Volume 6, Issue 2 February 2014
The Impact of Globalization on Language Education Policies in Japan and South Korea
Allen Lindskoog, Chuo University, Tokyo
Abstract:
The impact of Globalization on English language education policies has been felt throughout East Asia. The impact effects language learning, policy decisions, curriculum development, and teaching (Nunan, 2003). The common theme from nearly all East Asian countries’ educational ministries and governmental institutions is the discourse of globalization – with linguistic capital a country can be competitive in the global economy. This paper examines the discourse surrounding globalization and English language by comparing South Korea and Japan and how the impact of globalization has impacted English language policies and practices on these two countries.
Reconsidering the Noticing Hypothesis
Taeko Doi, Globist English School
Abstract:
In acquiring second language speaking skills, the Noticing Hypothesis claims that the learners need to notice the gap between what learners can say in their inter-language and what they want to say in the target language. This paper deals with three questions which arose from my teaching practice about the hypothesis: At what point during the time of articulation does noticing occur? What conditions allow the learners to notice the gap? Are there any unnoticeable formal elements? The review of the literature shows that learners can notice the gap only when they have sufficient grammar knowledge, enough time to monitor their production, and the intention to review their own production. Second, while phonological and morphological errors are easily noticed, major structures of the utterance are unable to be noticed and are not restructured. Third, content words are more easily attended to than function words. Finally, exactly when the noticing can occur in one articulation is left unmentioned in the Noticing Hypothesis, namely at the onset or in the middle of or after the articulation. Based on these findings it can be concluded that noticing can occur only under certain conditions.
Japanese EFL Learners’ Perceptions of English as an International Language: The Gap between the Societal Demands and the Classroom Realities
Chie Nishimura, Koka-gakuen Junior and Senior High School, Tokyo
Abstract:
Although EFL learners are now being exposed to various types of English that are used in actual international communication, students of EFL in Japan have not yet been widely exposed to concepts such as EIL (English as an International Language), World Englishes, and Globish. This is due to the fact that in English Language Teaching in Japan, there seems to remain a preference for English spoken by native-speakers, and a lack of awareness amongst students as well as teachers of how diverse the English language really is. Currently, EFL learning contexts in Japan do not necessarily expose learners to the type of English that is recognized at the societal level as a tool for international communication. In this article, I explore Japanese EFL learners' perceptions of English, and address several problems in Japanese classrooms with respect to reconciling the gap between English as a tool for international communication and English as an academic subject. I conclude with suggestions on how to close the gap between societal demands and the realities that exist in Japanese schools.
Language Learners’ Belief Change
Sakae Suzuki, Shonan Institute of Technology
Abstract:
This longitudinal study is designed to provide an orderly account of how beliefs about English language learning change among seven high school students in Japan. Beginning when the students were first-year high school students (10th graders), the investigation takes a qualitative multiple-case-study approach that includes in-depth interviews, responses to open-ended questions, and written reports. Data gathering ended when each student, in the third year of high school, chose a university. Conclusions include: (1) factors that influence changes in learners’ beliefs and (2) implications for teachers and educators.
Considering the Interaction Hypothesis: Clarification, Elaboration and Paraphrasing
Jonathan David Brown, Toyo University, Tokyo, Japan
Abstract:
In this paper, the Interaction Hypothesis is considered in an analysis of a short script between a native English speaker and three Japanese ESL learners (non-native English speakers). Through this analysis, the roles clarification, elaboration, and paraphrasing play in creating and improving comprehensible input and output are identified and discussed, thus providing support for the Interaction Hypothesis.