Thursday “Brown Bag” Lecture Series

Location: Ag Science Bldg, Room 204
Time:  Noon–1:15 p.m.

March 14

Vocabulary Learning through Extensive Viewing

Presenter: Dr. Stuart Webb, Professor, Western University, Canada

In this talk I will discuss recent research that investigated the extent to which L2 words might be learned through watching L2 television. These studies suggest that we may learn words through watching L2 television in a similar manner to reading L2 text. Principles for learning language through viewing L2 television will be discussed, as will the research implications of these studies.

March 21 – Spring Break

Monday, March 25

Special Brown Bag Presentation – Moore 258 (12:00 – 1:15 pm)

How effective are different vocabulary learning techniques?

Presenter: Dr. Stuart Webb, Professor, Western University, Canada

There are many different ways to learn words. Textbooks include a wide variety of exercises that are used to promote vocabulary learning. However, there is no guide provided about why these activities are effective or why one activity might be more useful than another. In this talk, we will look at the results of a meta-analysis of studies of vocabulary learning techniques. We will also consider different principles that can be used to evaluate activities and exercises.

March 28

Occasioned Storytelling in Persian Language Classrooms

Presenter: Elham Monfaredi, PhD Student, Second Language Studies, UH-Mānoa

April 4 (12:15 – 1:15 pm)

Demystifying the “Academic Conference”:  An Open Forum between SLS Graduate Students about Applying, Funding, and Attending Conferences

Hosted by: Daniel Holden, PhD Student, Second Language Studies, UH-Mānoa
Presenters:  Hayley Cannizzo, Masaki Eguchi, Anna Mendoza, Huy Phung, & Kyle Sasaoka, MA & PhD Students, Second Language Studies, UH-Mānoa

For many SLS graduate students, the importance of traveling to conferences as either presenters or attendees is acknowledged; however, for several reasons, there may some hesitation for those that are new to starting the process. At this Open Forum, SLS graduate students with conference experience will share their stories and give advice to those who may be experiencing conference preparation for the first time. While the event itself will be more informal than other Brown Bag presentations, the expected topics that will be covered include searching and applying to conferences applicable to the SLS community, obtaining appropriate sources of funding for SLS students (including advice for saving money), and what to expect from presenting at/attending a first conference. This event is open to all SLS students, and we would like to encourage attendees to bring any burning questions they may have, as we will try to address as many as possible.

April 18

L2 comprehension and L2 perception- the dinamix among intelligibility, comprehensibility, accentedness, and language attitudes-

Presenter: Hitoshi Nishizawa, MA Student, Second Language Studies, UH-Mānoa

April 25

Gender Categorization in an ESL Critical Pedagogy Discussion Class

Presenter: Moeko Norota, MA Student, Second Language Studies, UH-Mānoa

Critical Language Pedagogy aims at developing students’ ability to address social injustice and inequality by encouraging students to critically reflect on their beliefs and experiences (Crookes, 2015). While studies of students’ performance in critical language pedagogy classes tend to focus on students’ individual practices or self-reports, some research has begun to examine how critical dialogue is jointly constructed by the participants (Jennings et al., 2010). Specifically, Messias and Hardee (2010) highlight how the students jointly produce new knowledge and generate critical perspectives, suggesting that further research is needed on how students’ talk is interactionally produced in a critical pedagogy classroom. In this study, I use Conversation Analysis (CA) and Membership Categorization Analysis (MCA) to examine the interactional processes through which Japanese high school students engage in an ESL critical pedagogy discussion. In particular, the analysis draws on MCA research on gender in interaction (Ford, 2008; Kitzinger, 2008; Speer, 2005; Speer & Stokoe, 2011; Stokoe, 2010). The study finds that students make gender relevant in their interaction through several practices, including gender-bound team formation in specific action-oriented environments; account-giving, post-completion commentary, and repair sequences. These practices display students’ common-sense knowledge and hidden assumptions about gender and society.

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: Spring 2019Fall 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 (, Assistant Professor in SLS.