The pedagogical potential and limits of English Medium Instruction in Japanese English-as-a-Foreign-Language classrooms
16 February 2016 13:15 - 14:15
Seminar Room K/L
Speaker: Dr. Kazuya Saito, Birkbeck, University of London
An Applied Linguistics Lunchtime Seminar convened by: Dr Jess Briggs
Although the role of decontextualized language-focused instruction remains unclear, especially for the development of spontaneous speech production, a growing number of researchers have conceptualized, elaborated and validated a range of meaning-oriented and acquisition-rich L2 teaching approaches. One such example concerns English Medium Instruction (EMI), whereby students are required to take content-based classes in the target language together with foreign language or language art classes.
In this talk, I will report a longitudinal project which delved into the extent to which college-level Japanese learners of English can improve the global (comprehensibility and accentedness) as well as specific (pronunciation, fluency, vocabulary and grammar) qualities of L2 spontaneous speech over one academic year in EMI classrooms. Subsequently, I will also relate to how the level of proficiency achieved was related to the length (1 semester vs. 1 year) and focus (language-focused vs. content-based classes) of instruction that students had received as well as their language aptitude profiles (explicit and implicit pronunciation, vocabulary and grammar).
The findings will be discussed in terms of the pedagogical “potential” and “limits” of EMI programs of this kind. I will provide some promising directions for future research.
The pedagogical potential and limits of English Medium Instruction in Japanese English-as-a-Foreign-Language classrooms16 February 2016 13:15 - 14:15Seminar Room K/LSpeaker: Dr. Kazuya Saito, Birkbeck, University of LondonAn Applied Linguistics Lunchtime Seminar convened by: Dr Jess BriggsAlthough the role of decontextualized language-focused instruction remains unclear, especially for the development of spontaneous speech production, a growing number of researchers have conceptualized, elaborated and validated a range of meaning-oriented and acquisition-rich L2 teaching approaches. One such example concerns English Medium Instruction (EMI), whereby students are required to take content-based classes in the target language together with foreign language or language art classes.In this talk, I will report a longitudinal project which delved into the extent to which college-level Japanese learners of English can improve the global (comprehensibility and accentedness) as well as specific (pronunciation, fluency, vocabulary and grammar) qualities of L2 spontaneous speech over one academic year in EMI classrooms. Subsequently, I will also relate to how the level of proficiency achieved was related to the length (1 semester vs. 1 year) and focus (language-focused vs. content-based classes) of instruction that students had received as well as their language aptitude profiles (explicit and implicit pronunciation, vocabulary and grammar).The findings will be discussed in terms of the pedagogical “potential” and “limits” of EMI programs of this kind. I will provide some promising directions for future research.
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