Scott Menking - Academia.edu (original) (raw)
Papers by Scott Menking
One of the current approaches to teaching second languages is the communicative approach. To impr... more One of the current approaches to teaching second languages is the communicative approach. To improve the use of this approach in Shimane, Japan, it is necessary to discover the extent to which it is being used and what is hindering its use. This study examined the situation by asking native and non-native English postsecondary instructors to complete a questionnaire. A total of 36 out of 42 instructors at the universities and junior colleges in Shimane returned the questionnaire, 27 of whom were Japanese teachers of English. Data were collected using a series of statements that respondents rated on a Likert attitude scale. Results indicated that there was broad use of most elements of the communicative approach (e.g., work in small groups and pairs and use of authentic materials), but role play was not universally accepted. The main obstacle to using the communicative approach was students' reactions and attitudes, specifically during pair and small group work. Other obstacles included students' lack of confidence in their speaking ability, embarrassment, and inability to express their opinions, ask questions, and be innovative during conversation practice. (Contains 17 bibliographic references.) (SM) Literature Review Many of the modern English as a second language textbooks and much of the recently published research concentrate on the Communicative Approach. In the early 1970s, the "Communicative Approach grew out of the work of linguists," including Halliday and Hymes, who "viewEed] language first and foremost as a system for communication" (Celce-Murcia 1991, p. 8). The Communicative Approach is also known as Communicative Language Teaching (CLT) (Richards and Rodgers 1998). The Communicative Approach was started, in part, by the rejection "in the belief that consciously learning the grammar of a language will necessarily result in an ability to use the language" (Yule 1996, pp. 193-194). Before the creation of the Communicative Approach, language classrooms were sterile environments, and CLT was created to address language as something to be understood as more than just scientifically or grammatically based. Since the 1970s, the Communicative Approach has grown and developed (Richards and Rodgers 1998). The former Japanese State Secretary for Foreign Affairs, Ichita Yamamoto, was quoted as saying, "Japanese political leaders also need to have sufficient English ability to be able to convey messages...by appearing on television shows even with no notice" (Toda and Mohara 2000, p. 8). This focus on overall communicative competence can best be seen in the Communicative Approach, which "acknowledge Es] the interdependence of language and communication" (Richards and Rodgers 1998, p. 66). "Communicative competence can be defined...as the ability to use the L2 accurately, appropriately, and flexibly" (Yule 1998, p. 197). As Richards and Rodgers (1998, p. 71) noted in their discussion of Swain (1980), there are four dimensions of communicative competence. The first, grammatical competence, includes an understanding of grammar rules and the correct use of both these rules and words during communication (Yule 1998; Richards and Rodgers 1998). Sociolinguistic competence is necessary so that the listener and the speaker understand communication within a social context. This includes "role relationships, the shared information of the participants, and the communicative purpose of their interaction" (Richards and Rodgers 1998, p. 71). Discourse competence refers to the communication of meaning within a situation (Richards and Rodgers 1998). Strategic competence includes "coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication" (Richards and Rodgers 1998, p. 71). 4 I I Richards and Rodgers (1998, pp. 67-68) cited Finocchiaro and Brumfit's features (1983) of the Communicative Approach, including: a. Meaning is paramount. b. Comprehensible pronunciation is sought. c. Attempts to communicate may be encouraged from the very beginning. d. Judicious use of native language is accepted where feasible. e. The target linguistic system will be learned best through the process of struggling to communicate. f. Teachers help learners in any way that motivates them to work with the language. g. Intrinsic motivation will spring from an interest in what is being communicated by the language. Celce-Murcia (1991, p. 8) gave a list of aspects included in the Communicative Approach.
島大言語文化 : 島根大学法文学部紀要. 言語文化学科編, Oct 1, 2013
Boston, MA123 p.: index; 27 c
The Language Teacher, 2012
A great deal of research has been done on the benefits of, and problems associated with, students... more A great deal of research has been done on the benefits of, and problems associated with, students studying abroad, particularly those who participate on school and university-sponsored programs, but this research has been based on the premise that there is a system in place that allows the students to study at another institute connected to their home institution. Usually, such an exchange is achieved through an exchange agreement with a foreign university. There has been less discussion of the actual exchange agreements. The author reviews what these agreements are and the benefits of establishing them before explaining the processes of and difficulties encountered when working to finalize one with a department at an American university. 学生の海外研修、特に学校や大学主催のプログラムに参加する学生の利点や問題について多くの研究が行われている。しかし、これらの研究は、学生が他の教育機関で学ぶことが出来る交換システムが既にあることが前提になっている。多くの場合、このようなシステムは、海外の大学との交換協定に基づき実施可能となる。しかしながら、この論文の焦点である、実際の交換協定自体に関しては、これまで殆ど論じられていない。筆者はこの交換協定を締結するよさを論じると共に、米国の大学某学部との最終的な締結に至るまでの過程と問題点につ...
... Riley, L. Weaving language strategies into study abroad tasks. Paper presented at the 35th An... more ... Riley, L. Weaving language strategies into study abroad tasks. Paper presented at the 35th Annual JALT International Conference on Language Teaching and Learning and Educational Materials Exhibition. (2009, November). ...
Boston, MA64 p.: gloss.; 27 c
Boston, MA128 p.: index; 27 c
Boston, MA64 p.: gloss.; 27 c
He has been teaching in Japan since 1993. In addition to teaching at the university, he has taugh... more He has been teaching in Japan since 1993. In addition to teaching at the university, he has taught at a junior college, a community college, and in the community setting with students of all ages. He earned a Master of Applied Linguistics and then a Master of Education from the University of Southern Queensland. His research interests include Intensive English Programs, English as an International Language, and material development. Abstract This article reports on the development of a new course for English language majors in a Japanese university. The course was designed to enable students to become self-directed learners and to develop communicative ability and sociolinguistic competence. The theoretical basis for selecting dialogic learning and Content-Based Instruction is reviewed. Questionnaire items, informal discussions with students, and instructor observations recorded in notes after each class were used to evaluate the course, and they are discussed in relation to student...
One of the current approaches to teaching second languages is the communicative approach. To impr... more One of the current approaches to teaching second languages is the communicative approach. To improve the use of this approach in Shimane, Japan, it is necessary to discover the extent to which it is being used and what is hindering its use. This study examined the situation by asking native and non-native English postsecondary instructors to complete a questionnaire. A total of 36 out of 42 instructors at the universities and junior colleges in Shimane returned the questionnaire, 27 of whom were Japanese teachers of English. Data were collected using a series of statements that respondents rated on a Likert attitude scale. Results indicated that there was broad use of most elements of the communicative approach (e.g., work in small groups and pairs and use of authentic materials), but role play was not universally accepted. The main obstacle to using the communicative approach was students' reactions and attitudes, specifically during pair and small group work. Other obstacles i...
This article reports on Thai and Japanese university students’ perceptions of intelligibility. Th... more This article reports on Thai and Japanese university students’ perceptions of intelligibility. This study found few students think variability is avoidable when using English. Instead, a majority of the students thought differences in pronunciation, intonation, and accents exist. More Thai than Japanese students tended to agree or strongly agree, and how the students viewed and deal with the variety was significantly different. The article discusses reasons for the students’ beliefs before concluding with classroom implications.
One of the current approaches to teaching second languages is the communicative approach. To impr... more One of the current approaches to teaching second languages is the communicative approach. To improve the use of this approach in Shimane, Japan, it is necessary to discover the extent to which it is being used and what is hindering its use. This study examined the situation by asking native and non-native English postsecondary instructors to complete a questionnaire. A total of 36 out of 42 instructors at the universities and junior colleges in Shimane returned the questionnaire, 27 of whom were Japanese teachers of English. Data were collected using a series of statements that respondents rated on a Likert attitude scale. Results indicated that there was broad use of most elements of the communicative approach (e.g., work in small groups and pairs and use of authentic materials), but role play was not universally accepted. The main obstacle to using the communicative approach was students' reactions and attitudes, specifically during pair and small group work. Other obstacles included students' lack of confidence in their speaking ability, embarrassment, and inability to express their opinions, ask questions, and be innovative during conversation practice. (Contains 17 bibliographic references.) (SM) Literature Review Many of the modern English as a second language textbooks and much of the recently published research concentrate on the Communicative Approach. In the early 1970s, the "Communicative Approach grew out of the work of linguists," including Halliday and Hymes, who "viewEed] language first and foremost as a system for communication" (Celce-Murcia 1991, p. 8). The Communicative Approach is also known as Communicative Language Teaching (CLT) (Richards and Rodgers 1998). The Communicative Approach was started, in part, by the rejection "in the belief that consciously learning the grammar of a language will necessarily result in an ability to use the language" (Yule 1996, pp. 193-194). Before the creation of the Communicative Approach, language classrooms were sterile environments, and CLT was created to address language as something to be understood as more than just scientifically or grammatically based. Since the 1970s, the Communicative Approach has grown and developed (Richards and Rodgers 1998). The former Japanese State Secretary for Foreign Affairs, Ichita Yamamoto, was quoted as saying, "Japanese political leaders also need to have sufficient English ability to be able to convey messages...by appearing on television shows even with no notice" (Toda and Mohara 2000, p. 8). This focus on overall communicative competence can best be seen in the Communicative Approach, which "acknowledge Es] the interdependence of language and communication" (Richards and Rodgers 1998, p. 66). "Communicative competence can be defined...as the ability to use the L2 accurately, appropriately, and flexibly" (Yule 1998, p. 197). As Richards and Rodgers (1998, p. 71) noted in their discussion of Swain (1980), there are four dimensions of communicative competence. The first, grammatical competence, includes an understanding of grammar rules and the correct use of both these rules and words during communication (Yule 1998; Richards and Rodgers 1998). Sociolinguistic competence is necessary so that the listener and the speaker understand communication within a social context. This includes "role relationships, the shared information of the participants, and the communicative purpose of their interaction" (Richards and Rodgers 1998, p. 71). Discourse competence refers to the communication of meaning within a situation (Richards and Rodgers 1998). Strategic competence includes "coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication" (Richards and Rodgers 1998, p. 71). 4 I I Richards and Rodgers (1998, pp. 67-68) cited Finocchiaro and Brumfit's features (1983) of the Communicative Approach, including: a. Meaning is paramount. b. Comprehensible pronunciation is sought. c. Attempts to communicate may be encouraged from the very beginning. d. Judicious use of native language is accepted where feasible. e. The target linguistic system will be learned best through the process of struggling to communicate. f. Teachers help learners in any way that motivates them to work with the language. g. Intrinsic motivation will spring from an interest in what is being communicated by the language. Celce-Murcia (1991, p. 8) gave a list of aspects included in the Communicative Approach.
English Today, 2015
English is regularly perceived to betheglobal language that is used for cross-cultural communicat... more English is regularly perceived to betheglobal language that is used for cross-cultural communication by people from around the world (e.g., Crystal, 2003). Following international trends, English has exerted a presence in the cultures, languages, and interactional patterns of the peoples of Asia (Kachru, 1998: 91). The status afforded English native and near-native speakers reflects the perceived importance and interpersonal functionality of English in the region, and efforts by Asian governments to teach English at younger ages, as well as the demand for English ability by corporations, the media, and individuals, demonstrate its perceived instrumentality. In spite of the presumption of usefulness, there have been surprisingly few studies investigating Asian learners' perceptions of and decision to use English in specific settings. There is also a need for research that extends beyond individual countries to include pan-Asian issues, particularly in the “lesser-researched expan...
One of the current approaches to teaching second languages is the communicative approach. To impr... more One of the current approaches to teaching second languages is the communicative approach. To improve the use of this approach in Shimane, Japan, it is necessary to discover the extent to which it is being used and what is hindering its use. This study examined the situation by asking native and non-native English postsecondary instructors to complete a questionnaire. A total of 36 out of 42 instructors at the universities and junior colleges in Shimane returned the questionnaire, 27 of whom were Japanese teachers of English. Data were collected using a series of statements that respondents rated on a Likert attitude scale. Results indicated that there was broad use of most elements of the communicative approach (e.g., work in small groups and pairs and use of authentic materials), but role play was not universally accepted. The main obstacle to using the communicative approach was students' reactions and attitudes, specifically during pair and small group work. Other obstacles included students' lack of confidence in their speaking ability, embarrassment, and inability to express their opinions, ask questions, and be innovative during conversation practice. (Contains 17 bibliographic references.) (SM) Literature Review Many of the modern English as a second language textbooks and much of the recently published research concentrate on the Communicative Approach. In the early 1970s, the "Communicative Approach grew out of the work of linguists," including Halliday and Hymes, who "viewEed] language first and foremost as a system for communication" (Celce-Murcia 1991, p. 8). The Communicative Approach is also known as Communicative Language Teaching (CLT) (Richards and Rodgers 1998). The Communicative Approach was started, in part, by the rejection "in the belief that consciously learning the grammar of a language will necessarily result in an ability to use the language" (Yule 1996, pp. 193-194). Before the creation of the Communicative Approach, language classrooms were sterile environments, and CLT was created to address language as something to be understood as more than just scientifically or grammatically based. Since the 1970s, the Communicative Approach has grown and developed (Richards and Rodgers 1998). The former Japanese State Secretary for Foreign Affairs, Ichita Yamamoto, was quoted as saying, "Japanese political leaders also need to have sufficient English ability to be able to convey messages...by appearing on television shows even with no notice" (Toda and Mohara 2000, p. 8). This focus on overall communicative competence can best be seen in the Communicative Approach, which "acknowledge Es] the interdependence of language and communication" (Richards and Rodgers 1998, p. 66). "Communicative competence can be defined...as the ability to use the L2 accurately, appropriately, and flexibly" (Yule 1998, p. 197). As Richards and Rodgers (1998, p. 71) noted in their discussion of Swain (1980), there are four dimensions of communicative competence. The first, grammatical competence, includes an understanding of grammar rules and the correct use of both these rules and words during communication (Yule 1998; Richards and Rodgers 1998). Sociolinguistic competence is necessary so that the listener and the speaker understand communication within a social context. This includes "role relationships, the shared information of the participants, and the communicative purpose of their interaction" (Richards and Rodgers 1998, p. 71). Discourse competence refers to the communication of meaning within a situation (Richards and Rodgers 1998). Strategic competence includes "coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication" (Richards and Rodgers 1998, p. 71). 4 I I Richards and Rodgers (1998, pp. 67-68) cited Finocchiaro and Brumfit's features (1983) of the Communicative Approach, including: a. Meaning is paramount. b. Comprehensible pronunciation is sought. c. Attempts to communicate may be encouraged from the very beginning. d. Judicious use of native language is accepted where feasible. e. The target linguistic system will be learned best through the process of struggling to communicate. f. Teachers help learners in any way that motivates them to work with the language. g. Intrinsic motivation will spring from an interest in what is being communicated by the language. Celce-Murcia (1991, p. 8) gave a list of aspects included in the Communicative Approach.
島大言語文化 : 島根大学法文学部紀要. 言語文化学科編, Oct 1, 2013
Boston, MA123 p.: index; 27 c
The Language Teacher, 2012
A great deal of research has been done on the benefits of, and problems associated with, students... more A great deal of research has been done on the benefits of, and problems associated with, students studying abroad, particularly those who participate on school and university-sponsored programs, but this research has been based on the premise that there is a system in place that allows the students to study at another institute connected to their home institution. Usually, such an exchange is achieved through an exchange agreement with a foreign university. There has been less discussion of the actual exchange agreements. The author reviews what these agreements are and the benefits of establishing them before explaining the processes of and difficulties encountered when working to finalize one with a department at an American university. 学生の海外研修、特に学校や大学主催のプログラムに参加する学生の利点や問題について多くの研究が行われている。しかし、これらの研究は、学生が他の教育機関で学ぶことが出来る交換システムが既にあることが前提になっている。多くの場合、このようなシステムは、海外の大学との交換協定に基づき実施可能となる。しかしながら、この論文の焦点である、実際の交換協定自体に関しては、これまで殆ど論じられていない。筆者はこの交換協定を締結するよさを論じると共に、米国の大学某学部との最終的な締結に至るまでの過程と問題点につ...
... Riley, L. Weaving language strategies into study abroad tasks. Paper presented at the 35th An... more ... Riley, L. Weaving language strategies into study abroad tasks. Paper presented at the 35th Annual JALT International Conference on Language Teaching and Learning and Educational Materials Exhibition. (2009, November). ...
Boston, MA64 p.: gloss.; 27 c
Boston, MA128 p.: index; 27 c
Boston, MA64 p.: gloss.; 27 c
He has been teaching in Japan since 1993. In addition to teaching at the university, he has taugh... more He has been teaching in Japan since 1993. In addition to teaching at the university, he has taught at a junior college, a community college, and in the community setting with students of all ages. He earned a Master of Applied Linguistics and then a Master of Education from the University of Southern Queensland. His research interests include Intensive English Programs, English as an International Language, and material development. Abstract This article reports on the development of a new course for English language majors in a Japanese university. The course was designed to enable students to become self-directed learners and to develop communicative ability and sociolinguistic competence. The theoretical basis for selecting dialogic learning and Content-Based Instruction is reviewed. Questionnaire items, informal discussions with students, and instructor observations recorded in notes after each class were used to evaluate the course, and they are discussed in relation to student...
One of the current approaches to teaching second languages is the communicative approach. To impr... more One of the current approaches to teaching second languages is the communicative approach. To improve the use of this approach in Shimane, Japan, it is necessary to discover the extent to which it is being used and what is hindering its use. This study examined the situation by asking native and non-native English postsecondary instructors to complete a questionnaire. A total of 36 out of 42 instructors at the universities and junior colleges in Shimane returned the questionnaire, 27 of whom were Japanese teachers of English. Data were collected using a series of statements that respondents rated on a Likert attitude scale. Results indicated that there was broad use of most elements of the communicative approach (e.g., work in small groups and pairs and use of authentic materials), but role play was not universally accepted. The main obstacle to using the communicative approach was students' reactions and attitudes, specifically during pair and small group work. Other obstacles i...
This article reports on Thai and Japanese university students’ perceptions of intelligibility. Th... more This article reports on Thai and Japanese university students’ perceptions of intelligibility. This study found few students think variability is avoidable when using English. Instead, a majority of the students thought differences in pronunciation, intonation, and accents exist. More Thai than Japanese students tended to agree or strongly agree, and how the students viewed and deal with the variety was significantly different. The article discusses reasons for the students’ beliefs before concluding with classroom implications.
One of the current approaches to teaching second languages is the communicative approach. To impr... more One of the current approaches to teaching second languages is the communicative approach. To improve the use of this approach in Shimane, Japan, it is necessary to discover the extent to which it is being used and what is hindering its use. This study examined the situation by asking native and non-native English postsecondary instructors to complete a questionnaire. A total of 36 out of 42 instructors at the universities and junior colleges in Shimane returned the questionnaire, 27 of whom were Japanese teachers of English. Data were collected using a series of statements that respondents rated on a Likert attitude scale. Results indicated that there was broad use of most elements of the communicative approach (e.g., work in small groups and pairs and use of authentic materials), but role play was not universally accepted. The main obstacle to using the communicative approach was students' reactions and attitudes, specifically during pair and small group work. Other obstacles included students' lack of confidence in their speaking ability, embarrassment, and inability to express their opinions, ask questions, and be innovative during conversation practice. (Contains 17 bibliographic references.) (SM) Literature Review Many of the modern English as a second language textbooks and much of the recently published research concentrate on the Communicative Approach. In the early 1970s, the "Communicative Approach grew out of the work of linguists," including Halliday and Hymes, who "viewEed] language first and foremost as a system for communication" (Celce-Murcia 1991, p. 8). The Communicative Approach is also known as Communicative Language Teaching (CLT) (Richards and Rodgers 1998). The Communicative Approach was started, in part, by the rejection "in the belief that consciously learning the grammar of a language will necessarily result in an ability to use the language" (Yule 1996, pp. 193-194). Before the creation of the Communicative Approach, language classrooms were sterile environments, and CLT was created to address language as something to be understood as more than just scientifically or grammatically based. Since the 1970s, the Communicative Approach has grown and developed (Richards and Rodgers 1998). The former Japanese State Secretary for Foreign Affairs, Ichita Yamamoto, was quoted as saying, "Japanese political leaders also need to have sufficient English ability to be able to convey messages...by appearing on television shows even with no notice" (Toda and Mohara 2000, p. 8). This focus on overall communicative competence can best be seen in the Communicative Approach, which "acknowledge Es] the interdependence of language and communication" (Richards and Rodgers 1998, p. 66). "Communicative competence can be defined...as the ability to use the L2 accurately, appropriately, and flexibly" (Yule 1998, p. 197). As Richards and Rodgers (1998, p. 71) noted in their discussion of Swain (1980), there are four dimensions of communicative competence. The first, grammatical competence, includes an understanding of grammar rules and the correct use of both these rules and words during communication (Yule 1998; Richards and Rodgers 1998). Sociolinguistic competence is necessary so that the listener and the speaker understand communication within a social context. This includes "role relationships, the shared information of the participants, and the communicative purpose of their interaction" (Richards and Rodgers 1998, p. 71). Discourse competence refers to the communication of meaning within a situation (Richards and Rodgers 1998). Strategic competence includes "coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication" (Richards and Rodgers 1998, p. 71). 4 I I Richards and Rodgers (1998, pp. 67-68) cited Finocchiaro and Brumfit's features (1983) of the Communicative Approach, including: a. Meaning is paramount. b. Comprehensible pronunciation is sought. c. Attempts to communicate may be encouraged from the very beginning. d. Judicious use of native language is accepted where feasible. e. The target linguistic system will be learned best through the process of struggling to communicate. f. Teachers help learners in any way that motivates them to work with the language. g. Intrinsic motivation will spring from an interest in what is being communicated by the language. Celce-Murcia (1991, p. 8) gave a list of aspects included in the Communicative Approach.
English Today, 2015
English is regularly perceived to betheglobal language that is used for cross-cultural communicat... more English is regularly perceived to betheglobal language that is used for cross-cultural communication by people from around the world (e.g., Crystal, 2003). Following international trends, English has exerted a presence in the cultures, languages, and interactional patterns of the peoples of Asia (Kachru, 1998: 91). The status afforded English native and near-native speakers reflects the perceived importance and interpersonal functionality of English in the region, and efforts by Asian governments to teach English at younger ages, as well as the demand for English ability by corporations, the media, and individuals, demonstrate its perceived instrumentality. In spite of the presumption of usefulness, there have been surprisingly few studies investigating Asian learners' perceptions of and decision to use English in specific settings. There is also a need for research that extends beyond individual countries to include pan-Asian issues, particularly in the “lesser-researched expan...