・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Announcement of Call for Presentations for the 3rd Tohoku Area Special Study Session of ATEM (The Association of Teaching English through Multimedia)
The East Japan branch of ATEM will be holding its 3rd Tohoku area special study session at Sendai Kyoritsu Daiichi Building in September, and we are now starting the call for presentations at this meeting. Please check the details below and apply, or just come to the session if interested.
*Time and Date: Saturday, September 7th, 2024, starting at 1:00 PM (time subject to change) *Place: Sendai Kyoritsu Dai-ichi Building, 5th Floor (5-F) map https://maps.app.goo.gl/nX1H1GTNpxgSLMT56 *Deadline for applying: Saturday, August 10th, 2024
This study session does not have a specifically set theme, so we will be accepting as many applications as we can regarding the use of multimedia and visual media (from videos to movies to music to digital media) and how it can be used in the EFL or foreign language classroom. The three general areas of presentation are: practical classroom application, materials development, and language teaching theory. If you have any questions, please ask through the e-mail provided below.
Presentations should be about 20 minutes long, allowing for about 10 minutes for questions and answers and 10 for changing speakers. To apply to speak at this meeting, please e-mail the following information to Sachiko Nakamura (sachiko.nakamura.b6@tohoku.ac.jp).
*Presentation title (in the language that you will be presenting) *Name(s) of all presenters *The affiliation(s) of all presenters *Contact information (preferred e-mail address and phone number in case of emergency) *Abstract (400 characters or less if in Japanese, or about 200 words in English)
We are planning a social gathering following the study session on the day of the event (reservation required). If you wish to participate, please register in advance using this participation form (Google Form) [Deadline: Sunday, September 1st, 23:59]. https://forms.gle/uY6esVGCQpG34ysh9
フィルム・ノワール、『スカーレット・ストリート』（Scarlet Street, 1945）の冒頭のシーンで、男性主人公は上司から勧められて葉巻を吸う。ここで取り上げられているのは、マッチにまつわる迷信である。このシーンから示唆を得て、『歩道の三人女』の考察に至った。本作の原題であるThree on a Matchは、アメリカにおける当時の迷信を踏まえている。この迷信によれば、1本のマッチで3人のたばこに火をつけると、最後の1人が命を落とすことになる。その由来は以下の通りである。映画内で提示される記事“Take Our Word for It”では、マッチ王といわれた実業家、イーヴァル・クルーガーの策略によるものだと明言されているが、実際には諸説あるといわれている。
The Saying- “Three on a Match Means One Will Die Soon” did not originate in the war, where it was said that to hold a match burning long enough for three lights would attract enemy gun fire. It did originate with Ivar Kreuger the Swedish Match King, who wanted the world to use more matches. It is reported that the saying brings his companies $ 5,000,000 more revenues annually. (Three on a Match)
さて、映画のシーンを分析していこう。幼なじみの3人の女性たちは、10年ぶりに偶然再会し、ランチをしながらタバコを吸っている。マッチに火をつけるのは、テーブルの中央に座るメアリーである。初めにルース、次にメアリー自身、最後にヴィヴィアンのたばこに火をつける。カメラは左から右に動き、たばこを吸い始める彼女たちを途切れなく捉える。とりわけ、ヴィヴィアンのたばこに火をつけるメアリーの右手は、若干クロースアップされているように見える。ヴィヴィアンが3人目、つまり彼女が犠牲になることがほのめかされていると考えられる。そして、メアリーは「マッチの呪い（Weird on a match）」と言い、ヴィヴィアンは”What’s the difference?” と答える。Collins Online Dictionaryによると、”What does it matter?” と同義表現であることから（https://www.collinsdictionary.com/jp/dictionary/english/whats-the-difference）、「そんな迷信なんかどうだっていいわ」と訳すのが妥当だろう。ヴィヴィアンに限らず、もう大人になったのだから私たちは迷信なんか信じない、という3人の女性たちの心境がヴィヴィアンの台詞に集約されているといえる。
You are kindly asked to register through the following Google Forms by May 20 (Mon.) if you would like to join the meeting online (watching the presentations only). You will be informed of Zoom ID & Pass later.
13:00 – 13:15 発表者リハーサル（希望者のみ） Rehearsal for presenters (optional)
13:15 開会挨拶 (Opening)
―――
1．13:20 – 13:40
“Interactive Video-speaking Tests: Possibilities and Challenges”
Ryan SPRING（Tohoku University）
Abstract: Video-based listening tests have recently garnered attention as being potentially better than audio-based listening tests due to the fact that the videos provide better context and result in improved learner engagement and focus (e.g., Wagner, 2010; Zhi, 2013). However, fewer studies have looked at the use of video-based tests that prompt speaking responses. As of 2020, Tohoku University adopted a new, four-skills based EGAP (English for General Academic Purposes) curriculum that requires students to learn a number of speaking skills including discussion participation. However, evaluating discussion can be challenging as the same scenario should be presented to students and the objectivity of grading must be ensured. Furthermore, conducting speaking tests can be very time consuming for teachers. Therefore, Tohoku University has adopted an approach of providing video-prompted speaking questions to ensure that all students receive the same stimulus and will provide similar kinds of responses that can allow more uniform grading. The system also allows the use of Automatic Speech Recognition (ASR) which can be used to provide teachers with transcripts of student responses that can also be used to check for specific keywords, potentially decreasing teachers’ scoring burden. In this presentation, examples and preliminary results are provided with an aim to further refine the systems.
≪Q&A: 13:40 – 13:45≫
―――
2．13:50 – 14:10
「映画『コールドマウンテン』と原作小説の相乗効果による英語力の向上」
塚田三千代（翻訳・映画分析アナリスト）
概要：映画は小説が言葉で描写する情景をイメージ化した映像である。登場人物たちの心底の恐怖や不安を伝える表現を、映画『コールドマウンテン』とその原作小説（Cold Mountain, 2003. By Charles Frazier）を比較して考察した。彼らの心底を表現するために、「if語句」や「if節～」の仮定法で語るセリフ・言葉が、映画では35回、原作小説は1６5回出現する。
“Exploring Optimal Design Strategies for English Audio Materials”
Sachiko NAKAMURA（Tohoku University）
Abstract: Recently, many English learning books have been coming with audio resources. However, there are still not many that pay adequate attention to the design of the audio materials, including the duration of pauses. By incorporating appropriate pause lengths, these audio materials can become more than just tools for checking segmental features (e.g., pronunciation of each word) and suprasegmental features (e.g., intonation and rhythm); they can become more usable for repetition or retention training, wherein learners listen to audio without a script and repeat what they hear during the pauses (Nakata, 2023). English audio materials can be consciously designed to be used more actively, enabling learners to not only acquire declarative knowledge, i.e., knowing about something (DeKeyser, 2020), but to also promote the development of procedural knowledge, which is essential for communicative competence (e.g., DeKeyser, 2020; Nakata, 2023; Suzuki et al., 2023). Moreover, by using “not lengthy” pauses, the audio materials can do more to improve learners’ fluency, as learners need to repeat the audio within a limited time. This presentation explores: 1) common design practices for English audio materials, 2) optimal design strategies for English audio materials, and 3) learners’ responses to optimally designed English audio materials.
Call for Presentations at the ATEM Higashinihon Chapter Study Meeting on May 26, 2024
Dear ATEM Members:
ATEM Higashinihon Chapter will hold a Study Meeting at Reitaku University Shinjuku Satelite Campus, on May 26 (Sun.), 2024. We are planning on making the meeting Face-to-face (Presentations will be made at the venue, no online presentations). Also, real-time live broadcast (streaming) is being considered for remote participants, but this is subject to change depending on circumstances, so please check the website for details.
We are calling for presentations on English education (language education) that uses visual and/or audio multimedia including movies, TV dramas, Youtube, etc. Your presentation should focus on class activities, the development of language teaching materials, theoretical or empirical studies, or cross-cultural communication studies, etc. We also welcome proposals for workshops on those fields or topics.
Each presentation will be 20 minutes with 5-10 minutes of Q and A. (This may be adjusted depending on the number of presentations and the related projects. Please note that you will be notified of your presentation request (acceptance or rejection) approximately one week after the application deadline.
We will contact you about the details later.
Application Period: To April 30, 2024
Acceptance notice will be sent by email around a week after the application deadline.
We would appreciate it if presenters could come to the venue as much as possible to avoid possible networking problems. If you wish to make an online presentation from outside the venue, please inform us at the time of application.
When submitting a proposal, please provide the following information by an attached Word file to the ATEM Higashinihon Chapter Office
(ej-seminar@atem.org).
1 Please title your email as “ATEM Higashinihon Presentation Proposal.”
2 Presentation title
3 Name
4 Affiliation
5 Email address
6 Language of presentation
7 Abstract （400 letters in Japanese or 200 to 300 words in English)
最近「哀れなるものたち」が公開され、いろいろ話題を呼んでいるギリシャ出身のヨルゴス・ランティモス監督だが、同監督によるサイコホラー、「聖なる鹿殺し」（The Killing of a Sacred Deer)は、公開（2017）からほとんど7年が経過した現在でも、様々に取りざたされる映画である。ギリシャ神話からヒントを得た、一種の寓話であると言えるかもしれないこの映画だが、見終わった後には、何とも言えない嫌な感じを残す、所謂、“イヤミス”の類の映画である。その“いやな感じ”は、同時に、不気味な感じに繋がっていく。その不気味さとは、結局人間そのものの不気味さなのだが、その不気味さをいや増すために、様々な仕掛けが作られているのだ。
「残酷だけど、息子に犠牲になってもらいましょう。私たちは、また、子供が作れるし、体外受精も可能だわ。」 ”I believe the most logical thing, no matter how harsh this may sound, is to kill a child. Because we can have another child. I still can and you can. And if you can’t, we can try IVF, but I’m sure we can.” （IVF=体外受精）
Mikako Nobuhara （Nagaoka University of Technology）
In 2022, the Ministry of Education, Culture, Sports, Science and Technology announced that it will support gifted students. Gifted students tend to reach an IQ of 130 or higher and often have specific talents such as prodigious memory, artistic skills, and computing power in math.
Unfortunately, schools in Japan do not offer suitable approaches that encourage the individual growth of this group of children. Therefore, acquiring sufficient knowledge about this topic and implementing the best teaching for these students are essential for teachers and future teachers.
Today, as an introduction to achieving the first step for an enhanced understanding of gifted children, I would like to propose using films is one of the most effective methods for elucidating the nature of gifted children and what their teachers should do for them.
As a potential activity, I strongly recommend “Gifted (2017),” which was launched by 20th Century Fox Home Entertainment. The main character Frank is dedicated to raising his young niece, Mary, a gifted child. The storyline of this movie is based on family bond and love in which Frank and Mary are building their relationship through various events around them.
This activity might be most useful at the university level. Especially for students who aim to become a teacher in elementary schools, I recommend promoting active learning as a method for consciousness-raising.
First, the teacher asks students to answer questions about the talent that people tend to possess and the meaning of “gifted.” In class, the teacher divides students into groups of three and gives them time to share comments with all group members. In the discussion, students should listen very attentively and accept their opinions. The leader then presents the group’s ideas to the class. When students work on activities in an interactive manner in the following activities, I predict that they will continue learning comfortably in the same manner.
As another activity, students will watch a certain scene selected by the teacher and a consciousness-raising activity focusing on the feelings of Mary and Fred in the scene will also help students deeply consider which decision is suitable for Mary for doing well in school. They can also determine the model teaching method for her and a suitable learning pattern for each subject. University teachers should be very careful to avoid instilling a one-sided idea about gifted children in other non-gifted students. Screenplay often includes dramatic scene in films which may not match real-life situations. Therefore, teachers need to make some adjustments when addressing similar social topics.
Through various activities in class, such as those previously mentioned, preservice teachers will be equipped to employ better approaches for gifted children. In the future, I strongly hope that more people will understand that building a better society for each person, including gifted children, is crucial for achieving a bright future, where everyone is respected. One method toward this end is the use of films.
Banksy is an enigmatic and prolific street artist who rose to prominence in the early 2000s
with his thought-provoking creations that blend social commentary, satire, and wit.
Many of Banksy’s pieces carry a strong social or political message. He often addresses issues such as war, poverty, government surveillance, and corporate greed. Banksy’s art has reached a global audience and has appeared in various cities worldwide. Despite his anonymity, his impact on the art world and popular culture is significant.
Banksy’s work is primarily found in public spaces like walls, bridges, and buildings. This choice of canvas allows his art to be accessible to a wide audience, transcending the traditional confines of galleries and museums. However, this has sparked debates about the role of street art in contemporary society, the boundaries between vandalism and art, and the power of visual communication to convey important messages.
His artwork can provide an interesting and engaging topic for an ESL class, especially at the University level. Utilizing Banksy’s work can help students explore various aspects of language, culture, and critical thinking. Most university students have heard of Banksy and are familiar with some of his more popular and famous artwork, including “Mobile Lovers” (2014), which depicts a couple embracing while checking their smartphones. It comments on the impact of technology on human relationships. “The Flower Thrower” (2003) is another iconic piece that shows a man in a rioter pose, but instead of throwing a Molotov cocktail, he is throwing a bunch of flowers. It’s a powerful image that contrasts violence with beauty. “There Is Always Hope” (2002) is another one of his famous works, which you can find sold as merchandise. Often referred to as the “Balloon Girl,” this image features a girl letting go of a balloon with the words “There Is Always Hope” next to her. It’s a widely recognized symbol of optimism.
Using Banksy’s art in the ESL classroom can be a creative and engaging way to teach students how to make inferences and learn about connotative vocabulary in context. Banksy’s works often contain social and political messages, making them rich material for discussion and possible interpretation. Students can be pre-taught the vocabulary and the background context needed to interpret his work and then make inferences based on what they see in his artwork, along with the student’s prior knowledge that they bring to their exploration of his artwork.
Students can also be provided with original reading passages covering the polarizing nature of Banksy’s work into passages that praise and are critical of him. It is a good opportunity for students to see how positive and negative connotations are used in context to convey opinions and interpretations of his work. For example, the social commentary of Banky’s work is sometimes described as insightful, but is it thought-provoking or superficial and simplistic? Students can also use such vocabulary to formulate their own opinions, and it lends itself well to student discussion and opinion essays such as ‘Banksy is just a vandal. Do you agree or disagree?
I have used Banksy’s work in the above ways, and students have found it engaging and interesting. If the activities are adequately scaffolded and level-conscious, it can give students a chance to express themselves as well as review language skills such as making inferences and using positive or negative connotations in context.
With the advancement of globalization, one of the objectives of Japan’s Ministry of Education, Culture, Sport, Science and Technology (MEXT) is to nurture globally-minded university graduates who excel in English communication, media literacy, and critical thinking skills.
The emphasis, therefore, is on developing students’ ability to think and express themselves in English. The focus is not only on their acquisition of knowledge of the English language but also on what they can do in English. Using works such as Banksy’s, which address many contemporary and global issues, can challenge students both cognitively and linguistically.
If you would like to present and/or join the meeting online, please indicate your name and ATEM chapter. If you are not an ATEM member, please indicate your name and affiliation.
(1) If you don’t mind me asking, when does Your Highness think we’re going home?
『白雪姫と鏡の女王』(Mirror Mirror, 2012) <00:08:37>
この点について，多くの総合英語教材では，Would you mind my[me] …?に代表される人工的な例文と共に「目的格は話し言葉で見られる」といった趣旨の簡単な説明が付されるのみで，その具体的な比率や，典型的な生起パターンなど，その実情が判然としない部分も多い。そこで本発表では，英語会話コーパスの一種である「KUFS映画・ドラマ英語データベース」を利用して，動名詞の意味上の主語における所有格・目的格の交替についてより詳細な分析・記述をおこない，上記の問題をクリアした用例と解説を提示することで，今後の効率的な学習および指導に寄与することを目指す。
Creation of Video Materials for Learning and Retaining Collocational Knowledge
The importance of learning L2 collocations has been well-documented (e.g., González-Fernández & Schmitt, 2015). Despite the significance, mastering collocations poses a challenge for L2 learners, particularly due to the incongruence between L1 and L2 (e.g., Yamashita & Jiang, 2010). To facilitate L2 English learners to learn and retain collocation knowledge, ultimately making it productive knowledge, the development of effective materials is essential. This presentation explores: 1) why video materials are suitable for learning collocations, 2) considerations for creating the material, and 3) how we can create and share video materials with learners using free websites and applications. The text and audio in the material are provided according to the following procedure (the target collocation in this example is “bear a resemblance”):
1. Full sentence (text – English & Japanese, audio – English): “The ancient artifact bears a resemblance to those found in neighboring regions.”
2. Pause for learner repetition
3. Repetition of 1) & 2)
4. First chunk (text – English & Japanese, audio – English): “The ancient artifact”
5. Pause for learner repetition
6. Second chunk (text – English & Japanese, audio – English): “bears a resemblance”
7. Pause for learner repetition
8. Third chunk (text – English & Japanese, audio – English): “to those found in neighboring regions”
9. Pause for learner repetition
10. First chunk (no text information, audio – English)
11. Pause for learner repetition
12. Second chunk (no text information, audio – English)
13. Pause for learner repetition
14. Third chunk (no text information, audio – English)
15. Pause for learner repetition
16. Full sentence (no text information, audio – English)
17. Pause for learner repetition
18. Repetition of 16) & 17)
The learners’ reactions to the material are also introduced in the presentation.
≪Q&A: 14:20~14:25≫
3.14:30-14:50 Christopher R. Cooper (Rikkyo University）
Supporting an English through movies course with an IMDb review corpus
When teaching a course without a textbook, a corpus can be a useful tool
to provide language support to L2 users. Recently, there are an increasing number
of open-source datasets available, providing access to large bodies of texts from
various registers. In the current study an open-source dataset of 25,000 positive
and 25,000 negative online movie reviews was used to provide language support
to university students on an ‘English through Movies’ elective course. AntConc
was used to extract keywords from the positive reviews, using the negative
reviews as a reference corpus, then the opposite was done for negative reviews.
Only giving students a list of words may not be the ideal kind of support, as no
indication about usage is given. Therefore, the ‘order by frequency’ setting was
used in AntConc’s KWIC tool to find frequently occurring phrases and patterns.
Documents were provided to students based on the corpus analysis to help them
write movie reviews, have discussions and give presentations. In addition, several
activities were constructed using the positive and negative language. In this
presentation the keyword extraction process will be explained, and example
materials and tasks will be shared, along with reflections on their use in the
物語は１９３０年代後半のロンドン・ソーホー地区のゴミ捨て場に、白い子猫が人間に捨てられた場面から始まる。そこは‘ジェリクルキャッツ’族が支配する場所である。ミルクバーの文化がある。手品師の奇跡技…鉄道猫のタップ…グリザベラ猫の徘徊…Heaviside Layer 旅への憧憬… 終盤は英国ロンドンのトラファルガー広場に集まって、白石のオベリスクを遠景にライオン像の傍で、仕事もゲームも楽しむ誇り高き猫たちと 「交際するルール」 を、歌唱して閉じる。発表ではミュージカル映画CATSの概要、‘ジェリクルキャッツ’の多様性、原作：T. S. Eliotの “The Naming of Cats”、‘ジェリクルキャッツ’歌唱コンテスト場面の名曲“Memory”を生成する。文化遺産と伝播、等を説明し、JellicleやHeaviside Layerの合成語やWイメージによる言葉遊びの社会風刺も言及する。
≪Q&A: 16:20~16:25≫
6．16:30~16:50 Yoshikazu NISHI（ATEM Hokkaido）
How to make lesson plans for new exam
The Hokkaido public high school entrance exam has already changed dramatically in 2022. Accordingly, the university entrance exam will change radically once again in 2025.
Because we need creative young people in Japan, the Japanese educational ministry wants to improve school lessons now. Therefore, schools must create new, more active lessons to foster a more adaptable workforce. Previously, the world needed young people who had enough knowledge. However, creative people who can think outside the box and adapt quickly are increasingly required.
As a result, school teachers have to change their lessons to encourage this different way of thinking. However, it is very challenging to change our teaching habits.
In this presentation, I would like to do two things.
First, I will show you a real example from high school entrance exams in Hokkaido from 2023. Then, I will explain what makes this a creative exam.
Second, teachers have to adapt their lesson plans for this new type of exam. Therefore, I will demonstrate some ways to encourage student adaptability with examples.
Call for Presentations at the 14th ATEM Higashinihon Chapter Hybrid Conference on December 17 (Sun), 2023
Dear ATEM Members:
ATEM Higashinihon Chapter will hold the 14th Chapter Hybrid Conference at Reitaku University Shinjuku Satellite Campus on December 17 (Sun.), 2023.
We are calling for presentations on English education (language education) that uses visual and/or audio multimedia including movies, TV dramas, Youtube, etc. Your presentation should focus on class activities, the development of language teaching materials, theoretical or empirical studies, or cross-cultural communication studies, etc.
Each presentation will be 20 minutes with 5 to 10 minutes of Q and A. (This may be adjusted depending on the number of presentations and the related projects. Please note that you will be notified of your presentation request (acceptance or rejection) in a few days after the application deadline.
We will contact you about the details later.
Application Period: November 12(Sun) to December 3(Sun), 2023
If you wish to make an online presentation from outside the venue, please inform us at the time of application.
When submitting a proposal, please provide the following information by an attached Word file to the ATEM Higashinihon Chapter Office