December 17, 2022

Time: 12:30– [approximately] 1:35

Session I: 12:35–1:05

Session II: 1:05–1:35

Finish: 1:45

Venue: ZOOM (Emailed to all Akita JALT Members) – If you are not a member please send an email asking if spots are available.

This poster session will feature ten original classroom-based discourse analyses conducted by graduate students in the English Language Teaching Practices (ELT) program at Akita International University (AIU). In their final project for Introduction to Foreign Language Acquisition class, students were required to collect authentic classroom discourse data, transcribe it using conversation analysis (CA) methodology, and provide an analysis of the discourse using what they have learned in the course. Finally, they were asked to provide a reflection about what they discovered in the process, and how their teaching will change as a result. This project is based on a framework designed by the course instructor in which student teachers learn the value of integrating action research with reflective practices (see Hale, Nanni & Hooper, 2018). Participants will be able to move freely between concurrent poster sessions.

Session I: 12:35–1:05

Breakout Room #1: Fostering Spontaneous Talk in High School EFL Classrooms Shuntaro MIURA

Abstract: This poster presentation shows how spontaneous talk is promoted among SHS students through teacher-student interaction.The positive effects of extending students’ responses, i.e., expanding the IRF sequence and developing it into a discussion-like interaction, will be discussed. The Qualitative data was collected from video recordings of a first-year SHS English class. 

Breakout Room #2: Aiming at a New Interaction (IRFR) with Your Students 

Kaito TAKAMI

Abstract: Most teachers try to ask some questions and give positive feedback when interacting with students. This is a typical so-called initiation-response-feedback (IRF) pattern and explicit positive assessment (EPA). Is it effective in improving conversation skills? Is it far from a natural conversation? I want to propose a new model-IRFR to find the solution. 

Breakout Room #3: Code Switching During Instruction by a Japanese Teacher of English 

Alaric Edward DAVIS

Abstract: Using conversation analysis (CA) methods, the goal of this presentation is to analyze code switching during instruction by the Japanese teacher of English during their practicum. Data was collected from a video recording of a first year high school English communication class. 

Breakout Room #4: Motivating Student Risk-Taking in the EFL Classroom 

Keiko OSHUYA

Abstract: The poster presentation introduces how student risk-taking is promoted through explicit positive assessment (EPA) by instructors. It will discuss how the instructors vary EPA to suit the level of the task and how changes in EPA affect how students perform in the tasks. Data was collected from video recordings of first-year high school English classes.  

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Session II: 1:05 to 1:35

Breakout Room #1: Teacher Talk and Recasting in a JHS English Lesson 

Azusa MATSUMOTO

Abstract: This poster presentation explores how the teacher gave corrective feedback, especially recasts, to junior high school first-year students. The teacher tended to recast students’ Japanese utterances in English during the lesson. Using data from a lesson, this poster presentation explores the reasons the teacher recast in this way, and the student reactions to the teacher’s non-explicit code-switching repair. 

Breakout Room #2: Repetition of the Same Sentence Twice by an Advanced English
Farhana SARMIN

Abstract: Using the conversation analysis (CA) method, this poster presentation analyzes the possible reason for the advanced English speaker’s repetition of the same sentence twice. The speaker is a future English teacher who was conducting his practicum class in a senior high school, and the class was videotaped.

Breakout Room #3: English Proficiency and Appeals-for-Help

Wenxin ZHANG

Abstract: As a communicative strategy, appeal-for-help is a way for learners to compensate for a lack of linguistic resources in spoken interaction. Using conversation analysis (CA), this presentation demonstrates the impact of English proficiency on appeals-for-help for Chinese English-language learners with differing proficiencies. 

Breakout Room #4: Dealing with Students’ Questions and Answers in an EAP Class 

Xin WANG 

Abstract: Asking and answering questions is not easy for students to do in class. This presentation will use conversation analysis (CA) methods to analyze the ways a teacher responds to student questions and answers during a full class discussion. The data was collected from one college upper-intermediate EAP class. 

Breakout Room #5: Code-Switching Patterns of Advanced Learners in an EAP Class

Xijier

Abstract: Through collecting and analyzing EAP classroom interactional data, it was found that when learners’ English proficiency levels are higher, they can decide when to switch their languages consciously. As the conversation analysis (CA) data shows, they only use their L1 when they talk about non-school-work-related topics. 

Reference:

​​Hale, C. C., Nanni, A. & Hooper, D. (2018). Conversation analysis in language teacher education: An approach for reflection through action research. Hacettepe University Journal of Education, 33(Special Issue), 54-71. DOI: 10.16986/HUJE.2018038796