Faculty Publications and Conference Presentations

　Abstract: This is the practical implementation of Lang 1210, the beginner course of Japanese Language, as Blended Learning, which is designed “Connected”, “Functional”, and Expansive” in the teaching and learning.

　With the development of Science and Technology the way we teach and we learn has been changing rapidly. The Covid-19 pandemic, which was a global threat has brought a big discussion about the digitalization of education, such as Online Classes and e-learning. Needless to say, both F-to-F and e-learning have their own advantages. When thinking of the course design in the university in this time, I believe a course design that combines the advantages of both is highly required. In this presentation, I would like to show the blended learning course design of Lang 1210, the beginner course of Japanese language. And through e-learning and F-to-F I would like to show the process of students learning and teaching for “Connected”, “Functional”, Expansive”. With e-learning students can learn at their own pace and prepare for F-to-F classes at their convenience. In the classroom, I provide opportunities for students to teach and learn from each other, based upon their previous learning and preparation as their group learning activities. I also want to explore the possibilities of students expanding their learning on their own. Totally this may be one of the ways to cultivate students’ independence for learning. I also want to consider individual support. 

Key Words :“Connected”, “Functional”, and Expansive”

※The 13th International Symposium for Japanese Language Education and Japanese Studies “Embracing Diversities, Igniting Potentials”

This is the web of the Symposium.

Programme
https://static1.squarespace.com/static/63f154d2e8a0b30161d23d77/t/6542f051e9e2bf77a825ce0d/1698885730127/Abstract_final_02112023.pdf

Proceeding
https://static1.squarespace.com/static/63f154d2e8a0b30161d23d77/t/65483a937162ed27c4be4fe6/1699232449506/Proceedings_final_06112023.pdf

Abstract: This is the practical implementation of Lang 1210, the beginner course of Japanese Language, as Blended Learning, which is designed “Connected”, “Functional”, and Expansive” in the teaching and learning.  

 With the development of Science and Technology the way we teach and we learn has been changing rapidly. The Covid-19 pandemic, which was a global threat has brought a big discussion about the digitalization of education, such as Online Classes and e-learning, and so on. Needless to say, both F-to-F and e-learning have their own advantages. When thinking of the course design in the university in this time, I believe a course design that combines the advantages of both is highly required. In this presentation, I would like to show the blended learning course design of Lang 1210, the beginner course of Japanese language. And through e-learning and F-to-F I would like to show the process of students learning and teaching for “Connected”, “Functional”, Expansive”. With e-learning students can learn at their own pace and prepare for F-to-F classes at their convenience. In the classroom, I provide opportunities for students to teach and learn from each other, based upon their previous learning and preparation as their group learning activities. I also want to explore the possibilities of students expanding their learning on their own. Totally this may be one of the ways to cultivate students’ independence for learning. I also want to consider individual support.

Keywords:  “Connected”, “Functional”, and Expansive”

Lang1210 Course Concept Map

                           Learning & Teaching

　　                           F to F & e-Learning

                  Group Learning & Individual Learning

                     Connected, Functional and Expansive

                              Instructor as a Facilitator

Bullet Points of this presentation

1) Concept: Three Key Words

       -Connected, Functional, Expansive -

2) Grouping

       -How to make a group and what I do as a facilitator

3) e-Learning design

      -the design of learning and teaching to master basic and self-checking

4) Reflections & Considerations for the next step

5) For the future

Summary of the Article

With the rise of multilingualism and the use of a local variety of English in Hong Kong, the current article proposes a framework for EMI teacher training for university teachers (WEMTT-Framework) to expose them not only to a theory of World Englishesbut also a practicum of teaching in multilingual settings. Even though Hong Kong has been regarded as a trilingual (Cantonese-English-Mandarin) city where English is taught as a second language, the EMI teaching in Hong Kong is still highly exonormative-oriented. With an increasing number of studies revealing the possibility of EMI teaching with the help of multilingual and World Englisheselements, the current paper also explores how World Englishesand multilingualism help in the present EMI teaching environment. The framework and the discussion are not only applicable to Hong Kong but also places with similar multilingual settings, thus expanding to many Asian cities with colonial backgrounds. The paper ends with a call for action from educators and researchers to work on the implementation of teacher training and carry out further studies in different settings.

Reference

Chan, K. L. R. (2023). Trilingualism in Hong Kong: A World Englishes framework for EMI English teachers in university.LEARN Journal: Language Education and Acquisition Research Network, 16(1), 1-17.

　日本語の初級コース Lang1210におけるBlended Learningの実践事例を示しながら、「つながる」「機能する」「広がる」学びのデザインを示す。

　科学技術の発展に伴い、学び方が時代とともに変容してきている。コロナ禍でOnline授業、e-learningなどの教育のデジタル化が大きく進展した。対面型の授業であれ、e-learning型の学習であれ、それぞれ良さを秘めている。今後の教育活動を考える時、それぞれの良さを融合したデザインが求められると考える。この発表では、e-learningと対面型の授業を通して、学生が「つながる」「機能する」「広がる」学びのデザインを示す。学生自らがe-learningで、教材と向き合い学習を進める。教室では、新しい学習内容について、学生同士が教えあい学びあい理解を深める。興味や関心に応じて学びを自ら広げる可能性を探っていきたい。個別の学生の支援についても検討したい。

キーワード：「つながる」、「機能する」、「広がる」

※　The 13th International Symposium for Japanese Language Education and Japanese Studies “Embracing Diversities, Igniting Potentials”

This is the web of the Symposium.

Programme
https://static1.squarespace.com/static/63f154d2e8a0b30161d23d77/t/6542f051e9e2bf77a825ce0d/1698885730127/Abstract_final_02112023.pdf

Proceeding
https://static1.squarespace.com/static/63f154d2e8a0b30161d23d77/t/65483a937162ed27c4be4fe6/1699232449506/Proceedings_final_06112023.pdf

The semantic meaning of the Chinese word 杠 gàng ‘wooden bar at the front of bed,’ has experienced a long derivational process driven by cognitive mechanisms such as metaphor and metonymy. In this study, we elaborated on the extended meanings of 杠 gàng based on the dictionaries and the corpus data. We have found a tendency of grammaticalization, denominalization, and deterioration of affective connotations for 杠 gàng. Further, we summarized five representative meanings of 杠 gàng and created image schemas respectively to discuss how the new meanings are generated and associated through the cognitive mechanism. With a radial framework of the semantic change of 杠 gàng presented in the end, we reiterate a continuum of metaphor and metonymy through realizations of image schemas and further highlight the interrelations between the cognitive mechanisms. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

ChatGPT has become a worldwide phenomenon since its release in November 2022 with many speculating its potential to transform how texts are composed in different discourse domains. Business and professional communication is one domain that ChatGPT and other AI driven language processing tools can be used to assist with the construction of different texts. Persuasion is a key objective of many genres of business communication, and metadiscourse—language which refers to the subject matter—has been shown to be an essential element of persuasive discourse. The present study aims to explore the use of metadiscourse in persuasive texts constructed by ChatGPT. The income statements of a selection of S&P 500 companies were fed into ChatGPT and instruction given to compose persuasive CEO’s letters to shareholders. Specifically, interactional metadiscourse (Hyland, 2005) is examined in the generated texts, which is a category of resources that encodes explicitly writer-reader interaction and a writer’s evaluation of the propositional content. The findings show that interactional metadiscourse is an integral component of the discourse generated by ChatGPT which is consistent with prior studies of these resources in the CEO’s letter to shareholders. ChatGPT’s potential as a valuable tool is highlighted. It can help business professionals to enhance their interaction with stakeholders by using appropriate metadiscourse markers, and it can provide a template which can be modified and adapted according to the writer’s purpose, audience and genre expectations. ChatGPT could be particularly useful for L2 writers of English who may struggle with the linguistic and rhetorical aspects of persuasive communication in a second language. However, ChatGPT may have limitations in capturing context-specific nuances and it may not be able to account for the ethical and social implications of persuasive communication leading to the generation of texts which are misleading or biased.