The purpose of this study is to propose solutions for issues in class of reading and writing English which South Korean, Chinese, and Japanese students attend, which is a typical plurilingual EFL class composition in Japanese universities. In Japan, a class of reading and writing English is requisite to students from Asian countries as well as Japanese students. In the class, the teacher needs to improve students’ academic abilities for correctly reading and writing English. It is, however, not so easy for teachers who are native speakers of English, nor of Japanese teacher of English in Japan. Recently, research books and articles about a plurilingual EFL class have been published, but they usually propose pedagogy in English-speaking countries and hence they cannot work well in Japan without modification. As for the typical issues in Japan, first of all, many students in the class score lower than average on the scales of motivation and academic abilities of English. In addition, many of the students cannot understand Japanese well. Teacher is, hence, at a loss for a choice of language for explanation. There are also other various issues to resolve, but in this presentation, for reason of time, I focus on how to improve students’ motivation and their academic abilities of reading and writing English in a plurilingual EFL class in Japan.
Akiyoshi Suzuki, Nagasaki University, Japan
Teresa Kuwamura, Kyoto Gakuen University, Japan
Stream: World Englishes
This paper is part of the IICLLDubai2017 Conference Proceedings (View)
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