[in Japanese]

View full abstract

[in Japanese]

View full abstract

[in Japanese]

View full abstract

[in Japanese]

View full abstract

Most approaches to designing tasks and assessments for developing spoken fluency in English are based on guesswork, that is, they are based on inadequate information and knowledge of the language or discourse patterns required to perform fluently in spoken English. As this paper will demonstrate with reference to examples of assessments used in one university language program, the methodology employed to design speaking assessments is not informed by studying real language use. As a consequence, the assessments and the materials used to prepare learners for them tend to be vague, artificial and limited in their description of the spoken language. This paper attempts to address this issue by proposing a methodology for designing tasks and assessments that cultivates learnersʼ spoken fluency by studying authentic examples of fluent English speakers engaged in various speaking tasks. In doing so, it responds to Sinclairʼs (2004, p. 23) call to “trust the text” or to base our conclusions about language on real examples of language in use and be open to what they tell us. The paper begins by exploring the principles of speaking-test design. Using examples from a university course, it demonstrates various issues with the design of speaking tests in that course. It then presents a methodology for designing speaking test rubrics that is based on samples of real language use. It concludes by providing recommendations on designing speaking tests and other types of language assessments.

View full abstract

The collection of learnersʼ writings or speech for comprehensive analysis can serve as an indispensable resource for a language program and shed light on the areas in which students are excelling or struggling (Nesselhauf, 2004). Furthermore, when successfully implemented, a learnersʼ corpus can provide a source of insight for the content and sequencing of material being taught to students, or as a consciousness-raising tool for teachers, affording them a better grasp of the language use of their students (Kennedy, 1998, p. 281). A learnersʼ corpus can also highlight which features of the target language students tend to over or underuse (Leech, 1998). The aims of this article are threefold: to refer to relevant literature in regard to the designing and implementation of learner corpora, to detail how the benefits of this kind of inquiry can be applied to not only inform but also enhance current pedagogical practices for tertiary EFL programs such as that at Ritsumeikan Asia Pacific University (APU), and finally, to outline a corpus design that can be implemented to evaluate the writing of students studying in the APU English program.

View full abstract

This research aims to identify studentsʼ needs for their perceived success in communication beyond their language classrooms in a private university in Japan. For this purpose, the study investigated studentsʼ interactions in a mandatory subject course, the Multicultural Cooperative Workshop (MCW), whose features closely resemble those of studentsʼ real-world English communication. The data was collected from eight past course-takers and 248 current course-takers through a mixed approach, including interviews, and pilot and main surveys over two semesters in 2017. The research results revealed predominant needs for studentsʼ favorable perception on their communication from the perspectives of objective needs, such as language proficiency level, and subjective needs, including their own perception of speaking fluency, relationships with group members and sense of task achievement. Finally, this research suggests approaches for English teachers to incorporate knowledge of studentsʼ needs for the real-world communication into their classes.

View full abstract

Upon starting their English studies at university, Japanese students often have limited experience of English classes taught in English and unrealistic expectations of how they will perform. In order to support this, two surveys were conducted: one administered to 210 first-year elementary and pre-intermediate students within their first week of study at an international university in Japan, and one administered to their instructors two months afterwards. The first survey inquired about the amount of English-medium instruction received in high school and their expectations about an English class with a native English-speaking instructor. Findings showed that students received most of their high school English instruction in Japanese. Nonetheless, most students believed that they would be able use to English only in class with little or no Japanese support. The second survey, administered to five native English speaking teachers (NEST) of the students from the first survey revealed that the students used English much less than they had expected and relied on Japanese translation much more often than they had expected. It was found that students had a tendency to overestimate their ability to cope with an English Only class environment. The implications of these findings are discussed in regards to creating language use guidelines that more realistically reflect the language abilities of students.

View full abstract

English is commonly regarded as an international lingua franca, yet international universities often teach the language as though it were still the preserve of native speakers (Jenkins, 2011). Coursebooks have a contribution to make in exposing learners to the reality of English as a Global Language. This research analyzes a selection of coursebooks in use at Ritsumeikan Asia Pacific University (APU) in Japan and identifies the extent to which they contain features relevant to the teaching of English as a Global Language. These features include linguistic varieties and accents beyond each coursebookʼs model of instruction, interactions involving non-native speakers, and features which are explicitly intended to introduce students to the current nature of Global English. The study found that non-US/UK varieties of native speaker English are underrepresented in the materials, as are Outer Circle varieties. Examples of English in use as a lingua franca between non-native speakers were also found to be rare. The paper concludes by sharing examples of features and pedagogic activities from the corpus which contain the potential to raise awareness of English as a Global Language. Possible ways in which higher education institutions could supplement teaching materials to increase studentsʼ understanding of English as an International Language are also discussed.

View full abstract