Ian Akbar - Academia.edu (original) (raw)

Drafts by Ian Akbar

TOEIC is a popular test of English language competency. The following short essay outlines pract... more TOEIC is a popular test of English language competency. The following short essay outlines practical test taking strategies for each part of the TOEIC test. The points outlined in the essay serve both as a guide for test takers and an outline for TOEIC intensive teachers.

IELTS is a popular test of language competency. Recently, IELTS has become more accepted worldwi... more IELTS is a popular test of language competency. Recently, IELTS has become more accepted worldwide. The following short essay outlines classroom tested strategies for taking IELTS in the 4 areas of language competency; reading, writing, speaking and listening. Strategies for expanding vocabulary are also included. The essay begins by outlining exactly why English study is important in today’s world.

Each year hundreds of students leave their respective countries to study at Western universities.... more Each year hundreds of students leave their respective countries to study at Western universities. Taken from a presentation in central Tokyo, the following short essay outlines preparation strategies, what to expect when in a Western, English speaking country and the necessary academic skills necessary for success at a Western university for study abroad students. The essay information was originally designed for Japanese students, but is equally applicable to students from other Asian or non-Western, non-English speaking countries.

Each year hundreds of students leave their respective countries to study at Western universities.... more Each year hundreds of students leave their respective countries to study at Western universities. Taken from a presentation in central Tokyo, the following short essay outlines preparation strategies, what to expect when in a Western, English speaking country and the necessary academic skills necessary for success at a Western university for study abroad students. The essay information was originally designed for Japanese students, but is equally applicable to students from other Asian or non-Western, non-English speaking countries.

It is clear that the Japanese film up until the 1930s displayed a very characteristic “national s... more It is clear that the Japanese film up until the 1930s displayed a very characteristic “national style” which differed from the West. Silent films were largely influenced by the traditional Japanese performing art known as kabuki. Intrinsic to these early silent films was the presence of a physical narrator, the benshi, which has had a lasting influence to the present day. Cinematic techniques were used in different ways and for different purposes. Early reform of the Japanese film industry, in addition, to making film more realistic and accessible for the working classes also allowed women to participate in film and for an entirely new genre of film to be created. The influence of the dramatic and visual arts has had a lasting influence on Japanese films up until the 1930s and has played a large part in the characteristic “national style” of Japanese film.

1930年代までの日本映画までは西洋とは異なり非常に特徴的な「国家のスタイル」を表示していたことが明らかです。無声映画は、主に歌舞伎のような伝統的日本の影響を受けていました。これら初期の無声映画に固有しているのは、現在まで続いて影響を与えている物理的な語り手、弁士の存在でした。映画技術は、様々な方法、異なる目的のために使用されました。さらに、日本の映画産業の早期改革は、労働者階級には現実的かつ便利に、また許可された女性が映画に参加しており、映画の全く新しいジャンルが作成されました。劇的、視覚芸術の影響は、最大1930年代まで日本映画に持続的な影響を与え、日本映画の特徴的な「国家のスタイル」に大きな役割を果たしてきました。

The communicative approach to teaching English as a Second or Foreign Language is a very positive... more The communicative approach to teaching English as a Second or Foreign Language is a very positive, flexible, and practical way of teaching and learning a second or foreign language. The teacher is, primarily, a facilitator, his/her role is supportive. Teachers also utilize positive reinforcement and thus serve to motivate his/her students. Students enjoy the benefit of a safe environment in which to learn, learn cooperatively, with attention being paid to their backgrounds, interests and goals (B.I.G.), and receive meaningful instruction in practical situations and uses of the second/foreign language.

Papers by Ian Akbar

SSRN Electronic Journal, 2000

Today, English has truly become a global language. English is used in international travel, trade... more Today, English has truly become a global language. English is used in international travel, trade, science, medicine and on the Internet. The accent and the structural features of English have substantially changed in the past 1,500 years. Speakers of English as a foreign language continue to exert pressure on it to conform and therefore, English as a means of international communication has become and will be easier for speakers of other languages to learn and to use. Without a serious linguistic competitor, English will continue to be a means of world communication, due to its' adaptability, minimal inflectional morphology, non-tonal phonology, non-logographic script and a complex interplay of social, economic, technological and historical factors.

Linguistic identity is crucial in determining whether or a language learner attains communicative... more Linguistic identity is crucial in determining whether or a language learner attains communicative competence in an L2. Belonging is seen as an integral part of identity formation. The need to belong or “fit in” provides both an intrinsic and extrinsic motivation in language learning. In the U.S., such factors as the school setting, various environmental factors, societal pressure, parental influences, as well as, the teaching profession have contributed to both L2 acquisition and subsequent L1 attrition. Simply put, some individuals and groups must give up their language and culture in order to “fit” into the American cultural milieu, which leads to L1 attrition for those individuals and groups.

The Meiji period from 1868 to 1912, in Japan, was a time of rapid adoption of Western/European st... more The Meiji period from 1868 to 1912, in Japan, was a time of rapid adoption of Western/European styles, product influences, social practices and physical changes in an attempt to be more modern. Accordingly, Mori Ogai’s The Wild Geese is representative of that particular historical period; the transition from the Tokugawa period (1603 – 1867) to the Meiji period (1868 – 1912), and therefore by definition can be considered an artifact of that period insofar as it consistently presents examples of this particular historical period. In addition, in terms of hybridity, which is defined as something heterogeneous in origin or composition (Merriam-Webster Online 2004), this paper also illustrates that The Wild Geese possesses elements of both the Japanese (shosetsu) and the Western novel, of the time, and, therefore, can properly be referred to as a hybrid literary artifact.

日本では1868年から1912年の明治時代に、より現代的である西洋/ヨーロッパスタイル、製品の影響、社会的慣行や物理的変化の急速な普及となりました。
したがって、森鴎外の「雁」は、それを特定できる歴史的な時代の代表的なものです。徳川時代（18671603）から明治時代（1868年から1912年）への移行、それは一貫して、この特定の歴史的な期間の例を示したように、定義によっては、その時代の骨董品と考えることすらできます。
また、起源または組成物不均一なものとして定義されている雑種（メリアム・ウェブスターオンライン2004年）、という論文で、また、「雁」は、日本の小説と西洋の小説の両方の要素を、所有していることを示しています。よって、適切なハイブリッド文学アーチファクトと呼ぶことができるのです。

Being able to understand another person’s viewpoint is essential for effective communication. In... more Being able to understand another person’s viewpoint is essential for effective communication. Intercultural communication studies serve to prepare instructors for the complexity of the modern L2 classroom by identifying how cultural differences influence the teaching and learning in the classroom and by suggesting possible methods and approaches to improve L2 instruction and acquisition. This paper presents a brief background on the influence of culture on language, the benefits of studying L2 for cultural acquisition, the importance of recognizing different cultural motivations for L2 acquisition, intercultural differences that lead to misunderstandings and poor learning/teaching, the prevalence of ethnocentrism, and lastly, methods and approaches that may be useful in second language teaching. Since learning about culture requires an intellectual effort, perhaps the L2 teachers’ most difficult task is balancing the need to learn about a language with the need to learn the language itself.

B.I.G. (background, interests and goals), one of the main features of the communicative approach,... more B.I.G. (background, interests and goals), one of the main features of the communicative approach, is highly useful in maintaining and increasing the motivational levels of L2 learners in EFL context of Japan. B.I.G. is primarily student centered. Participants of this study were all adult L2 learners observed in various settings. Qualitative action research was also undertaken. In relation to instructors, based on my own and the experiences of other instructors, the importance of organizational membership is stressed for increasing satisfaction/motivation. Learning Japanese, an awareness of cultural values and norms, the exercise of patience, and an emphasis on the positive, are also strongly recommended. Alternative explanations for low student/teacher motivation were also examined. This study emphasizes that teachers naturally seem to favour teaching methodologies in which they have been matriculated; in this case, the communicative approach.

In terms of second language acquisition (L2), those language learning participants who are able t... more In terms of second language acquisition (L2), those language learning participants who are able to participate in overseas business trips, coupled with formal instruction appear to make the most gains. Conversely, those who do not participate in such events, even when coupled with formal instruction, appear to fossilize or plateau, if they do not recognize some other use for L2. The purpose of this case study was to examine the factors affecting the L2 acquisition of one specific individual (Mr. Takayama) located in Japan, in order to determine how and if the participant’s level of communicative competence could be improved upon. This case study utilized oral classroom work, informal taped interviews and participant observation and drew on the available linguistics literature to present possible implications for instructors working with individuals in similar EFL circumstances. Not surprisingly, for intrinsic motivation and L2 acquisition, a student must be understood as, both part of his/her cultural group as well as individually. An examination of the available literature showed that it was possible to overcome behaviours that limited L2 acquisition. This study also strongly suggested that the quality of personal relationships affected participants’ level of intrinsic motivation.

TOEIC is a popular test of English language competency. The following short essay outlines pract... more TOEIC is a popular test of English language competency. The following short essay outlines practical test taking strategies for each part of the TOEIC test. The points outlined in the essay serve both as a guide for test takers and an outline for TOEIC intensive teachers.

IELTS is a popular test of language competency. Recently, IELTS has become more accepted worldwi... more IELTS is a popular test of language competency. Recently, IELTS has become more accepted worldwide. The following short essay outlines classroom tested strategies for taking IELTS in the 4 areas of language competency; reading, writing, speaking and listening. Strategies for expanding vocabulary are also included. The essay begins by outlining exactly why English study is important in today’s world.

Each year hundreds of students leave their respective countries to study at Western universities.... more Each year hundreds of students leave their respective countries to study at Western universities. Taken from a presentation in central Tokyo, the following short essay outlines preparation strategies, what to expect when in a Western, English speaking country and the necessary academic skills necessary for success at a Western university for study abroad students. The essay information was originally designed for Japanese students, but is equally applicable to students from other Asian or non-Western, non-English speaking countries.

Each year hundreds of students leave their respective countries to study at Western universities.... more Each year hundreds of students leave their respective countries to study at Western universities. Taken from a presentation in central Tokyo, the following short essay outlines preparation strategies, what to expect when in a Western, English speaking country and the necessary academic skills necessary for success at a Western university for study abroad students. The essay information was originally designed for Japanese students, but is equally applicable to students from other Asian or non-Western, non-English speaking countries.

It is clear that the Japanese film up until the 1930s displayed a very characteristic “national s... more It is clear that the Japanese film up until the 1930s displayed a very characteristic “national style” which differed from the West. Silent films were largely influenced by the traditional Japanese performing art known as kabuki. Intrinsic to these early silent films was the presence of a physical narrator, the benshi, which has had a lasting influence to the present day. Cinematic techniques were used in different ways and for different purposes. Early reform of the Japanese film industry, in addition, to making film more realistic and accessible for the working classes also allowed women to participate in film and for an entirely new genre of film to be created. The influence of the dramatic and visual arts has had a lasting influence on Japanese films up until the 1930s and has played a large part in the characteristic “national style” of Japanese film.

1930年代までの日本映画までは西洋とは異なり非常に特徴的な「国家のスタイル」を表示していたことが明らかです。無声映画は、主に歌舞伎のような伝統的日本の影響を受けていました。これら初期の無声映画に固有しているのは、現在まで続いて影響を与えている物理的な語り手、弁士の存在でした。映画技術は、様々な方法、異なる目的のために使用されました。さらに、日本の映画産業の早期改革は、労働者階級には現実的かつ便利に、また許可された女性が映画に参加しており、映画の全く新しいジャンルが作成されました。劇的、視覚芸術の影響は、最大1930年代まで日本映画に持続的な影響を与え、日本映画の特徴的な「国家のスタイル」に大きな役割を果たしてきました。

The communicative approach to teaching English as a Second or Foreign Language is a very positive... more The communicative approach to teaching English as a Second or Foreign Language is a very positive, flexible, and practical way of teaching and learning a second or foreign language. The teacher is, primarily, a facilitator, his/her role is supportive. Teachers also utilize positive reinforcement and thus serve to motivate his/her students. Students enjoy the benefit of a safe environment in which to learn, learn cooperatively, with attention being paid to their backgrounds, interests and goals (B.I.G.), and receive meaningful instruction in practical situations and uses of the second/foreign language.

SSRN Electronic Journal, 2000

Today, English has truly become a global language. English is used in international travel, trade... more Today, English has truly become a global language. English is used in international travel, trade, science, medicine and on the Internet. The accent and the structural features of English have substantially changed in the past 1,500 years. Speakers of English as a foreign language continue to exert pressure on it to conform and therefore, English as a means of international communication has become and will be easier for speakers of other languages to learn and to use. Without a serious linguistic competitor, English will continue to be a means of world communication, due to its' adaptability, minimal inflectional morphology, non-tonal phonology, non-logographic script and a complex interplay of social, economic, technological and historical factors.

Linguistic identity is crucial in determining whether or a language learner attains communicative... more Linguistic identity is crucial in determining whether or a language learner attains communicative competence in an L2. Belonging is seen as an integral part of identity formation. The need to belong or “fit in” provides both an intrinsic and extrinsic motivation in language learning. In the U.S., such factors as the school setting, various environmental factors, societal pressure, parental influences, as well as, the teaching profession have contributed to both L2 acquisition and subsequent L1 attrition. Simply put, some individuals and groups must give up their language and culture in order to “fit” into the American cultural milieu, which leads to L1 attrition for those individuals and groups.

The Meiji period from 1868 to 1912, in Japan, was a time of rapid adoption of Western/European st... more The Meiji period from 1868 to 1912, in Japan, was a time of rapid adoption of Western/European styles, product influences, social practices and physical changes in an attempt to be more modern. Accordingly, Mori Ogai’s The Wild Geese is representative of that particular historical period; the transition from the Tokugawa period (1603 – 1867) to the Meiji period (1868 – 1912), and therefore by definition can be considered an artifact of that period insofar as it consistently presents examples of this particular historical period. In addition, in terms of hybridity, which is defined as something heterogeneous in origin or composition (Merriam-Webster Online 2004), this paper also illustrates that The Wild Geese possesses elements of both the Japanese (shosetsu) and the Western novel, of the time, and, therefore, can properly be referred to as a hybrid literary artifact.

日本では1868年から1912年の明治時代に、より現代的である西洋/ヨーロッパスタイル、製品の影響、社会的慣行や物理的変化の急速な普及となりました。
したがって、森鴎外の「雁」は、それを特定できる歴史的な時代の代表的なものです。徳川時代（18671603）から明治時代（1868年から1912年）への移行、それは一貫して、この特定の歴史的な期間の例を示したように、定義によっては、その時代の骨董品と考えることすらできます。
また、起源または組成物不均一なものとして定義されている雑種（メリアム・ウェブスターオンライン2004年）、という論文で、また、「雁」は、日本の小説と西洋の小説の両方の要素を、所有していることを示しています。よって、適切なハイブリッド文学アーチファクトと呼ぶことができるのです。

Being able to understand another person’s viewpoint is essential for effective communication. In... more Being able to understand another person’s viewpoint is essential for effective communication. Intercultural communication studies serve to prepare instructors for the complexity of the modern L2 classroom by identifying how cultural differences influence the teaching and learning in the classroom and by suggesting possible methods and approaches to improve L2 instruction and acquisition. This paper presents a brief background on the influence of culture on language, the benefits of studying L2 for cultural acquisition, the importance of recognizing different cultural motivations for L2 acquisition, intercultural differences that lead to misunderstandings and poor learning/teaching, the prevalence of ethnocentrism, and lastly, methods and approaches that may be useful in second language teaching. Since learning about culture requires an intellectual effort, perhaps the L2 teachers’ most difficult task is balancing the need to learn about a language with the need to learn the language itself.

B.I.G. (background, interests and goals), one of the main features of the communicative approach,... more B.I.G. (background, interests and goals), one of the main features of the communicative approach, is highly useful in maintaining and increasing the motivational levels of L2 learners in EFL context of Japan. B.I.G. is primarily student centered. Participants of this study were all adult L2 learners observed in various settings. Qualitative action research was also undertaken. In relation to instructors, based on my own and the experiences of other instructors, the importance of organizational membership is stressed for increasing satisfaction/motivation. Learning Japanese, an awareness of cultural values and norms, the exercise of patience, and an emphasis on the positive, are also strongly recommended. Alternative explanations for low student/teacher motivation were also examined. This study emphasizes that teachers naturally seem to favour teaching methodologies in which they have been matriculated; in this case, the communicative approach.

In terms of second language acquisition (L2), those language learning participants who are able t... more In terms of second language acquisition (L2), those language learning participants who are able to participate in overseas business trips, coupled with formal instruction appear to make the most gains. Conversely, those who do not participate in such events, even when coupled with formal instruction, appear to fossilize or plateau, if they do not recognize some other use for L2. The purpose of this case study was to examine the factors affecting the L2 acquisition of one specific individual (Mr. Takayama) located in Japan, in order to determine how and if the participant’s level of communicative competence could be improved upon. This case study utilized oral classroom work, informal taped interviews and participant observation and drew on the available linguistics literature to present possible implications for instructors working with individuals in similar EFL circumstances. Not surprisingly, for intrinsic motivation and L2 acquisition, a student must be understood as, both part of his/her cultural group as well as individually. An examination of the available literature showed that it was possible to overcome behaviours that limited L2 acquisition. This study also strongly suggested that the quality of personal relationships affected participants’ level of intrinsic motivation.