{"id":543,"date":"2019-08-28T00:00:00","date_gmt":"2019-08-28T00:00:00","guid":{"rendered":"http:\/\/khoaanh.ufl.udn.vn\/eng\/2019\/08\/28\/bolt-seminar-2013\/"},"modified":"2019-08-28T00:00:00","modified_gmt":"2019-08-28T00:00:00","slug":"bolt-seminar-2013","status":"publish","type":"post","link":"https:\/\/khoaanh.ufl.udn.vn\/eng\/conference-seminar\/543\/","title":{"rendered":"BOLT SEMINAR 2013"},"content":{"rendered":"<\/p>\n
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tBOLT SEMINAR 2013\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h2>\n

\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tUpdated: \t\t\t\t\t\t\t\t\t\t\t\t\t\t2019\/08\/28\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n

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\n\t\tPeter John Wanner<\/span><\/strong><\/span><\/div>\n
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\n\t\tDr. Peter John Wanner is an Associate Professor at Tohoku University working in the Graduate School Language Education Department.\u00a0 He has a Doctors degree in Human Informatics from Nagoya University (Japan) and a Master of Science Degree in Linguistics from Georgetown University (America).\u00a0 He has worked at Tohoku University since 2005 and specializes in Bilingual Education, Linguistics, and Neurology.\u00a0 In 2008, he had his most recent publication \u2018Consequences for bilingual first language acquisition (BFLA) and native speaker language acquisition (NSLA) infants.\u2019 in a chapter in a book called \u2018Contemporary issues of brain, communication and education in psychology: the science of mind.\u201d<\/span><\/span><\/div>\n
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\n\t\t1) Self Preparation for Vocabulary Retention using Free Electronic Software<\/em><\/strong><\/span><\/span><\/div>\n
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\n\t\tThere are lots of programs that promote word retention and can be implemented not only in computers, but on handheld cell phones.\u00a0 This presentation will introduce one type of learning software called Quizlet that has applications for learning in 18 different languages.\u00a0 It allows students to evaluate their progress and keep track of their retention of vocabulary as they learn it with follow-up quizzes that test for words the students have registered.\u00a0 The software in Quizlet is designed to help users understand their repetitive mastics such as spelling mistakes and furthermore helps them learn further vocabulary they have not developed, yet.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\t2)\u00a0 Slow Motion Speaking (SMS):\u00a0\u00a0 A Tool to English Fluency<\/em><\/strong><\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tOne way for students to develop higher pronunciation skills is through \u201cSlow Motion Speaking\u201d.\u00a0<\/span><\/span><\/div>\n
\n\t\t\t\t\t\tThis requires learning through the deliberate use of slowing down one\u2019s speech until they perfect<\/span><\/span><\/div>\n
\n\t\t\t\t\t\tthe sound articulation, rhythm, intonation and pausing patterns.\u00a0 Students can learn to imitate the<\/span><\/span><\/div>\n
\n\t\t\t\t\t\tsounds they hear in transcripts or through the teacher and use them for producing sounds in<\/span><\/span><\/div>\n
\n\t\t\t\t\t\tcontext. This presentation will introduce how students can track their English pronunciation<\/span><\/span><\/div>\n
\n\t\t\t\t\t\tdevelopment through the analysis of written transcripts \u2013 as produced by native speakers- for which<\/span><\/span><\/div>\n
\n\t\t\t\t\t\tvideo or audio recordings are available.\u00a0 Students or learners practice some material aloud while<\/span><\/span><\/div>\n
\n\t\t\t\t\t\tspeaking along with recorded voices.\u00a0 They can practice the material as long as they deem necessary<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0to master the natural speaking tendencies of native speakers.\u00a0 One difference in using transcripts for<\/span><\/span><\/div>\n
\n\t\t\t\t\t\tpractice of pronunciation is that students say words concurrently with voices they listen to and hence<\/span><\/span><\/div>\n\n\n\n\n\n\n\n
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\n\t\t\t\t\t\t\t\t\t\tthey are not repeating.\u00a0 For some learners this is more challenging and provides more incentive to<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\tlearn pronunciation.\u00a0 These skills will be practiced with demonstrations in the seminars.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\t\t\t\t\tJennifer Morgan<\/span><\/span><\/strong><\/div>\n
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\n\t\t\t\t\t\t\t\t\t\tJenny Morgan is a Guest Lecturer at Meisei University, Tokyo, with an MA TESOL degree<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\t\u00a0from Victoria University of Wellington, N.Z. She has taught English learners of all ages in<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\tChina, Japan, NZ, and the UK.\u00a0 Her research interests include EAP, materials development<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\t\u00a0for low-level students, writing portfolios and integrated skills learner projects.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\t\t\t\t\tMaking the Textbook Speak<\/em><\/strong><\/span><\/span><\/div>\n
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\u00a0\u00a0 Many teachers are bound by a national English curriculum and compulsory language<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\ttextbooks. Much of the classroom focus is on reading and writing as a way to teach-learn<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tgrammar and vocabulary; and students are assessed by \u2018standardized English paper exams<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tonly.\u00a0 This can be a tough way for students and their teachers to develop real English<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tcommunication skills and confidence using English.\u00a0 It is also very challenging to learn<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tgrammar and vocabulary through mainly reading and writing.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tThis presentation will discuss ways in which teachers can cover the textbook materials, as well as include elements of\u00a0 student to student communicative interaction, and English speaking in their lessons. The outcomes are improved proficiency over the four skills, and stimulating, effective ways to learn grammar and vocabulary through communicative use.<\/span><\/span><\/div>\n<\/td>\n
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\n\t\tMatthew Dolman<\/span><\/span><\/strong><\/div>\n
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\n\t\t\t\t\t\tMatthew Dolman is a master\u2019s student studying Language Sciences at Tohoku University, with a concentration on research in the field of 2nd language acquisition.\u00a0 Following his graduation from Keele University (England) with a dual honors BA in Music and Media, Communications and Culture in 2008, Matthew began his teaching career after being accepted onto the JET program. Since then, Matthew has been keen to develop original, effective teaching methods for the foreign language classroom, especially techniques using Music, in which he has a strong interest.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tInteractive learning<\/em><\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tEncouraging student participation can sometimes be problematic for teachers of English. Students\u2019 varying levels of ability, enthusiasm and confidence can influence the amount they contribute in the classroom. Additionally, some teaching methods encourage passive learning, where students are required to do no more than listen to the instruction of their teacher. This can create an uncomfortable atmosphere that discourages active learning. The teacher can make a number of changes to positively transform their classes in order to increase student participation and decrease long periods of silence that waste valuable class time.\u00a0 As well as offering students positive criticism and maintaining a constructive classroom environment, it is essential to utilize activities that allow as much student involvement as possible. We will look at a number of interactive activities that have been devised and tested in Japanese ESL classes and discuss how they may benefit your English classroom.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tAgnes Anna Patko<\/span><\/span><\/strong><\/div>\n
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\n\t\t\t\t\t\tAgnes Anna Patko is a guest lecturer at Meisei University, Tokyo. She obtained her master\u2019s degrees at Eotvos Lorand University (ELTE), Hungary. She is interested in teaching materials and teacher training development. Her voluntary activities include teaching English to disadvantaged children, helping trainee teachers (Meisei Summer School Project) and guiding foreigners.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tMemory games in the language classroom<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\t\t\t\t\tThis presentation will focus on various memory games in the language classroom. Memory games, as the\u00a0 name suggests, are mainly used to improve people\u2019s short-and long term memories, therefore, they are mainly associated with vocabulary learning. However, their implementation in the classroom can be more diverse. Teachers can make students practice, memorize and recall new vocabulary, chunks of language or grammatical structures easily; therefore, these activities foster fluency. In addition, they can be applied as effective<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0instruments to warming-up or break the monotony of the lesson. Depending on the purpose of the activity and the means the teacher selects, memory games help students broaden their learning strategy use also. \u00a0I will invite the audience to take part in the presentation actively. I will present a few memory games, which they can try themselves. At the end I will ask them to reflect on the games and think about the implementation<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0in their own language classrooms.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tMichael Furmanovsky<\/strong><\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tProfessor Michael Furmanovsky was born in Africa, educated in the UK (Warwick University) and USA (UCLA) and works at Ryukoku University\u2019s Faculty of Cross-Cultural Studies in Kyoto, Japan. He teaches language, culture and movie-based history classes while also being active in the field of Japanese popular culture, presenting regularly at Japan Studies conferences. He has written and presented on a wide variety of practical areas including Reading Circles in Extensive Reading, using songs and commercials to teach culture and vocabulary and keypal exchanges. He has been active in volunteer teaching in Vietnam and the Philippines since 2007 and has also published an academic article focusing on the work of western NGOs involved in street children rehabilitation in Hanoi.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tUsing Songs with Content for Reading Comprehension<\/em><\/strong><\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tPop songs can be used in the EFL class for listening and pronunciation practice, to teach idioms and<\/span><\/span><\/div>\n
\n\t\t\t\t\t\texpressions and even for dictation and jigsaw activities. However, the very nature of pop songs makes them much less useful for a Reading class since most popular songs are simple love songs and rarely tell any kind of story. By contrast songs from the country and folk music genre often tell quite complex stories with highly economical and thoughtful language. They are rich in expressions and analogies and even have character development. As such they can be treated as a \u201ctext\u201d for a Reading class. And since the lyrics of songs and often the songs themselves (or a YouTube version) can be found on the Internet, they can effectively be used free of charge.<\/span><\/span><\/div>\n
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\n\t\tBALSAMO OUTREACH FOR LEARNING SEMINAR SERIES DEC. 26, 2013<\/strong><\/span><\/span><\/div>\n
\n\t\tVenue:<\/strong> Da Nang University of Foreign Language Studies, 131 Luong Nhu Hoc Street.<\/span><\/span><\/div>\n
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\n\t\t\t\t\t\tGuest & Participant Reception<\/em><\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t8:30-8:50<\/em><\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tOpening Ceremony<\/em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Auditorium<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\tPlenary presentation<\/em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Auditorium<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\tClosing Ceremony<\/em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Auditorium<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\tPlenary: Self Preparation for Vocabulary Retention using Free Electronic Software<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPeter John Wanner<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPhD Tohoku University<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tAmerican<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t1) Using Songs with Content for Reading Comprehension<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tMichael Furmanovsky<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tM.ED.\u00a0\u00a0\u00a0 Ryukoku University<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tBritish<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t2) Making the Textbook Speak<\/em><\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tJenny Morgan<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tMA TESOL \u00a0Meisei University<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tNew Zealander<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t3) Interactive learning<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tMatthew Dolman<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tBA. Tohoku University<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tBritish<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t4) Memory games in the language classroom<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tAgnes Anna Patko<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tMA Meisei University<\/span><\/span><\/div>\n<\/td>\n
\n
\n\t\t\t\t\t\tHungarian<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
\n
\n\t\t\t\t\t\t5) Slow Motion Speaking (SMS):\u00a0\u00a0 A Tool to English Fluency<\/em><\/span><\/span><\/div>\n<\/td>\n
\n
\n\t\t\t\t\t\tPeter John Wanner<\/span><\/span><\/div>\n<\/td>\n
\n
\n\t\t\t\t\t\tPhD Tohoku University<\/span><\/span><\/div>\n<\/td>\n
\n
\n\t\t\t\t\t\tAmerican<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n\t\t* Pres = Presentation<\/span><\/span><\/div>\n<\/div>\n
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\n\t\u00a0<\/div>\n<\/p><\/div>\n","protected":false},"excerpt":{"rendered":"

BOLT SEMINAR 2013 Updated: 2019\/08\/28 \u00a0 \u00a0 \u00a0 \u00a0 Peter John Wanner \u00a0 Dr. Peter John Wanner is an Associate<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[22],"tags":[],"_links":{"self":[{"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts\/543"}],"collection":[{"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/comments?post=543"}],"version-history":[{"count":0,"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts\/543\/revisions"}],"wp:attachment":[{"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/media?parent=543"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/categories?post=543"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/khoaanh.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/tags?post=543"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}