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Thursday “Brown Bag” Lecture Series

Location: Holmes Hall Rm 247 [unless otherwise noted]

Time: Noon–1:15 p.m.


*Please note new meeting location: Holmes Hall, Rm 247

September 27
Fostering Critical Thinking Discussion for Student’s Choice and Voice in Class

Presenter: Linda Wong and Moeko Norota, MA Students, Second Language Studies, UH-Mānoa

The presentation discusses creating, developing, analyzing, teaching, and evaluating an EFL class based on critical language pedagogy. The course was designed for a short-term, five-day English language program tailored for Japanese high school students visiting Hawaiʻi. Following an action research methodology, the project consisted of materials production, implementation of these materials within a classroom setting, and collection of student feedback concerning their perspectives on student enjoyment and their perceived value of the course curriculum and implementation of that curriculum. The overarching aim of this study is to analyze the participants’ opinions and responses towards critical language pedagogy.

October 4
Thailand Practicum Debrief

Presenters: Hayley Cannizzo, Precious Arao, Lin Wang, Linda Wong, Moeko Norota, & Leeseul Park, SLS Graduate Students, UH-Mānoa

Sawasdee kha! Are you interested in teaching English for academic purposes for university students? What about teaching English where you don’t share an L1? Have you tried to conduct action research, but you don’t know where, when, and how? Here is the perfect opportunity for you to explore action research in your own classroom and teaching in Thailand. Hayley Cannizzo, Precious Arao, Lin Wang, Linda Wong, Moeko Norota, and Leeseul Park will share their experience in 2018 ESL Teaching Practicum in Thailand, including their classes and living environment. Please do not miss the real happenings in Thailand, including lovely students and running brown water!
Kob kun kha!

October 11
SLRF Practice Talks (Part I), Two Talks

Word Association Task Revisited: Exploring Multidimensional Links with Vocabulary Size, Depth, Speed, and Use

Presenter: Masaki Eguchi, PhD Student, Second Language Studies, UH-Mānoa

Over the past decades of L2 vocabulary research, various attempts have been made to utilize word association task (WAT) as a measure of L2 lexicon due to its potential to capture various interlexical links (e.g., synonyms, collocations; Fitzpatrick, 2012). Meanwhile, studies agree that the lexical links elicited through WAT are difficult to relate to L2 general proficiency (e.g., Higginbotham, 2010). However, considering the multidimensional nature of lexicon (Daller et al., 2007), the potential should be revisited by finer-grained measures of lexical proficiency. In particular, few studies have tested theoretical compatibility between WA and free lexical production (see Dózci & Kormos, 2015). Taken together, this study examines the extent to which WA behaviors tap into a) size, depth, and speed of vocabulary knowledge and b) aspects of spoken lexical sophistication (Kyle & Crossley, 2015).

The effects of task-based interaction on second language acquisition: A replication meta-analysis

Presenter: Kristen Urada, MA Student, Second Language Studies, UH-Mānoa

This study is a replication of Keck, Iberri-Shea, Tracy-Ventura, and Wa-Mbaleka’s (2006) meta-analysis on the effectiveness of task-based interaction on second language acquisition. This meta-analysis is based on an updated collection of primary studies published from 2004 to 2017 in which the substantive and methodological features from these studies are examined following the procedure from the Keck et al.’s (2006) meta-analysis. Initial results support the original findings of Keck et al. (2006), demonstrate the efficacy of task-based interaction, and show the important role of moderating variables for second language development.

October 18
SLRF Practice Talks (Part II), Two Talks

Lexical Sophistication of L2 Spanish in a Longitudinal Learner Corpus

Presenter: Mery Diez, PhD Student, Second Language Studies, UH-Mānoa

Lexical sophistication, or the production of low-frequency words or advanced words, is one of the main areas investigated in learner corpus research (LCR). This study analyzes learners’ lexical sophistication during a study abroad program using a Spanish longitudinal learner corpus, LANGSNAP (Mitchell, Tracy-Ventura, & McManus, 2017). Indices of lexical sophistication were measured by task type (oral narrative, interview, and argumentative essay) and mode at each collection point: pre-departure, three collection points abroad, and two post-tests. This project adds to the emerging field of Spanish LCR and shows how the lexical sophistication of learners develop over time in a study abroad setting.

Motivation to Learn Languages Other Than English: A Critical Research Synthesis

Presenter: Anna Mendoza, PhD Student, Second Language Studies, UH-Mānoa

This research synthesizes studies on motivation to learn languages other than English (LOTEs) published from 2005-2018 and using Dörnyei’s L2 Motivational Self-System as a framework. The authors applied a method called critical research synthesis—a qualitative alternative to quantitative meta-analysis in SLA. Taking a critical, postcolonial approach to applied linguistics, they examine the most commonly investigated target languages, educational contexts, and research questions in three world regions: the EU, North America, and East Asia, concluding not only with a call for more studies on LOTEs, especially from other regions, but a broadening of the research agenda in each world region.

November 29
CELTA Forces Unite

Presenters: Dre Childs, Special Projects Manager and Community Outreach, & Betty Compton, CELTA Instructor, Intercultural Communications College Hawaiʻi; and Joel Weaver, Director, University of Hawaiʻi English Language Program, Department of Second Language Studies

The University of Hawaiʻi English Language Program (HELP) and Intercultural Communications College (ICC) Hawaiʻi both offer the Certificate in English Language Teaching to Adults (CELTA).

CELTA is the most widely recognized basic certification in English language teaching. It is great for recent graduates, career changers, and teachers who seek to earn a formal, internationally recognized qualification. Trainees in CELTA gain foundational knowledge, hands-on teaching experience, and classroom confidence as teachers of English as an additional language (ESL and EFL).

At this Brown Bag, both HELP and ICC will share course details and information on how to apply.

 


The SLS Thursday “Brown Bag” Lecture Series is organized by the Department of Second Language Studies for enhancing students’ academic experience and professional future. Archived presentation descriptions can be found at the following links: Fall 2018Spring 2018; Fall 2017Spring 2017Fall 2016Spring 2016Fall 2015; Spring 2015; Fall 2014.

We are now accepting proposals for presentations for the 2018–2019 academic year. Please contact Dr. Kristopher Kyle (kkyle@hawaii.edu), Assistant Professor in SLS.