Dr. Thomas Cobb

Title

Literacy: SIGnals of emergence

Sponsored by the CALL SIG

Abstract

Literacy is undergoing a major expansion, as the once simple reading of texts morphs into the interpretation of complex multimedia and interconnected documents of which texts are just one part. There is thus a new literacy and literacy training to be developed which, as ever, may involve extra challenges for second language (L2) readers. And yet ideas from the original literacy may be able to help with this development. A multimedia document is basically a text connected to some of its contexts in a single wrapper, and we know quite a bit about the relationships between texts and contexts. We also know that for first-language (L1) speakers, contexts can amplify the band-width of a message, while for L2 learners they are more likely to replace the message and reduce comprehension.  Similarly, interconnected texts or hypertexts can be a boon to expert L1 readers but place excess memory burdens on beginning or L2 learners. The need to develop traditional literacy skills is even greater in this era of the new literacy, if L2 learners are to profit from its benefits.  My talk will look at ways we can use the new technologies to work on both new and old literacies. 

Bio

Thomas Cobb has taught and coordinated ESL reading programs and trained ESL teachers in many parts of the world (Saudi Arabia, Oman, Hong Kong, New Zealand, Japan, England, and Canada). He currently teaches teachers and does research and development in applied linguistics at the University of Quebec in Montreal, Canada.  His development work is mainly involved with building and maintaining The Compleat Lexical Tutor website (or Lextutor) which is devoted to supplying ESL and French teachers and learners worldwide with tools for "data driven" language learning. His research mainly involves checking that Lextutor is doing its job!

Dr. Toshihiko Shiotsu

Title

Researching the Component Skills of L2 Readers

Sponsored by the TEVAL SIG

Abstract

Reading is a complex cognitive process the individual is involved in while engaged with a written text, and one may think of reading as supported by some component skills, such as decoding and syntactic parsing (Carr & Levy, 1990; Grabe 2010). A number of research studies have attempted to identify the component skills that could help characterise skilled and less skilled L2 readers (e.g., Bernhardt, 2005; van Gelderen et al., 2007), and my presentation will begin with an overview of the results of such studies. I will then report on a few of the completed and ongoing research projects in which my colleagues and I have focused on the component skills for EFL readers at the university level in Japan. The results of some of the completed projects involving students of a fairly wide range of English proficiency (n=200 to 600) indicate that the more skilled readers tend to have broader knowledge of English vocabulary and grammar, faster access to word meanings, and higher listening comprehension skills.

The ongoing project looks more into the fluency aspect of the learners' reading performance and pays closer attention to the differences in texts and response formats. This presentation will provide an opportunity for a somewhat meta-analytic account of our own studies with a view to illustrate the research methodologies employed in componential studies and discuss future directions for those interested in similar research.

Bio

Toshihiko Shiotsu (PhD, University of Reading) is a professor in the Institute of Foreign Language Education at Kurume University. He has been involved in TEFL and related research and is recently interested in language assessment, L2 reading, and vocabulary. He has been presenting and publishing his work internationally on those subjects.

Dr. Hiromi Nagao

Title

Language as a tool for communication

Sponsored by the GILE SIG

Abstract

To work in the court as an interpreter, it is essential to listen to every word in the court and translate quickly and accurately to guarantee a fair trial. It is not what the defendant says in his/her mother tongue, but the interpreter’s words which will be recorded and be the evidence for the judge to determine the sentence. To be a professional court interpreter, the most important element is his/her Japanese language ability as well as his/her English ability. Understanding both cultures is the second. However, we cannot neglect the moral standard and the interpreting skill of the interpreter to support the efficiency of the communication in the court.

言葉はコミュニケーションの道具である

Abstract

一般の通訳と法廷通訳はかなり技術的に異なるものがある。法廷通訳は、迅速な訳出しと正確性が問われる。法廷で発せられた言葉を略することなく、すべて正確に訳すことが要求される。被告人の言葉ではなく、通訳人の言葉が記録され、それに基づいて被告人の判決が決定されるのである。法廷通訳人に要求されることは、英語能力（ターゲット言語）だけでなく、通訳人の母語である日本語も同じく重要である。また通訳する双方の国の文化を周知していなければならない。それだけではなく、通訳をする人の資質と通訳技術が法廷内のコミュニケーションの質と効率を保証するものである。

Bio

Hiromi Nagao graduated from Hiroshima Jogakuin University in 1972. After receiving a master’s at Kobe JogakuinCollege, she pursued post-graduate studies at Osaka University of Foreign Studies and received her PhD in Language and Cultural Studies in 2010. Before assuming her post as president of Hiroshima Jogakuin University in April, 2010, she taught as an associate professor at Seiwa University and a professor at Kobe Jogakuin College. Her research area is on the theory of interpretation, especially in the area of judicial interpreting. She has served as a court interpreter for the Osaka District Court. In addition to her duties as university president, she is a member of the 6th Central Council for Education and board member of the YMCA World Alliance.

広島女学院中学高等学校を経て1972年に広島女学院大学卒業。その後神戸女学院大学修士課程、大阪外国語大学博士課程で学び2010年に博士号(言語文化学)取得。聖和大学助教授、神戸女学院大学教授を経て2010年4月より広島女学院大学学長に就任。専門は通訳論(特に司法通訳の分野)。これまで大阪地裁での法廷通訳人を務めた。2007年8月より世界ＹＭＣＡ同盟常議員、2011年2月より第6期中央教育審議会委員を務める。