++
Electronic Visual Feedback" (Janet Anderson-Hsieh); and "Teaching
Sociolinguistic Knowledge in Japanese High Schools" (Kiwamu Izumi). Book
reviews are also included in each issue.
(MSE)
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Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
*
*
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JALT Journal
May 1996 Volume 18 No. 1
December 1996 Volume 18 No. 2
PERMISSION TO REPRODUCE AND
U.S. DEPARTMENT OF EDUCATION
DISSEMINATE THIS MATERIAL
Office of Educational Research and Improvement
.
HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
e
kCENTER (ERIC)
his document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
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TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
BEST COPY AVAILABLE
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May 1996
No. 1
Volume 18
Japan Association for Language Teaching
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Inside this issue:
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JTEs and ALTsinferancing,
Directness
Academic writing
textbooks
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Exath
Professors,'expectatons
Jext:recongraction
4
Imagery
Global issues
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English Language Teaching
Contents
May 1996
No.
Volume 18
1
1
In this Issue
4
From the Editors
6
Articles
JT
What do JTEs Really Want?
7
Wendy F Scholefield
Do EFL Learners Make Instrumental Inferences
27
when Reading? Some Evidence from Implicit
J0
AI
Memory Tests
ro.
l
Suzanne Collins and Hidetsugu Tajika
Function and Structure of Academic English
41
Martha C. Pennington
Writing on Academic Topics: Externatizing Rhetori-
55
cal Processes in an Intercultural Context
Jack Kimball
American English, Japanese, and Directness: More
67
than Stereotypes
Kenneth R. Rose
High School English Textbooks and College Entrance Examinations: A
81
Comparison of Reading Passage Difficulty
Shinji Kimura and Brad Visgatis
Research Forum
Detecting Cross-Linguistic Difficulties in Learning English: Using a Text
97
Reconstruction Program
Regina Lo
Professors' Expectations of Foreign Students in Freshman-Level Courses
108
David Kehe and Peggy Kehe
Perspectives
Daniel McIntyre
Global Issues in EFL: Why and How
117
Imagery, Verbal Processes, and Second Language Learning James W. Ney
132
Reviews
Sociolinguistics (Janet Holmes)
145
Language in Society: An Introduction to Sociolinguistics (Susanne Ro-
maine)
Reviewed by Timothy Riney
Beyond the Monitor Model: Comments on Current Theory and Practice in
152
Second Language Acquisition (Ronald M. Barasch and C. Vaughan James,
Reviewed by Valerie Fox
Eds.)
Language and the Law (John Gibbons, Ed.)
Reviewed by J. David Simons
156
Studies in Team TeaChing (Minoru Wada and Anthony Cominos, Eds.)
160
Reviewed by Adrian Cohen
Appropriate Methodology and Social Context (Adrian Holliday)
165
Reviewed by Nicholas E. Miller
Assessing Language Ability in the Classroom (Andrew D. Cohen)
168
Reviewed by" Courtney Lowe
JALT Journal Information
Information for Contributors (English and Japanese)
173
All materials in this publication are copyright 0 1996 by their respective authors.
Japan Association for Language Teaching
JALT is a professional organization dedicated to the improvement of language learning and
teaching in Japan, a vehicle for the exchange of new ideas and techniques, and a means of
keeping abreast of new developments in a rapidly changing field. Formed in 1976, JALT has
an international membership of more than 4000. There are currently 38 JALT chapters throughout
Japan. It is the Japan affiliate of International TESOL (Teachers of English to Speakers of
Other Languages) and a branch of IATEFL (International Association of Teachers of English as
a Foreign Language).
JALT published JALTJournal, The Language Teacher (a monthly magazine of articles and
announcements on professional concerns), JALT Applied Materials (a monograph series), and
JALT International Conference proceedings.
The JALT International Conference on Language Teacher/Learning and Educational Materi-
als Exposition attracts some 2000 participants annually. Local chapter meetings are held by
each JALT chapter, and National Special Interest Groups disseminate information on specific
concerns. JALT also sponsors specials events, such as conferences on specific themes.
JALT provides awards for Research Grants and Development, announced annually at the
conference.
Membership, open to those interested in language education, includes enrollment in the
nearest chapter, copies of all JALT publications, and reduced admission to JALT sponsored
events. For information on membership, contact the JALT Central Office.
JALT National Officers (1996)
President: Gene van Troyer
Programs Jane Hoelker
Vice President: Brendan Lyons
Treasurer. Larry Cisar
Membership. Mohammed Sahbi Ben-Lamine
Publk Relations Tim Newfields
Recording Secretary. Jim Chambers
Chapters
.
Akita, Chiba, East Hokkaido (affiliate), Fukui, Fukuoka, Kitakyushu (affiliate), Gunma,
Hamamatsu, Himeji, Hiroshima, Hokkaido, Ibaraki, Iwate, Kagawa, Kagoshima, Kanazawa,
Kobe, Kochi, Kyoto, Matsuyama, Nagano, Nagasaki, Nagoya, Nara, Niigata, Okayama,-
Okinawa, Omiya, Osaka, Sendai, Shizuoka, Suwa, Tochigi, Tokushima; Tokyo, Toyohashi,
West Tokyo, Yamagata, Yamaguchi, Yokohama
National Special Interest Groups
Bilingualism; Computer Assisted Language Learning; College and University Educators; Global
Issues in Language Education; Japanese as a Second Language; Junior/Senior High School
Teaching; Learner Development; Material Writers; Professionalism, Administration and
Leadership in Education; Teaching Children (affiliate); Teacher Education; Video.
Forming N-SIGs: Ling-X (Other Language Educators), Testing and Evaluation
JALT Central Office
Junko Fujio, Office Manager
Urban Edge Building, 5th Floor
1-37-9 Taito, Taito-ku, Tokyo 110 Japan
JALT Journal
Volume 18, No. 1
May, 1996
Editor
Associate Editor
Tamara Swenson
Sandra Fotos
Osaka Jogakuin Junior College
Senshu University
Reviews Editor
Japanese-Language Editor
Thomas Hardy
Naoko Aoki
Tamagawa University
Shizuoka University
Editorial Board
Charles E. Adamson, Jr.
Ilona Leki
Miyagi Prefectural University
University of Tennessee
Fred Anderson
Virginia LoCastro
Fukuoka University of Education
International Christian University
William Bradley
Peter McCagg
Ryukoku University
International Christian University
James Dean Brown
Mary Goebel Noguchi
.
University of Hawaii, Manua
Ritsumeikan University
Roger Davies
David Nunan
Ehime University
City University of Hong Kong
Ann Ediger
Akito Ozaki
San Diego City College
Nagoya University
Rod Ellis
Tim Riney
Temple University
International Christian University
John Fanselbw
Carol Rinnert
Teachers College, Columbia University
Hiroshima City University
John Flowerdew
Thomas Robb
City Polytechnic, Hong Kong
Kyoto Sangyo University
Kevin Gregg
Tadashi Sakamoto
Momoyama University
Nanzan University
Paul Gruba
Bernie Susser
University qfMelhoume
Dosbi.sha Women's Junior College
Teruyuki Kume
Mary Lee Scott
Kanda University of International Studies
Bringharn Young University
Satoshi Toki
Osaka University
Additional Readers: Catherine Bacon, Steve Cornwell,
Michael Higgins, Kim R. Kanel, William Lee, Steve Ryan, Jim Swan, Deryn Verity
JALTJournal Proofreading: Takuo Kinugawa, Kevin Staff, Brad Visgatis, Jack Yohay
JALT Publications Board Chair: Steve Cornwell
The Language Teacher Editor: Lyneve Rappell Associate Editor: Anthony Cominos
Layout: The Word Works
Cover: Amy Johnson
Printing: Koshinsha
7
In this issue
Articles
The attitudes of Japanese Teachers of English (JTEs) towards the
Assistant Language Teachers (ALTs) are examined by Wendy E Scholefield.
Results of her study confirm general intuitive notions and underscore
the importance of ALT flexibility, JTE clarity, and the need for better
training for both groups.
In this study of instructions designed to activate instrumental
inferencing in single sentence contexts, Suzanne Collins and Hidetsugu
Tajika suggest this may have a negative effect on recall, and remind
readers that techniques which may be valid with Ll learners are not
always viable with all L2 learners.
The language used in academic papers is examined by Martha C.
Pennington. She suggests the academic paper or research report "opens
a window" of current relevance on a topic and establishes a perspective
that pressures writers to use of present tense, complex nominal expres-
sions, and passive voice.
Kenneth R. Rose reviews the literature supporting the stereotype that
American English is characterized by directness while Japanese is charac-
terized by indiredtness, and discusses recent studies of language use by
Americans and Japanese which suggest that this needs further elaboration.
The difficulty level of English reading passages on junior college
entrance exams and high school English textbooks are compared by
Shinji Kimura and Brad Visgatis. Overall results of this study indicate that
passage difficulty is significantly higher for the exams on several read-
ing indices.
Research Forum
Two papers are included. The first, a cross-national study by Regina
Lo of L1 English secondary students in England and L2 English second-
ary students in Hong Kong, suggests that the performance of the L2
students was adversely affected by cross-linguistic differences. The sec-
ond, by David Kehe and Peggy Kehe, examines some commonly-held
assumptions of those teaching in English for. Academic Purposes (EAP)
courses and discusses results of a survey of American university profes-
sors regarding their expectations of the skills foreign students need upon
entry into freshman-level courses.
Perspectives
Two papers addressing the application of pedagogical techniques ap-
pear. The first, by Daniel McIntyre, discusses the theoretical and social
rationale for using the content theme of global issues in foreign language
instruction and presents information and examples on adapting materials
to the EFL environment. The second, by James W. Ney, describes the nature
of imagery, which has been theorized to underlie many verbal processes,
in relationship to other theories of language learning and provides guide-
lines for its use in second language classrooms.
Reviews
Descriptions and evaluations of seven current publications appear,
with Reviews from Timothy Riney, Valerie Fox, J. David Simons,Adrian
Cohen, Nicholas E. Miller, and J. Courtney Lowe. They include examina-
tions of publications on sociolinguistics, the theories of Stephen Krashen,
the language of the legal system, team teaching in Japan, designing
culturally appropriate curricula, and classroom language assessment.
9