Event 1

Date: Wednesday, April 2nd, 1:00 — 2:00 p.m.
Place: Hokusei Gakuen University in CALL Room 3, "A" Building 2F
Cost: Free!

Results, Analysis, and Application — Jim Allison, Hokusei Gakuen University

Are you one of the many teachers using English Firsthand or a similar textbook covering the four basic skills? If so, have you ever taken an objective look at what your students think of the book being used?

The teachers for non-English majors at Hokusei Gakuen University asked class members for their opinions as to whether each section of each unit was interesting or boring, easy or difficult, and helpful or unhelpful. Jim will present an overview of the students' responses to these survey questions.

Hopefully it will be an opportunity to gain a clearer view of the particular plusses and minuses many students see in these texts, which in turn will allow us as teachers to utilize these teaching tools more effectively. For those not using English Firsthand, this presentation and discussion may nevertheless yield valuable hints as to which types of activities and topics students favor. All are welcome to attend this JALT-sponsored presentation.

Event 2

Date: Sunday, April 13
Time: 2:00 — 4:00 p.m.
Place: Hokkai Gakuen University
Cost: Free for JALT members; 500 yen for guests

Tools for Learning, Communicating and Understanding — Ken Fujioka, Keisen University

Abstract: How do learners communicate in English class? When learners listen, how do they perceive and interpret information? Professor B. Aubrey Fisher's book, Interpersonal Communication: Pragmatics of Human Relationships, states that "knowledge gained from perception is only a reflection of reality and is therefore highly fallible and the knowledge gained from perception is vivid, personal and thus typically accepted as true, often uncritically". If knowledge gained from one's perception is "highly fallible", it is no wonder why we experience miscommunication and misunderstanding. So, how can language students communicate their ideas so that their peers interpret them more effectively?

The key for improving our communication is first, to be conscious how and what we say, and how this ultimately affects our peers' understanding. By becoming attentive to the words we use to explain our ideas, Fanselow says, "we can become more aware of the ways our personal view of reality limit and restrain us". An effective way to enhance our peers' understanding is by establishing context. Aubrey states that, "Interpreting meanings within their context is a major factor, perhaps the most important single factor, in understanding personal communication and social relationships." The final step to better overall communication is for listeners to confirm their understanding by asking relevant questions.

In this lecture and workshop, participants will be exposed to various forms of realities, which support and enhance such theories. The presenter will try to make this workshop as participatory as possible so that by the end, participants should have a better understanding of how to expand their perception and even their approach to teaching and learning.

Notes :

• Aubrey Fisher: the late B. Aubrey Fisher, a noted communication theorist and communication professor at the University of Utah
• John Fanselow: Professor Emeritus, Teacher's College, Columbia University\
  

Report: At the beginning of the presentation, Fujioka introduced a number of quotes about perception and noticing. After participating in the workshop's five activities we looked at the quotes again and understood them in a new light. Basically, our perceptions are based on our experiences, therefore students and teachers with different cultural backgrounds perceive classroom experiences differently. This point was well-illustrated by listening to a number of sounds recorded outside of Japan. Universal "weather" sounds were relatively easy for everyone to identify but those based on specific cultural experiences much less so. If students don't understand what's expected of them in a communicative classroom, perhaps it's because they don't have the relevant experience that would help them interpret what's going on.

Another useful insight is that knowledge gained from our perception is highly fallible and subjective. Everyone starts from their own frame of reference. It's the teacher's responsibility to draw the learners' attention to what is important in a lesson and to help students confirm and check their understanding. Confusion and frustration can be good things if they help students clarify what they've learned and what they still need to work on.

Reported by Wilma Luth