Teaching English for Academic Purposes (EAP) in Japan PDF
Preview Teaching English for Academic Purposes (EAP) in Japan
English Language Education Rachael Ruegg · Clay Williams Editors Teaching English for Academic Purposes (EAP) in Japan Studies from an English-medium University English Language Education Volume 14 Series Editors Chris Davison, University of New South Wales, Australia Xuesong Gao, University of New South Wales, Australia Editorial Advisory Board Stephen Andrews, University of Hong Kong, China Anne Burns, University of New South Wales, Australia Yuko Goto Butler, University of Pennsylvania, USA Suresh Canagarajah, Pennsylvania State University, USA Jim Cummins, OISE, University of Toronto, Canada Christine C. M. Goh, National Institute of Education, Nanyang Technology University, Singapore Margaret Hawkins, University of Wisconsin, USA Ouyang Huhua, Guangdong University of Foreign Studies, Guangzhou, China Andy Kirkpatrick, Griffith University, Australia Michael K. Legutke, Justus Liebig University Giessen, Germany Constant Leung, King’s College London, University of London, UK Bonny Norton, University of British Columbia, Canada Elana Shohamy, Tel Aviv University, Israel Qiufang Wen, Beijing Foreign Studies University, Beijing, China Lawrence Jun Zhang, University of Auckland, New Zealand More information about this series at http://www.springer.com/series/11558 Rachael Ruegg • Clay Williams Editors Teaching English for Academic Purposes (EAP) in Japan Studies from an English-medium University Editors Rachael Ruegg Clay Williams Victoria University of Wellington Akita International University Wellington, New Zealand Akita, Japan ISSN 2213-6967 ISSN 2213-6975 (electronic) English Language Education ISBN 978-981-10-8263-4 ISBN 978-981-10-8264-1 (eBook) https://doi.org/10.1007/978-981-10-8264-1 Library of Congress Control Number: 2018935127 © Springer Nature Singapore Pte Ltd. 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. part of Springer Nature. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Acknowledgements English for Academic Purposes is a wide-ranging field, and any attempt, such as this one, to document research and practices in EAP for a nation as large as Japan is necessarily going to be the product of many hands. As editors of this volume, we are indebted to the many people, without whose collective efforts, this book would have been impossible to compile. We would first like to thank all of the authors of the individual chapters for their willingness to contribute their time and expertise despite their already busy sched- ules. There would be no manuscript without you! We’d also like to express our appreciation to the reviewers, who offered freely of their time and whose sugges- tions have immeasurably improved the chapters within this volume: Karen Barto, Catherine Botelho, Irina Elgort, Peter Gu, Susan Meiki, Joanne Mynard, Jim Smiley, Angela Steadman, and Rob Waring. We wish to offer you our sincerest thanks. Finally, we’d like to gratefully acknowledge Akita International University for its cooperation and support in generating and compiling the research described in this manuscript. v About the Authors Naoko Araki (Ph.D.) is an associate professor in the Faculty of International Liberal Arts at Akita International University, Japan. Her career as an educational researcher is focused in the areas of curriculum and pedagogy in additional lan- guage education. Her research and teaching practice in interdisciplinary approaches as well as intercultural communication constructs ways of theorising knowledge, research, and pedagogical effectiveness. Leigh Yohei Bennett (M.A.) is a lecturer in the English for Academic Purposes Department at Akita International University, Japan. He has previously taught English in South Korea, Japan, and the UK. His research interests include the aca- demic writing struggles of home and international students during their postgradu- ate studies and corpus linguistics in language education. Mark DeBoer (M.A.) is a lecturer in the English for Academic Purposes Department at Akita International University in Japan. His current research examines instances of interactionist dynamic assessment between learners in online and face-to-face environments in the emerging field of ecological dynamic assessment. He has taught in Japan for 20 years. Patrick Dougherty (Ed.D.) holds a doctorate in education from Northern Arizona University. An educator for nearly 30 years, he is currently a professor of interna- tional liberal arts and director of the English for Academic Purposes programme and foreign language education at Akita International University in Japan. Naeko Naganuma (M.A.) is an assistant professor in the English for Academic Purposes programme at Akita International University. Her research interests lie in the use of technology in teaching second language, second language pragmatics, intercultural competence, and reading and vocabulary teaching methods. vii viii About the Authors Jo Raphael (Ph.D.) lectures in drama education at the School of Education at Deakin University, Melbourne. Periods of teaching in Japan have allowed her to explore drama as a pedagogy in EAL for children and adult learners. Her recent research interests and publications have been in the areas of drama education, inclu- sive education, and applied drama and theatre. Rachael Ruegg (Ph.D.) is a lecturer in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. Her research interests include instruction and assessment of writing, classroom assessment of language, learner autonomy, and EMI. She has 17 years of language-related teach- ing experience, including 11 years in Japan. Malcolm Sim (Ph.D.) is an assistant professor at Akita International University, Japan. He has 13 years' teaching experience in Japan and research interests span- ning a range of fields in applied linguistics and psychology, including second lan- guage acquisition, pragmatics, learner anxiety, EMI, teacher education, and curriculum design for culturally diverse learning environments. Yuichi Tagane (M.A.) is a lecturer for the English for Academic Purposes (EAP) programme at Akita International University in Japan, specialising in second or foreign language teaching methods, corpus linguistics, and applied linguistics. Clay Williams (Ph.D.) is an associate professor in the graduate-level English Language Teaching Practices Department at Akita International University. He has taught in Japan for 10 years and has previously worked in Spain, Taiwan, and the USA. His research interests include cross-script L2 literacy development and cross- cultural pedagogy. Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Rachael Ruegg and Clay Williams Integrated Discussion: Innovation via Cross-Cultural Engagement . . . . . 15 Malcolm Sim Firing the Imagination: Process Drama as Pedagogy for ‘Melting’ EAP Speaking Anxiety and Increasing Japanese University Students’ Confidence in Speaking . . . . . . . . . . . . . . . . . . . . . . . 41 Naoko Araki and Jo Raphael Word Recognition and Semantic Processing by Japanese English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Clay Williams Xreading Versus Paper-Based Extensive Reading: Perceptions of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Yuichi Tagane, Naeko Naganuma, and Patrick Dougherty Increasing Autonomy in Learners of EAP Writing: An Exploratory Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Rachael Ruegg An Exploration of Japanese Students’ Concept and Application of Critical Thinking in Academic Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Leigh Yohei Bennett Expansive Learning: Assessment Recapitulates Experience . . . . . . . . . . . 141 Mark deBoer Developing EAP Materials: Transforming Learning Through In-House Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Rachael Ruegg, Clay Williams, and Naoko Araki Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Rachael Ruegg and Clay Williams ix Introduction Rachael Ruegg and Clay Williams Abstract While books concerning the instruction of English for Academic Purposes (EAP) are readily available, there are none focused on the Japanese con- text. Yet clearly the needs of Japanese students and students studying in Japan will be different from those in other contexts. The authors of the individual chapters in this book have all lived and taught EAP in Japan for a number of years. They are therefore familiar with Japanese learners, the educational and social background those learners have come from, and how to support them to do the tasks they are not currently capable of. Moreover, all of the research included in the book has been conducted in Japan, thus shedding light on appropriate EAP activities within the Japanese context. EAP programmes prepare students with more than just proficiency in the English language; they prepare students with particular skills that are necessary to succeed in tertiary-level studies in English. In addition to language proficiency, there are a range of academic skills typically included in the learning objectives of EAP pro- grammes. These include skills such as critical thinking, logic, note-taking, presenta- tion, research, and referencing. However, many universities offering English-medium instruction (EMI) courses or programmes in Japan do not offer EAP instruction and offer no preparation at all or general language preparation rather than academic language and skills training. Akita International University (AIU) is the only Japanese university in which all classes for which credits are earned are taught in English. AIU is highly ranked domestically and has become more and more competitive in recent years. Notably, in the 2016 edition of the Takuetsu suru daigaku [Outstanding Universities] (Daigaku Tsushin (2016). Takuetsu suru daigaku: Kiyouiku kenkiyuu no arata na paradaimu ni idomu nijiyuuitsuseiki no furonto ranna [Outstanding universities: Challenging paradigms in education and research, the front runners of the 21st cen- R. Ruegg (*) Victoria University of Wellington, Wellington, New Zealand e-mail: [email protected] C. Williams Akita International University, Akita, Japan © Springer Nature Singapore Pte Ltd. 2018 1 R. Ruegg, C. Williams (eds.), Teaching English for Academic Purposes (EAP) in Japan, English Language Education 14, https://doi.org/10.1007/978-981-10-8264-1_1
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