Distinguished Lecturer Series at
Osaka Center for Fall 2010

Nine times a year, the Distinguished Lecturer Series brings three internationally-recognized TESOL scholars to TUJ for intensive weekend seminars. Each seminar can be taken for elective credit for the M.S.Ed. and Ed.D. degrees.

The first three hours of each seminar (Saturday from 2 - 5 p.m.) are free and open to the public. TUJ TESOL alumni are welcome to attend the entire weekend without charge; the weekend auditing fee for others is ¥12,500.

To register for any of the courses below, simply follow the procedures described in the "Registering for Courses" section. If you already know the process, pre-register for courses here.




Eng Ed 8656: Distinguished Lecturer Series (Seminar 1) Developing Lexical Competence: From Theory to Classroom Practice to Online Application

1 credit hour

This seminar will consider the development of Lexical Competence from several points of view. Through a review of some of the core research in second language vocabulary acquisition we will first try to dispel some of the "myths" about vocabulary learning that are still prevalent among classroom practitioners and researchers. After developing a basic understanding of how vocabulary should be tested, taught and learned, we will then move on to consider a range of classroom vocabulary teaching and testing techniques based on current research. Finally, we will look at and get hands on practice in using a variety of online tools for testing, teaching and conducting research on second language vocabulary acquisition. Papers required for those who take this course for credit will ask participants to use and assess one of the many online tools in the context of current research in this area.

Professor:
Dr. Charles M. Browne (Meiji Gakuin University)
Schedule:
Saturday, October 9, from 2:00 to 9:00 p.m. and Sunday, October 10, from 10:00 a.m. to 5:00 p.m
Texts:
Required Textbook:

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Recommended Textbook:

Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. University of Michigan Press.

Eng Ed 8655: Distinguished Lecturer Series (Seminar 2): Formulas, Chunks, and Conventional Expressions in L2 Acquisition, Use, and Teaching

1 credit hour

Have you heard the expressions chunk, formula, or routine related to second language learning and teaching? These are terms for multi-word units (like idioms, expressions, collocations, and even phrasal verbs) which are used in various ways in the second language acquisition, learning, and teaching literature. Are you familiar with expressions such as Nice to meet you, No problem, and No thanks, I'm just looking? This seminar introduces participants to the study of multi-word utterances, separating out fact from fiction, based on research on L2 learners. We will examine three perspectives on formulas: psycholinguistic orientations to formulas and claims related to storage and retrieval, acquisitional perspectives that show how formulas develop in adult L2 learners, and social perspectives showing how learners and native speakers use formulas in social talk and pragmatics. We will discuss the extent to which formulas may develop outside L2 grammar or how they may reflect L2 grammar, and how learners come to select conventional expressions from among a range of grammatically correct equivalents or paraphrases (a problem that Pawley and Syder identified in first language learning as the puzzle of nativelike selection; Pawley & Syder, 1983, p. 90). What is called "nativelike" by Pawley and Syder is defined by community-wide use in pragmatics (Coulmas, 1981; House & Edmondson, 1991; Bardovi-Harlig, 2009) and by frequency in corpus linguistics (Biber et al., 1999; Biber, Conrad, & Cortes, 2004)

Participants will learn how to identify formulas in L1 and L2 production, how to design studies to investigate formula development and use, and how to approach formulas pedagogically.

We will address these questions and others:
What are formulas and conventional expressions a) psycholinguistically, b) acquistionally, c) socially, and d) how do they differ?
How are conventional expressions acquired?
How can we study conventional expressions?
How can we teach conventional expressions?

Projects for this seminar may be either acquisitionally or pedagogically focused. Open to participants at all levels of study. All basic concepts will be taught.

Professor:
Dr. Kathleen Bardovi-Harlig (Indiana University)
Schedule:
Saturday, October 30, from 2:00 until 9:00 p.m. and Sunday, October 31, from 10:00 a.m. until 5:00 p.m.
Texts:
Key readings for this seminar will include:

Bardovi-Harlig, K. (2009). Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59, 755-795.

Bardovi-Harlig, K. (2006). On the role of formulas in the acquisition of L2 pragmatics. Bardovi-Harlig, K., Felix-Brasdefer, C., Omar, A. S. (Eds.), Pragmatics and Language Learning, (Vol. 11, pp.1-28). Honolulu: University of Hawaii, National Foreign Language Resource Center.

Schmitt, N., & Carter, R. (2004). Formulaic sequences in action. In N. Schmitt (Ed.) Formulaic sequences: Acquisition, processing and use (pp. 1-22). Amsterdam: Benjamins.

Pawley, A., & Syder, F. H. (1983). Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 191-226). London: Longman.

House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. Studies in Second Language Acquisition, 18, 225-252.

Kecskes, I. (2000). Conceptual fluency and the use of situation-bound utterances. Links & Letters, 7, 145-161.

Eng Ed 8657: Distinguished Lecturer Series (Seminar 3): Second Language Reading: Research, Instruction and Assessment

1 credit hour

The ultimate goal of reading is to construct text meanings based on visually presented information. Integral to this goal is decoding competence, i.e., the ability to extract linguistic information from printed words. Because the ability emerges as a result of learning to map between one's spoken language and its writing system, decoding skills are shaped to accommodate the way spoken language elements are graphically encoded in the writing system. Such linguistic conditioning explains systematic variations in decoding skills in typologically diverse languages.

Because decoding skills, once developed, transfer to another languages, their variations have significant implications for second-language (L2) reading. Closely attuned to L1 linguistic properties, transferred skills are differentially assimilated in L2 decoding development, and variably cope with the mapping demands imposed by L2-specific properties. Thus, L2 decoding skills evolve through complex cross-linguistic interaction between transferred L1 skills and L2 print input.

In this talk, students will learn how L2 decoding development is constrained by language-specific demands both within and across languages, and how such dual-language constraints result in systematic variations in L2 decoding skills. The students will then discuss their implications for L2 reading instruction and assessment.

Professor:
Dr. Keiko Koda (Carnegie Mellon)
Schedule:
Saturday, December 11 from 2:00 to 9:00 p.m. and Sunday, December 12, from 10:00 a.m. until 5:00 p.m.

For more information, please contact us at the Osaka center.
E-mail: tesol@tuj.ac.jp / Tel: 06-6343-0005