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2. Measuring Speaking Skills through Multidimensional Performance Tests.
- Author
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Nakamura, Yuji
- Abstract
This paper investigates the effectiveness of students' real communication capabilities by investigating the target language use in monologue, dialogue, and conversational "multilogue" situations. It explores Japanese college students' oral English proficiency by focusing on the linguistic and pragmatic aspects in six types of teaching tests: (1) one way monologue: speech-making overall test; (2) monologue/semi-dialogue: tape-mediated sociolinguistic test; (3) dialogue: face-to-face interview test; (4) dialogue/semi-multilogue: group interview test; (5) small-size multilogue: small-group discussion test; and (6) large-size multilogue: large-group discussion. The results demonstrate that some students who are good at monologue tests or even dialogue tests are not good at larger discussion-oriented or group activity tests. Students should be urged to develop oral communication-oriented learning habits as fluent oral communication in the target language is the ultimate goal for most if not all students. It is uncertain if a lesser ability to communicate in multilogue settings is related to Japanese culture or to some other variable. (Contains 12 references.) (KFT)
- Published
- 1999
3. On JALT96: Crossing Borders. Proceedings of the Annual JALT International Conference on Language Teaching and Learning (23rd, Hiroshima, Japan, November 1996).
- Author
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Japan Association for Language Teaching, Tokyo., Cornwell, Steve, Rule, Peggy, Sugino, Toshiko, Cornwell, Steve, Rule, Peggy, Sugino, Toshiko, and Japan Association for Language Teaching, Tokyo.
- Abstract
Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction; vocabulary building; Japanese particle usage; beginning writing instruction; discipline-based technical writing; peer writing evaluation; oral communication instruction; dance as an instructional technique; test revision; and continuous assessment using computer-assisted instruction. In section 4, papers on use of technology in the classroom address: use of the Internet; on-line newspapers and magazines; computerized test and materials development; designing materials t accompany videos; and content video in ESL instruction. Papers on cultural issues in section 5 include these topics: multiculturalism in the classroom; comparing cultures through critical thinking; authority and individualism in Japan and the United States; a study trip to France; setting the stage in kindergarten; comparative social studies; folklore in ESL instruction; Model United Nations; global issues; geography instruction; gender issues; and English variation. The final section contains five papers on the Linguapax Program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Papers are primarily in English, with some Japanese and French included. (MSE)
- Published
- 1997
4. On JALT 95: Curriculum and Evaluation. Proceedings of the JALT International Conference on Language Teaching/Learning (22nd, Nagoya, Japan, November 1995). Section Seven: Testing and Evaluation.
- Author
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Brown, James Dean
- Abstract
This section contains conference papers on testing and evaluation in second language teaching. They include: "English Language Entrance Examinations in Japan: Problems and Solutions" (James Dean Brown); "Reliability and a Learner Style Questionnaire" (Dale T. Griffee); "Does It Work?" Evaluating Language Learning Tasks" (Rod Ellis); "Communicative Oral Testing" (Marion Delarche, Nicholas Marshall); "Evaluation of Gestures in Non-Verbal Communication" (Barry O'Sullivan); "Our Experiments in Oral Communication Tests" (Shuichi Yonezawa); "Simulations: A Tool for Testing 'Virtual Reality' in the Language Classroom" (Randall S. Davis); "Evaluation of Listening-Focused Classes" (Yoshinobu Niwa, Kazuo Iwata); and "Interpreting Teacher and Course Evaluations" (T. R. Honkomp). Individual papers contain references. (MSE)
- Published
- 1996
5. Rasch Based Analysis of Reading Ability Questionnaire.
- Author
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Nakamura, Yuji
- Abstract
This paper examines the results of a questionnaire on reading ability in English by Japanese college students, which was formerly analyzed using raw scores, from the viewpoint of Rasch measured scores. In the Rasch analysis, the basic requirements for measuring are the following: (1) reduction of experience to one dimensional abstraction; (2) comparisons among persons and items; (3) the linear magnitude inherent in positioning objects along a line; and (4) a unit determined by a process that can be repeated without modification over the range of the variable. With these requirements in mind, this article deals with the rating scale data by focusing on the idea of linearity. Results are examined along a continuum. It is concluded that reading for testing has two components: contents and skills. Contents should be authentic materials because students use skills to comprehend or draw conclusions from the contents. The eventual scores given by the tests are the end product of their comprehension. Thus the process of reading is analyzed by examining three factors: students are given authentic materials; they struggle to comprehend the material and try to use it; their scores are calculated. (6 references.) (KFT)
- Published
- 2000
6. Many-Facet Rasch Based Analysis of Communicative Language Testing Results.
- Author
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Nakamura, Yuji
- Abstract
This highly technical, data-rich paper examines how the Many-Facet Rasch Measurement Model can be applied to communicative language test data analyses and how beneficial the model is to language teachers. The results for a 20-item conversational response test and a 15-item sociolinguistic test of oral communication ability in English for 30 university students in Japan are presented and evaluated. (Contains 15 references.) (KFT)
- Published
- 2000
7. JALT98 Proceedings. The Proceedings of the JALT Annual International Conference on Language Teaching/Learning & Educational Materials Expo. Focus on the Classroom: Interpretations (24th, Omiya, Saitama, Japan, November 20-23, 1998).
- Author
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Japan Association for Language Teaching, Tokyo., Barfield, Andrew, Betts, Robert, Cunningham, Joyce, Dunn, Neil, Katsura, Haruko, Kobayashi, Kunihiko, Padden, Nina, Parry, Neil, and Watanabe, Mayumi
- Abstract
This volume includes papers presented at the 1998 Japan Association for Language Teaching Conference. Section 1, "Voices of Experience," includes: "Towards More Use of English in Class by JTEs" (Midori Iwano); "Paperless Portfolios" (Tim Stewart); "Textbook Creation in Reverse Order for Chinese" (Chou Jine Jing); "Career Exploitation Activities for EFL Learners" (Kristin Johannsen); "Lights Up: Drama in the ESL Classroom" (James Welker); "Managing a Successful E-mail Exchange" (Katsumi Ito and Dorothy Zemach); "Preparing for the Possibilities of DVD: Exploiting Language in TV Commercials" (Tim Knowles); "Theme Music Presentation" (Dale Haskell); "Outside Taping for Fluency" (David Kluge and Matthew A. Taylor); "Content and Creation: Student-Generated Textbooks" (Paul Borg and Richard Humphries); "Preparing Students for the Electronic World" (Steve Witt); "Activities for the Independent Learner" (Steve Petrucione and Stephan Ryan); and "Learner Autonomy in Japanese Classrooms: An Exchange of Views" (Leni Dam, David Little, Haruko Katsura, and Richard Smith). Section 2, "Voices of Observation," includes: "Entrapped by Understanding: The Use of the First Language" (Hannah Pillay); "Diagnostic Analysis of Motivational Factors in ESL" (Naoyuki Naganum); "In-Service Training with Japanese Teachers" (Judith Lamie); "Applications of Community Language Learning in Japan" (Tim Greer); "Total Quality Management in the Classroom" (Giles Parker); "Promoting English Use in the EFL Classroom" (Andrew MacNeill, James M. Perren, and Kevin Sullivan); "Discourse-Oriented Pronunciation Activities" (Don Hinkelman and Jerald Halvorsen); "Conversation Teaching Meets Discourse Analysis" (Dominic Cheetham); "Are Japanese Weak at Grammar, Too?" (Mikiya Koari); "Gadgets and Gizmos: Gimmicks or Godsends?" (Chris Pitts and Robert Weschler); "Classroom Activity: Learning Strategies Report" (Fumie Kato); and "Designing and Using Tasks To Promote Optimum Language Development" (Jane Willis). Section 3, "Voices of Interpretation," includes "Autonomy in Foreign Language Learning: From Classroom Practice to Generalizable Theory" (Leni Dam and David Little); "Task Ideas for Junior and Senior High" (Daina Plitkins-Denning); "Looking at Real-World Tasks: Comparing Task-Based and Skill-Based Classroom Instruction" (Peter Robinson, Gregory Strong, and Jennifer Whittle); "The Language Classroom on a Complex Systems Matrix" (Duane Kindt, Naoki Kumai, Paul Lewis, Matthew A. Taylor, and Michael Cholewinski); "Phonological Awareness in EFL Reading Acquisition" (Brett Reynolds); "Japanese Students Academic Literacy in English" (Mayumi Fujioka); "Empowerment and Unionization: Reason, Application and Effect" (Michael Fox, Bill Holden, Farell Cleary, and John McLaughlin); "The Function of Logical Models in Scientific Writing" (Atsuko Yamazaki); "Translating Questionnaires from English into Japanese: Is It Valid?" (Dale Griffee); and "Demystifying the STEP Test" (Laura MacGregor). Section 4, "Voices of Experimentation," includes: "Practicing Action Research" (Lois Scott-Conley, Neil Cowie, Janina Tubby, Richard Hodge, and Schinichi Yokomizo); "Creativity in High School Oral Communication B Classes" (Renee Gauthier Sawazaki); "Questioning Creativity: The CUE Forum on Higher Education" (Jack Kimball, David McMurray, and Brian McVeigh); "Teacher Beliefs and Teacher Development" (Kazuyoshi Sato and Tim Murphy); "Global Education and Language Teacher Training" (Kip Cates, James Kahny, Daniel Kirk, and Lynda-ann Blanchard); "English Language Needs Analysis for EST Students" (Robyn Najar, Guy Kellog, Scott Rogstad, Larraine Sakka, and John Thurman); "CALL: Classroom Interactions" (David Brooks, Joseph Dias, William Bradley, Paul Daniels, and James Wada); "Developing a Self-Access Center" (John E. Ingulsrud, Kate Allen, Miriam Black, Andrew Schaffer, and Patrick Benke); "East Meets West: Approaches to Learner Autonomy" (Jill Robbins); "Measuring Writing Apprehension in Japan" (Steve Cornwell and Sandra Mackay); "The 3D Effect: Combining Course and Self-Assessment" (Alan MacKenzie and Nanci Graves); and "Communication, Context, and Constraint: Working through the Riddles" (Mark A. Clarke). (SM)
- Published
- 1999
8. Proceedings of the Asian Reading Conference (Tokyo, Japan, August 3-4, 1993).
- Author
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Japan Reading Association, Tokyo.
- Abstract
This proceedings of the 1993 Asian Reading Conference contains the following 20 papers: "Adverse Effects of Lower Cognitive Processing Capacity on Achievement: What Can We Do?" (James M. Furukawa); "The Impact of Foreign Language Literacy on Higher Education in Thailand" (Uthai Piromruen); "Reading Achievement of Students in Selected Secondary Schools in Malaysia" (Safiah Osman); "Beginning Reading Instruction in India: An Appraisal" (Kuldeep Agarwal); "Literacy Instruction in Some Philippine Schools" (Patria Garcia-Aranas); "Why Do Japanese Children Read Books?: A Developmental Study of Conceptions on Book-Reading" (Kiyomi Akita and Takashi Muto); "Philosophy Is Also for Children: Teaching Reasoning Skills to Young Children" (Norma Lazaro-Jaramillo); "A Comparative Study of Opinions about Methods of Picture Book Reading in Japan and Taiwan" (Toshie Nakamura and Yasuchika Imai); "Implementing and Maintaining a Sustained Silent Reading Program in Secondary Classrooms" (Victoria Y. Hsui); "Confusion of Sounds" (Rajguru Rajendra Prasad); "Why Some Children Have Problems in Learning to Read and Spell in English" (Mary Rohl); "Support Teachers for Students with Reading Difficulties: Australian Research" (John Elkins); "Becoming Aware of World Cultures and Ways of Speaking through Literary Texts" (Maya Khemlani-David); "Response of Preschool Children to BAWAL as an 'Encouraging to Read Programme'" (Halimah Badioze Zaman); "Syntactic Awareness and Early Literacy" (Marion Milton); "The Language of Media: Student-Produced Films and Videos Stimulate Reading at All Levels" (Jeanne DeVaughn Dowd); "Characteristics of English Speaking Reading Instruction for the Visually Impaired on the College Level" (Yoshifumi Chijiiwa); "Teaching Reading in Refugee Camps on the Thai-Kampuchean Border" (Rita Yost Martin); "Differences in Kana and Kanji Processing by Native Japanese Speakers and Non-Native English-Speaking Learners of Japanese: A Summary of the Experiments" (Katsuo Tamaoka); and "Asian Conference on Reading: Closing Speech" (Donald A. Leton). (RS)
- Published
- 1993
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