English Education Program for Japanese Soccer Players and Coaches

Abstract

This study shows how a 15-week genre-based task helped six Japanese learners of English who were aiming to become soccer players or coaches overseas to improve their task performance in English. The purposes are to describe how the systematically designed genre-based tasks were experienced by the learners, how their genre awareness changed as they experienced these tasks, and how their meaning-making choices for conducting soccer training changed over time.