ERIC ED449673: The Language Teacher, 2000.

757 Pages·2000·31 MB·English

by  ERIC

DOCUMENT RESUME
FL 026 572
ED 449 673
AUTHOR
Swanson, Malcolm, Ed.
The Language Teacher, 2000.
TITLE
Japan Association for Language Teaching, Tokyo.
INSTITUTION
ISSN-0289-7938
ISSN
PUB DATE
2000-00-00
756p.; Published monthly. Bill Lee was the co-editor for
NOTE
Volume 24, Numbers 1-3.
AVAILABLE FROM Japan Association for Language Teaching, Urban Edge
Building, 5th Floor, 1-37-9 Taito, Taito-ku, Tokyo 110-0016
Japan; Tel: [phone]; Fax: [phone]; e-mail:
[email protected]
PUB TYPE Collected Works
Serials (022)
LANGUAGE English, Japanese
JOURNAL CIT Language Teacher; v24 n1-12 2000
EDRS PRICE MF04/PC31 Plus Postage.
Class Activities; Classroom Techniques; Elementary Secondary
DESCRIPTORS
Education; English (Second Language); *Faculty Development;
Foreign Countries; Japanese; Second Language Instruction;
*Second Language Learning; Teacher Education; Teacher
Educator Education; *Teaching Methods
IDENTIFIERS
Japan
ABSTRACT
The Japan Association for Language Teaching (JALT) is a
professional organization dedicated to the improvement of language learning
and teaching in Japan, and this monthly magazine, containing articles and
announcements, is a vehicle for promoting the exchange of new ideas and
techniques in the field of.language teaching. In addition to articles about
educational innovations, opinions, and perspectives, regular departments
include book reviews, JALT news, special interest group news, chapter
meetings and reports, conference announcements, job postings, and advertiser
information. References typically appear at the end of each article.
(KFT)
Reproductions supplied by EDRS are the best that can be made
from the original document.
The Language Teacher, 2000
Pri if^ r
Cut/arts/In
Ma irrd
II
.0 V
*.A.0 II I I
L.A.J
Volume 24, Numbers 1-12
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
This document has been reproduced as
received from the person or organization
G. van Troyer
originating it.
Minor changes have been made to improve
reproduction quality
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Points of view or opinions stated in this
document do not necessarily represent official
OERI position or policy.
2
AVAILABLE
TEST COPY
The Japan Association for Language Teaching
ISSN 0289-7938
V950
TlT
The Language Teacher
reader's view
Why Doesn't TLT Meet the Needs of Independent and
5
Commercial Instructors?
Charles Harper
features
Enhancing Teacher Development
7
Tim Murphey & Kazuyoshi Sato
Shyness in the Japanese EFL Class
Paul Doyon
11
Eiga Shosetsu as a Source of Massive Comprehensible Input for
17
Japanese EFL Learners
Rube Redfield
(7.
tESL113 Y,2) )
tr*t 49)7 )19 t
21
i4A4
6133t3÷
educational innovations
Learner Autonomy Japanese Style
27
Scott Bronner
opinions & perspectives
What's Wrong with Japanese English Teachers?
30
Mike Guest
a SIG in your life
CUE - College and University Educators SIG
Alan Mackenzie
33
my share
Show and Tell
35
Chuck Anderson
Reviewing with UNO Michael J. Crawford
36
departments
39
Book Reviews
41 JALT News
Volume 24, Number 1
Bulletin Board
42
January, 2000
Special Interest Group News
45
Chapter Reports
46
1
Chapter Meetings
49
Conference Calendar
51
Job Information Center/Positions
53
Advertiser Index
10
JALT
Authors
37
UNIVERSITY PRESS
New from Oxford University Press
sA
Conversation
r.
7-Across
Cultures
A Student Book, Workbook & CD all in one!
J-TALK features:
111 Topics and engaging photos that
explore personal and cultural issues
of Japan and other countries
Listening activities based
on authentic quotes, comments,
and opinions from Japanese
students
Built-in workbook exercises and a
bilingual word list in every unit
An audio program on CD packaged
with the Student Book, featuring a
variety of international accents
\\-
Yes, please send me a sample copy of J-TALK.
9
Name.
School Name:
Telephone:
Fax
E-mail
Preferred Mailing Address.
-T
Submissions
tion was given, (e) conclude with the
cation, to allow time to request a response to
The editors welcome submissions of materials
reporter's name. For specific guidelines con-
appear in the same issue, if appropriate. TLT
concerned with all aspects of language teach-
tact the Chapter Reports editor. Deadline:
will not publish anonymous correspondence
ing, particularly with relevance to Japan. All
15th of the month, 2 months prior to publi-
unless there is a compelling reason to do so,
English language copy must be typed, double
spaced, on A4-sized paper, with three
cation.
and then only if the correspondent is known
to the editor.
T0RA6D11MT1-0
centimetre margins. Manuscripts should fol-
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The Language Teacher V :#
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ing an international or regional conference
the precise format used in every issue of TLT
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(i.e., topic, speaker, date, time, place, fee,
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and other information in order, followed by
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The Language Teacher II , American Psychological
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successful teaching technique or lesson plan
Chapter Meetings editor. Deadline: 15th of
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you have used. Readers should be able to
the month, 2 months prior to publication.
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and contact details should appear on only
Bulletin Board. Calls for papers, participa-
one of the copies. An abstract of up to 150
tion in/announcements of conferences, col-
words, biographical information of up to 100
Book Reviews. We invite reviews of books
loquia, seminars, or research projects maybe
words, and any photographs, tables, or draw-
and other educational materials. We do not
posted in this column. E-mail or fax your
ings should appear on separate sheets of
publish unsolicited reviews. Contact the Pub-
announcements of up to 150 words to the
paper. Send all three copies to Malcolm
lishers' Review Copies Liaison for submis-
Bulletin Board editor. Deadline: 15th of the
Swanson.
sion guidelines and the Book Reviews editor
month, 2 months prior to publication.
2PliffarCto 400VMCflief.2oecilVi.
for permission to review unlisted materials.
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the month, 2 months prior to publication.
Opinion & Perspectives. Pieces of up to
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concern to professionals in the language
Illiettz.-.*Miztieb-9-0211/107zt)1601513i::
tive employers to use this free service to
teaching field. Send submissions to Bill Lee.
JALT News 1611MgliTt0
locate the most qualified language teachers
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in Japan. Contact the Job Information Cen-
Special Interest Group News. JALT-
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ter editor for an announcement form. Ds:ad-
recognised Special Interest Groups may sub-
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line for submitting forms:15th of the month
mit a monthly report to the Special Interest
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two months prior to publication. Publica-
Group News editor. Deadline: 15th of the
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tion does not indicate endorsement of the
month, 2 months prior to publication.
69 2 t
institution by JALT. It is the position of the
hu:r.4...Ma) Special Interest Group T, %)10$5
JALT Executive Board that no positions-
Interviews. If you are interested in inter-
SIGS VIStl:::410<
931
wanted announcements will be printed.
viewing a well known professional in the
vs
Ig.Wkz*V-21:tr3-g-oRfiflent
M*11...f.:11I, Job Information
field, please consult the editor first.
SIGS llilittgZT1-0
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Chapter Reports. Each Chapter may submit
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tib11'4izi32PaililitizzrAMC
to.
a monthly report of up to 400 words which
0; firli ant
is Job Information Cen-
should (a) identify the chapter, (b) have a
Readers' Views. Responses to articles or other
ter/Positions 1111C,It1T1-. The Language
items in TLT are invited. Submissions of up to
titleusually the presentation title, (c) have
mutt, z:ol1/69[1..;*optiV
Teacher
111;21-
a by-line with the presenter's name, (d)
500 words should be sent to the editor by the
3:.aI ±TS#ttA0 7123. ViI.V&TAtIV.IALT
15th of the month, 3 months prior to publi-
include the month in which the presenta-
Executive Board cAli-t9-.
5
January 2000
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Antoinette Muses
'rt.' 4 4
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Cambridge English Readers
a major new series of graded readers
original stories written around contemporary themes
a range of genres including thrillers, murder mysteries, romance, comedy and science fiction
cassette recordings available for all titles
available in 6 levels
:1
D
The Language Teacher
Chapter Meetings
Tom Memer
JALT Publications Board Chair
William Acton
1-55-17 Higiriyama, Konan-ku, Yokohama 233-0015;
Nagaikegami 6410-1, Hirako-cho, Owariasahi-shi, Aichi-
t/f: 045-822-6623 (w); [email protected]
ken 488-0872; [email protected]
Immediate Past Editor
Thom Simmons & Sugino Toshiko
JALT News
Laura MacGregor
Thom Simmons: #303 Tanaka Bldg., 2-28-10 Morigaoka,
Irimacho, 3-13-3-307, Chofu-shi 182-0004;
Isogo-ku, Yokohama 235-0024; t/f: 045-845-8242;
laura @tokyo.email.ne.jp
[email protected];
Co-Editor
Bill Lee
Sugino Toshiko: [email protected]
Faculty of Regional Studies, Gifu University, 1-1
Bulletin Board
David Dycus & Saito Makiko
Yanagido, Gifu 501-1193; f: 058-293-3118;
David Dycus: 3-57 Toriimatsu-cho, Kasugai 486-0844;
[email protected]
English: [email protected];
Co-Editor
Malcolm Swanson
B *3§: [email protected]
5-6-8 Maigaoka, Kokura Minami-ku, Kitakyushu 802-
Conference Calendar
Lynne Roecklein
0823; t/f: 093-962-8430 (h); [email protected]
Lynne Roecklein: Faculty of Regional Studies, Gifu Uni-
Japanese-Language Editor
versity, 1-1 Yanagido, Gifu 501-1193; t: 058-293-3096 (w);
(Kinugawa Takao)
f: 058-293-3118 (w); [email protected]
¶305 -8577 9 < 1 $X 01 -1 -t litatT§r-f--1.-t> S ;
t/f: 0298-53-7477 (w); [email protected]
Job Information Center/Positions
Bettina Begole
436 Kuwabara, Aoya-cho, Ketaka-gun, Tottori 689-0529;
Japanese-Language Associate Editor 4,FfIlAt
t: 0857-87-0858; [email protected]
(Ono Masaki)
i4XIt.1-1-1 XiAtl--B 444
EI*IfL-T-M;
¶305 -8577
Occasional Column Editors
<
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Educational Innovations/Creative Course Design
Assistant Editor
Paul Lewis
Daniel J. McIntyre, Shuwa Residence #702,
602 New Urban Issha, 2-34 Issha, Meito-ku,
4-11-7 Nishi-Azabu, Minato-ku, Tokyo 106-0031
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Net Nuggets
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Working Papers
Joseph Tomei, Kumamoto Gakuen Uni-
Column Editors
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A Chapter in Your Life
Joyce Cunningham
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My Share
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Book Reviews
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Send all column submissions to Katharine Isbell:
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3
January 2000
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03 32.19
Cambridge University Press, 2F Kenkyusha Bldg,
TEL:
FAX: 718-2
[email protected]
2-9 Kanda Surugadai, Chiyoda-ku, Tokyo 101-0062.
NIF
UNIVERSITY PRESS
Reader's View
Why Doesn't TLT Meet the Needs of
Independent and Commercial Instructors?
Charles Harper, Proprietor, Mr. Micawber's English Emporium
dearly to publishanything at allere they perish. I
T have been meaning to write for awhile, but had not
believe that TLTs primary function should be neither
I done so because I felt that I was among too small a
that of convenient place to publish nor of forum to
minority; the July issue's "Chapter in Your Life" col-
umn suggests that I may not be. I am another who is
flog political issues.
I would further like to remind our editors that
about to let his membership lapse. I have been a
quality should be of some concern; that quality is
freelance ESL teacher in Japan for nine years. At the
insight, and not something that can be measured
beginning, in 1990, I was frightfully insecure in a new
simply by the number of footnotes or length of bibli-
career, in a new culture. My discovery of The Language
ography. If that quality is not forthcoming at an
Teacher was a blessing. It gave me a meaningful per-
adequate rate, then I do not need to receive an issue
spective on what I was trying to do: it gave me some
each month; a quarterly would be fine if it were a
language theory, it gave me practical teaching activi-
quality quarterly. Like most teachers of English in
ties, and more importantly, it guided me to further
resources and to further education. I now consider
Japan, I am working with no benefit package, pension
plan, valid contract or tenure, and I am not asking
myself a professional; I am accredited; I teach in
JALT to help get me those things. What I want is
companies, language schools, jukus, and at home; and
logistical support for the teaching process.
I am grateful to JALT for helping me get started.
There are other things I would like to see in JALT, that
The Language Teacher is still my sole contact with the
profession; like many others, I think, I am physically
would ensure my loyalty. Why is there no interest group
for corporate and commercial instructors? (Lest you
and functionally isolated in my community and in my
workplace from fellow practitioners. So I rely (more
challenge me to start one, I retort that there has been no
than I should, perhaps) upon TLT to satisfy all my
information on the starting process included in the "Of
National Significance" [recently, "SIG News"edl col-
needs. Today, however, there is little in it that satisfies,
umn for as long as I've been looking for it.)
and no longer do I cut out and save items from it. Have
I have another complaint to the organization as a
I outgrown TLT? I certainly shouldn't have: the organ
of a professional association should cater to all major
whole. Why was my address sold to 0061? Why cannot
sectors of its membership, two of which are certainly
you selectively give out our addresses to firms directly
concerned in our profession? We are not the. Book-of-
neophytes and veterans. Why then do I no longer find
the-Month Club with its hundreds of thousands of
articles apropos? I think because its focus has shifted
away from the mass of teachers out here (that is,
members; if you cannot be very selective, you are not
members, ex-members and potential members) and
serving your relatively clearly circumscribed member-
onto the lamentable, interminable woes of the sec-
ship. I do want to hear from publishers and presenters;
ondary/tertiary instructor. I admit that that is pre-
I do not wish to hearintrusively and repeatedlyfrom
long distance phone companies or any other businesses
cisely the vocation of most of TL Ts current contributors
(and of its staffwho else has the free time!?). But I
not directly related to our professional interests. I look
then remind you that those are also the ones who wish
forward to your addressing these issues.
The editors reply:
furikae form when joining or renewing. When we
We thank Charles Harper for his thoughtful points
and welcome the opportunity to address at
asked him about possible dual lists, one supplied to
Associate Members only, for those who would like to
some length issues that no doubt concern many mem-
receive only education-related mailings, the other to
bers besides him and ourselves. We hope that such a
concerned and articulate member will reconsider his
Commercial Members as well, Neill pointed out that
decision to leave, and instead, explore some of the
there are currently only three Commercial Members:
two financial services, Banner and Magellan, who
other opportunities JALT offers for professional con-
tact and support.
make little direct contact with members; and IDC (i.e.
0061). Of all Associate and Commercial Members,
To deal with the questions most peripheral to TLT
only IDC has received members' telephone numbers
. We consulted JALT Business Manager David
first
.
.
(once in 1996, and once in 1999), with the strict
Neill, who kindly clarified a few points about commer-
cial use of JALT mailing lists: To forgo all bulk mail proviso that they be used once, for one purpose only:
a telephone survey of members about JALT96 and
from JALT list users, members can so-request on the
9
January 2000
Reader's View
JALT99 attendance, performed gratis, in return for a
of articles about students views of the classroom expe-
short commercial plug at the end of each call. Neill
rience, since as teachers we rarely hear them enough.
reminded us that there are many mail and phone
While it is true that few of these articles have the
listsof foreigners, of teachers, of credit-card users,
commercial school as their milieu, we feel that teach-
and so forthcirculating through Japan, compiled
ers have much to learn from each other, whether or
not we share occupational categories. For example,
from various sources, jealously guarded and vigorously
sought. (We have found that the surest way to be
few of us teach blind students, but as John Herbert
observed in "Led by the Blind" (TLT 23, 8), what he
contacted by all such telephone services is to sign up
had to learn to teach a blind student effectively made
with one of them.) Consequently, even repeated calls to
members from IDC would not prove their abuse of the
him a better teacher of all students. We would like to have
agreement. He also noted that members can request
more articles from teachers of children, for example,
not only for the sake of readers who teach children,
that the JALT Central Office not give out their phone
but because of the special insights they can offer all of
numbers. The facts that The Language Teacher runs ads
us, due to their unique perspectives.
for IDC and that members are annoyed by frequent calls
The lack of articles specifically by and for commer-
from teleservice companies are not necessarily related.
In regards to article quality, Harper's editorial view- cial language teachers troubles and puzzles us as well,
as we expect there would be great interest among the
point is not all that different from our own. We'd like to
membership. Moreover, such teachers must continu-
put before readers and prospective authors a couple of
ally prove their own and their techniques' effective-
excerpts from a discussion paper we circulated among
ness in the market, so we would expect contributions
the Editorial Advisory Board members last spring:
of high quality from them. Perhaps the reason is the
We teach all different kinds of students in all
same as that for the absence of commercially oriented
different situations and recognize the limits of
SIGs. We have frequently asked our colleagues in the
repeatability and generality these circumstances
commercial field for articles, reports or commercial
impose, taking the more self-assured studies less
language school conferences, and so on, with little
seriously than they take themselves. On the other
success. No doubt we could do better, but lacking
hand, as Chomsky remarked somewhere, the hall-
money or space to publish all the worthwhile articles
mark of science is not empiricism but insight, and
we do receive, under continual pressure to shorten
we try to recognize it in any form it may take. .
. .
issues, we are no longer able to solicit extra material,
however worthwhilefor example, to ask a successful
Publication in our field resembles a monumental
commercial entrepreneur to write a series on creating
edifice less than a conversation.
.. . Voices join and
and sustaining a small teaching enterprisemuch as
leave, ideas are introduced and dropped, but the
conversation is onecontinuous and self-con-
we would like to. (Since Harper's letter was received,
Its rules are simply "be polite, be
scious. .
we have been able to publish articles on commercial
. .
interesting, and tell the truth." From these three
schools in the Teacher Development and Action Re-
all else follows: Know your audience; don't tell
search special issues. We also recommend the account
them what they already know; don't pass off
of an interesting and unique commercial approach in
others' ideas as your own; don't speak up if you this month's Educational Innovations column.)
In one sense, however, Harper's main point is un-
don't know what you are talking about. Use tech-
contestable: Whatever satisfaction we take in provid-
nical language only to clarify, never to show off.
ing our readers with the best work our contributors
Write as a person to other people, not a committee
to another committee. .
send us, we can't reply, "On the contrary, TLT does
.
.
meet your needs." In fact, we do not expect TLT to
Since TLT is the broadest element of JALT, it is
satisfy all of anyone's needs as "sole contact with the
especially important that voices be heard here that
profession." Indeed, half of TLT every month is de-
cannot be heard elsewherenot only for their ben-
voted to other contacts with the profession, inside and
efit, but for our readers. Moreover, it is the members
outside of JALT: chapters, sign, conferences, associate
without resources, without experience, without pres-
organizations events, book fairs, job information, and
tigious positions, without a large circle of colleagues,
on and on. (In passing, since this information is timely
without influence in JALT, who have the most need
and arrives on short notice, a quarterly TLT would be
of TLT and the least say in what appears in it. Many
worthless, even if we did agree that article quality
of us can remember what it was like when TLT was
mandated one.) To paraphrase Kipling,
all there was, and how much we depended on it.
What can they know of TLT,
These colleagues feel that way now.
Who TLT only know?
Since July, 1999, when the first articles chosen by
this editorial team appeared, we have tried to publish
This brings us to Harper's thwarted interest in a SIG
for corporate and commercial instructors. The rel-
articles based on teachers' practical experiences. We
have been especially pleased to publish a large number
Reader's View, cont'd on p. 31.
The Language Teacher 24:1
6