8/10/2018“When Will AI Exceed Human Performance?
Evidence from AI Experts”

SUSTAINABILITY OF EFL TEACHING
EFL教育の持続可能性
Judy Noguchi
Kobe Gakuin University“Researchers predict AI will outperform humans in many
activities in the next ten years, such astranslating languages (by 2024),
writing high-school essays (by 2026),
driving a truck (by 2027),• working in retail (by 2031),• writing a bestselling book (by 2049), and• working as a surgeon (by 2053).
••

10 - A few days (Custodian)
5 - A few weeks (Oilfield roughneck, commercial fisherman, flight attendant)
0 - Months or years (Dental hygienist, auto mechanic, locksmith)
5. Are there non-repetitive physical requirements of your job?
10 - No. (Programmer, cashier)
5 - Some (Security guard)“Researchers believe there is a 50% chance of AI outperforming
humans in all tasks in 45 years and of automating all human jobs
in 120 years, with Asian respondents expecting these dates
much sooner than North Americans.”

7. Does your job require emotional connections to people or charisma?
10 - No (Data entry, construction worker)
5 - Some (Lawyer, sales person)
0 - Yes (Comedian, child psychologist, mayor)
8. How much creativity does your job require?
10 - None (Warehouse worker, assembly line worker)
5 - Some (Chef, travel agent)
0 – Lots (Writer, web designer, florist)
9. Do you directly manage employees?
10 - No (Flight attendant)
5 - Some (Restaurant manager)
0 - Yes, and I mentor and coach as well. (Police chief)

0 - Yes. (Dance instructor)
6. How long does it take to make the hardest decisions on your job?
10 - Less than two seconds (Movie ticket sales, toll booth operator)
5 - Two to five seconds (House painter)
0 - More than five seconds (Trial lawyer)
https://gigaom.com/quiz/HTTPS://GIGAOM.COM/QUIZ/
1. How similar are two random days of your job?
10 - Identical (Data entry clerk, order-taker at fast-food restaurant)
5 - Somewhat the same, with variation (Bank teller)
0 - Completely different (Electrician, movie director, police officer)
2. Does your job require you to be in different physical locations, even different rooms?
10 - No (“I stand in one place and take orders all day” or “I could be in Bora Bora for all
they know”)
5 – Some movement (Hospital nurse)
0 - Yes (Interior decorator, tour guide)•

Grace et al. (2017)

4. How long is training for your job?

Can you be replaced by a robot?

3. How many people do your job?
10 - Lots - It is an established job everyone knows about. (Doctor, lawyer, teacher,gardener)
5 - Some - People have probably heard of this job, but few people know one. (Setdesigner, skydiving instructor, honest politician)
0 - Few – I have to explain to people what I do. (Literary agent, customs broker)

My Score?
“Good news! This job scored a 29 on our 100 point scale,where a 0 is a job a robot can never do, and a 100 is one thatwill certainly be replaced by automation. Any job below a 70
is probably safe for over a decade. Any job below a 60 willprobably be around for decades to come.”
https://gigaom.com/quiz/

10. Would someone else hired into your job do it the same way?
10 - Yes, exactly (Data entry)
5 - Close, maybe 75% the same (Dentist, house painter)0 – No (screenwriter)
https://gigaom.com/quiz/1

8/10/2018

How can EFL teaching remain relevant?
• Issues to consider

Advances in technology
Generation Z➢ English as a lingua franca➢➢• A way forward

Advances in Technology

Fourth Industrial Revolution• First industrial revolution (1760-1830)➢Harnessing water and steam power tomechanize production• Second Industrial Revolution (1870-1914)➢Using electric power• Third Industrial Revolution (1980-

Meeting in Davos, Switzerland: “Mastering the Fourth Industrial
Revolution”• Professor Klaus Schwab, Founder and Executive Chairman of

the World Economic Forum (2016a):•)➢Using electronics and information technology➢Going digital• Fourth Industrial Revolution (2016-• First used in 2016 by the World Economic Forum Annual)“This Fourth Industrial Revolution is, however, fundamentally different. It ischaracterized by a range of new technologies that are fusing thephysical, digital and biological worlds, impacting all disciplines,
economies and industries, and even challenging ideas about what itmeans to be human.”• Holds great promise as well as great peril➢Fusing technologies and disciplines

Society 5.0• Proposed by the Japanese Cabinet Office in 2014 as part of

the 5th Science and Technology Basic Plan

• Defined as"A human-centered society thatbalances economic advancementwith the resolution of social problems
by a systemthat highly integrates cyberspace and physical space."• Follows the hunting society (Society 1.0), agricultural society(Society 2.0), industrial society (Society 3.0), and informationsociety (Society 4.0)

Keidanren, 2016
http://www.keidanren.or.jp/en/policy/2016/029_outline.pdf

Cabinet Office, 2014
http://www8.cao.go.jp/cstp/english/society5_0/index.html

2

8/10/2018

Something to ponder on

How can EFL teaching remain relevant?

• “With every new major innovation there have been those who• Issues to consider

have claimed that as a result we have lost some part of ouressential humanity.

• “The Greek philosopher Plato suggested that with the inventionof writing humanity lost a skill in the use of memory that was an
essential part of being human.”• How do we harness the possibilities of advancing technology?

Cabinet Office, 2014
http://www8.cao.go.jp/cstp/english/society5_0/society5_0e-6.jpg

What about our students?
Identifying generation groups

Advances in technology
Generation Z➢ English as a lingua franca➢➢• A way forward

Future Learn, Why We Post, 2018https://www.futurelearn.com/courses/anthropology-socialmedia/9/steps/329671

Gen Zers = People of Generation Z

Gen Zers• Form the population of our students in

From an American viewpointcollege today•

Economic conditions• The Veterans

1925-1944•

Cultural norms and mores• Baby Boomers

1946-1964•

Technological advances• Generation X

1965-1980•

World events• Generation Y

1981-1995•

1995-2010•• Generation Z

Chun et al. (2017)• Are digital natives•

Chun et al. (2017)•

Spend a lot of screen time
Are tech-savvy
Obtain information from web sources, some of which may
not be reliable
Are accustomed to texting with “slanguage”
Chun et al. (2017)3

8/10/2018

What do Generation Z EFL students need?

Impact on learning

They need to be prepared for Society 5.0• Short attention span
• About 6 seconds to view a Facebook post or YouTube
video• “Acquired attention deficit disorder” (Fudin, 2012)• Stronger reliance on visual forms• Instant results and constant feedback

expected

Chun et al. (2017)

Keidanren predicts:“A new economy and society which focuses on individuals”
To realize this, we need educational reform to:➢ Enable everyone to think independently➢ Enable everyone to create new values incollaboration with others

Need to rethink education systems“By one popular estimate 65% of children entering primary schools today will
ultimately work in new job types and functions that currently don’t yet exist.
Technological trends such as the Fourth Industrial Revolution will create
many new cross-functional roles for which employees will need bothtechnical and social and analytical skills.
“Most existing education systems at all levels provide highly siloed training
and continue a number of 20th century practices that are hindering progress
on today’s talent and labour market issues.”➢ Foster creativity

World Economic Forum, 2016b➢ Improve IT literacy from primary and secondary levels➢ Promote lifelong education

English as a lingua franca

Something to ponder on

How can EFL teaching remain relevant?

• How do we prepare• Issues to consider

Advances in technology
Generation Z➢ English as a lingua franca

our Generation Z students➢

for Society 5.0?

➢

• A way forward

World Economic Forum, 2015
https://www.weforum.org/agenda/2015/10/which-languages-are-most-widely-spoken/

48/10/2018

Until now, most EFL approaches• have used the English native speaker as

the target model.

• have usually meant acculturating non-English speakers to an English language
view of the world.

Two problems

Foreign Service InstituteLanguage Difficulty Ranking• Linguistic difference between English and•Japanese• Cultural differences among English-

speaking cultures and Japanese culture• have recently been promoting “active

learning” or critical thinking skills as part ofa suite of academic literacy skills.

Two points to consider
Nishikawa-Van Eester (2016)

1.

Examined research on language/linguistic distance and found no clearcut definition or measurement system• Suggested that rather than rely too much on linguistic distance, moreconsideration should be given to motivation for learning a second
language•

Changes to CEFR 2001 descriptors (2018)2.
••

Deletion of “native” and “native speaker”
Example for C2 UNDERSTANDING A NATIVE SPEAKER AN INTERLOCUTOR
Can understand any native speaker interlocutor, even on abstract
and complex topics of a specialist nature beyond his/her own field,
given an opportunity to adjust to a non-standard less familiar accentor dialect.

Category I : Danish, Dutch, French, Italian, Norwegian, Portuguese,Romanian, Spanish, Swedish → 23-30 weeks
Category II: German, Indonesian, Malaysian, Swahili → 36 weeks• Category III: Albanian, Bengali, Burmese, Czech, Finnish, Hebrew,
Hindi, Lao, Nepali, Polish, Russian, Serbo-Croatian, Sinhala, Thai,
Tagalog, Turkish, Vietnamese, Zulu, etc. → 44 weeks• Category IV : Arabic, Cantonese, Mandarin, Japanese, Korean→ 88 weeks (Languages in this group are considered to be“super-hard” for native English speakers.)•

Foreign Service Institutehttps://www.state.gov/m/fsi/sls/index.htm

What about cultural differences?
• "Culture is the collective programming of the mind which

distinguishes the members of one category of people fromanother." (Hofstede, G. (1984). National cultures and corporate cultures. In L.A.
Samovar & R.E. Porter (Eds.), Communication Between Cultures. Belmont, CA:
Wadsworth. p. 51).

• "Culture is the shared knowledge and schemes created by a setof people for perceiving, interpreting, expressing, and responding
to the social realities around them" (Lederach, J.P. (1995). Preparing forpeace: Conflict transformation across cultures. Syracuse, NY: Syracuse University
Press. p. 9).

Where problems can arise?
• Values• Core beliefs• National characteristics• Attitudes and world view
• Communication Patterns•Speech styles•Listening habits• Concept of Space• Concept of Timehttp://www.crossculture.com/about-us/the-model/

58/10/2018

Linguistic Relativity
Linguistic Relativity

Wolff & Holmes (2011)

Wolff & Holmes (2011:261)“Our survey of the field suggests thatat least two versions of the Whorfian hypothesis can be dismissed,
namely those based on language as language-of-thought and linguistic
determinism.

Linguistic Relativity

Wolff & Holmes (2011)“On the other hand, five other versions of the Whorfian hypothesis havegarnered empirical support:
those in which thinking occurs before language use(thinking for speaking),
those in which linguistic and nonlinguistic codes compete with eachother (language as meddler)
or in which linguistic codes extend nonlinguistic thinking
language as augmenter),and those in which thinking is directed toward properties highlighted bylanguage (language as spotlight)
or in which language engages a schematic mode of processing(language as inducer).”

Something to ponder on

How can EFL teaching remain relevant?

• How can we overcome• Issues to consider

linguistic and cultural issues
in language learning?

Advances in technology➢ Generation Z➢ English as a lingua franca➢• A way forward

Issues to ponder on• How do we harness the possibilities ofadvancing technology?

• How do we prepare our Generation Z students

for Society 5.0?

• How can we overcome linguistic and culturalissues in language learning?

68/10/2018

Is there a way of teaching English that
does not require thinking in an “English” way?
Yes! Let’s turn to about a half century of work in
English for Specific Purposes.
A genre-based approach based on ESP concepts
Can make students aware of how genre texts are constructed
and the sociorhetorical factors behind them
Does not enforce “logical thinking”
Does make students aware of the existence of various discourse
communities

Shows how information is disseminated

Can free English teachingfrom culture-bound concepts
by focusing on the texts themselves
Tribble (2017) on ELFA (English as a lingua franca in academic
settings) suggests:‘a Genre informed paradigm which draws on an apprentice vs.
expert dichotomy” would be useful as a basis for planning the
instruction.’

ELF users can efficiently learn
the “form” of the target genre
to fulfill the “function.”

Ability to use English
in professional contexts is a mustin academia, business and political situations
However, the use of English
does not and should not signify
the exclusion or rejection of
non-Western ideas and concepts

Professionals need toactively participate in their communities‘Knowledge becomes, therefore, a ‘‘language game’’ that ismaintained through the interaction of community members.
It is the linguistic activity of the members in debating,revising, and legitimizing the ‘‘paradigms’’ that make senseto them that constitute knowledge.’‘If a student doesn’t adopt the established discourses of adiscipline, then she simply loses her claim for membership inthat community.’(Canagarajah, 2002)

Freire (1997) on the “Dominant Syntax”“the more the oppressed, the poor people, grasp the dominantsyntax, the more they can articulate their voices and theirspeech in the struggle against injustice”

ESP can offer
a rational, heuristic approach toprofessional level mastery of“It’s impossible to think of language without thinking of ideology
and power”

the English needed

Freire recognizes thatfor participation in discourse communities

teachers need to teach the “cultivated” pattern
to empower their students
with the ability to send out effective messages

7

8/10/2018

Key concepts of ESP

How to master ESP• Discourse community• OCHA• Genres• PAIL• Moves• Hint expressions

What is a discourse community?
A discourse community

Perspective view of text and its relationship to the profession
Context• Is a group of people who are connected by discourse• Has means of communication → Genres

Professional
CultureProfessional
Practice• Is not bound by location → Global connections• In the case of a professional community:

Genre

Constructs knowledge in the relevant field
Text

Text

Adapted from Bhatia (2011)

Genre: a repeatedly used communication event
Effect on the discourse
community

Context

Understandour world

How to learn about genres• Observe• Classify

Action• Hypothesize

Conduct
research• Apply
Substance

Form

Research paper

PurposeAudience
Information
Language features
Rhetorical framework
Collocations
Grammar & technical points

Text

Your paper

Information forthe discourse
community

Linguistic
packaging for
genre
recognition

Pronunciation & prosody88/10/2018

From corpus linguistics• Language users rely on their linguistic experience, whichleads to frequency effects including the use ofcollocations• Language acquisition is an imitative process withgeneralization• As language competence and performance are based

on total experience of language use, large-scale corpora
can serve as a proxy• Naturally produced example of usage is better than afabricated example

An example of Genre Analysis• Have frameworks of moves

Example： Abstract moves
Background
Aim of study
Materials and methods
Results, Conclusions• Use hint expressions to guide theaudience

McEnery & Hardie, 2012:220-221

Evaluation of novel computerized tomography scoring systems in human traumatic brain injury:
An observational, multicenter study

Traumatic brain injury (TBI) is a major contributor to morbidity and mortality. Computerized tomography (CT)scanning of the brain is essential for diagnostic screening of intracranial injuries in need of neurosurgical intervention,
but may also provide information concerning patient prognosis and enable baseline risk stratification in clinical trials.
Novel CT scoring systems have been developed to improve current prognostic models, including the Stockholm andHelsinki CT scores, but so far have not been extensively validated. The primary aim of this study was to evaluate theStockholm and Helsinki CT scores for predicting functional outcome, in comparison with the Rotterdam CT score andMarshall CT classification. The secondary aims were to assess which individual components of the CT scores best
predict outcome and what additional prognostic value the CT scoring systems contribute to a clinical prognostic
model.
TBI patients requiring neuro-intensive care and not included in the initial creation of the Stockholm and Helsinki CT
scoring systems were retrospectively included from prospectively collected data at the Karolinska University Hospital(n = 720 from 1 January 2005 to 31 December 2014) and Helsinki University Hospital (n = 395 from 1 January 2013 to 31
December 2014), totaling 1,115 patients. The Marshall CT classification and the Rotterdam, Stockholm, and Helsinki CT
scores were assessed using the admission CT scans. Known outcome predictors at admission were acquired (age,pupil responsiveness, admission Glasgow Coma Scale, glucose level, and hemoglobin level) and used in univariate,
and multivariable, regression models to predict long-term functional outcome (dichotomizations of the Glasgow
Outcome Scale [GOS]). In total, 478 patients (43%) had an unfavorable outcome (GOS 1–3). In the combined cohort,overall prognostic performance was more accurate for the Stockholm CT score (Nagelkerke’s pseudo-R2 range 0.24–0.28) and the Helsinki CT score (0.18–0.22) than for the Rotterdam CT score (0.13–0.15) and Marshall CT classification(0.03–0.05). Moreover, the Stockholm and Helsinki CT scores added the most independent prognostic value in thepresence of other known clinical outcome predictors in TBI (6% and 4%, respectively). The aggregate traumatic
subarachnoid hemorrhage (tSAH) component of the Stockholm CT score was the strongest predictor of unfavorable
outcome. The main limitations were the retrospective nature of the study, missing patient information, and the varying
follow-up time between the centers.
The Stockholm and Helsinki CT scores provide more information on the damage sustained, and give a moreaccurate outcome prediction, than earlier classification systems. The strong independent predictive value of tSAH
may reflect an underrated component of TBI pathophysiology. A change to these newer CT scoring systems may be
warranted.

Evaluation of novel computerized tomography scoring
systems in human traumatic brain injury: An observational,
multicenter study• PLOS One: August 3, 2017
• https://doi.org/10.1371/journal.pmed.1002368• Eric Peter Thelin, David W. Nelson, Juho Vehviläinen, Harriet

Nyström, Riku Kivisaari, Jari Siironen, Mikael Svensson, Markus
B. Skrifvars, Bo-Michael Bellander, Rahul Raj• Affiliations: Department of Clinical Neuroscience, Karolinska

Institutet, Stockholm, Sweden, Division of Neurosurgery,
Department of Clinical Neurosciences, University ofCambridge, Cambridge Biomedical Campus, Cambridge,
United Kingdom

Evaluation of novel computerized tomography scoring systems in human traumatic brain injury:
An observational, multicenter study

Traumatic brain injury (TBI) is a major contributor to morbidity and mortality. Computerized tomography (CT)scanning of the brain is essential for diagnostic screening of intracranial injuries in need of neurosurgical intervention,
but may also provide information concerning patient prognosis and enable baseline risk stratification in clinical trials.
Novel CT scoring systems have been developed to improve current prognostic models, including the Stockholm andHelsinki CT scores, but so far have not been extensively validated. The primary aim of this study was to evaluate theStockholm and Helsinki CT scores for predicting functional outcome, in comparison with the Rotterdam CT score andMarshall CT classification. The secondary aims were to assess which individual components of the CT scores best
predict outcome and what additional prognostic value the CT scoring systems contribute to a clinical prognostic
model.
TBI patients requiring neuro-intensive care and not included in the initial creation of the Stockholm and Helsinki
CT scoring systems were retrospectively included from prospectively collected data at the Karolinska University
Hospital (n = 720 from 1 January 2005 to 31 December 2014) and Helsinki University Hospital (n = 395 from 1 January
2013 to 31 December 2014), totaling 1,115 patients. The Marshall CT classification and the Rotterdam, Stockholm,and Helsinki CT scores were assessed using the admission CT scans. Known outcome predictors at admission wereacquired (age, pupil responsiveness, admission Glasgow Coma Scale, glucose level, and hemoglobin level) andused in univariate, and multivariable, regression models to predict long-term functional outcome (dichotomizationsof the Glasgow Outcome Scale [GOS]). In total, 478 patients (43%) had an unfavorable outcome (GOS 1–3). In the
combined cohort, overall prognostic performance was more accurate for the Stockholm CT score (Nagelkerke’s
pseudo-R2 range 0.24–0.28) and the Helsinki CT score (0.18–0.22) than for the Rotterdam CT score (0.13–0.15) andMarshall CT classification (0.03–0.05). Moreover, the Stockholm and Helsinki CT scores added the most independent
prognostic value in the presence of other known clinical outcome predictors in TBI (6% and 4%, respectively). The
aggregate traumatic subarachnoid hemorrhage (tSAH) component of the Stockholm CT score was the strongest
predictor of unfavorable outcome. The main limitations were the retrospective nature of the study, missing patient
information, and the varying follow-up time between the centers.
The Stockholm and Helsinki CT scores provide more information on the damage sustained, and give a moreaccurate outcome prediction, than earlier classification systems. The strong independent predictive value of tSAH
may reflect an underrated component of TBI pathophysiology. A change to these newer CT scoring systems may be
warranted.

• Traumatic brain injury (TBI) is a major

contributor to morbidity and mortality.
Computerized tomography (CT)scanning of the brain is essential for
diagnostic screening of intracranial
injuries in need of neurosurgicalintervention, but may also provide
information concerning patient
prognosis and enable baseline risk
stratification in clinical trials. Novel CT
scoring systems have been developed to
improve current prognostic models,
including the Stockholm and Helsinki CT
scores, but so far have not been
extensively validated.

• Background• Importance• Unsolved

problem

98/10/2018• The primary aim of this study was to• Aim ofevaluate the Stockholm and Helsinki CT
scores for predicting functional
outcome, in comparison with theRotterdam CT score and Marshall CT
classification. The secondary aims wereto assess which individual componentsof the CT scores best predict outcome
and what additional prognostic value
the CT scoring systems contribute to aclinical prognostic model.

study

TBI patients requiring neuro-intensive care and notincluded in the initial creation of the Stockholm andHelsinki CT scoring systems were retrospectively
included from prospectively collected data at the
Karolinska University Hospital (n = 720 from 1 January2005 to 31 December 2014) and Helsinki University
Hospital (n = 395 from 1 January 2013 to 31 December2014), totaling 1,115 patients. The Marshall CT
classification and the Rotterdam, Stockholm, andHelsinki CT scores were assessed using the admission
CT scans. Known outcome predictors at admission
were acquired (age, pupil responsiveness, admission
Glasgow Coma Scale, glucose level, and hemoglobin
level) and used in univariate, and multivariable,
regression models to predict long-term functional
outcome (dichotomizations of the Glasgow Outcome
Scale [GOS]).

• Materials

andmethods

Evaluation of novel computerized tomography scoring systems in human traumatic brain injury:
An observational, multicenter study• The Stockholm and Helsinki CT

scores provide more informationon the damage sustained, andgive a more accurate outcome
prediction, than earlier
classification systems. The strong
independent predictive value oftSAH may reflect an underrated
component of TBI
pathophysiology. A change tothese newer CT scoring systems
may be warranted.

• Conclusion•

Implications

Traumatic brain injury (TBI) is a major contributor to morbidity and mortality. Computerized tomography (CT)scanning of the brain is essential for diagnostic screening of intracranial injuries in need of neurosurgical intervention,
but may also provide information concerning patient prognosis and enable baseline risk stratification in clinical trials.
Novel CT scoring systems have been developed to improve current prognostic models, including the Stockholm andHelsinki CT scores, but so far have not been extensively validated. The primary aim of this study was to evaluate theStockholm and Helsinki CT scores for predicting functional outcome, in comparison with the Rotterdam CT score andMarshall CT classification. The secondary aims were to assess which individual components of the CT scores best predict
outcome and what additional prognostic value the CT scoring systems contribute to a clinical prognostic model.
TBI patients requiring neuro-intensive care and not included in the initial creation of the Stockholm and Helsinki CT
scoring systems were retrospectively included from prospectively collected data at the Karolinska University Hospital (n= 720 from 1 January 2005 to 31 December 2014) and Helsinki University Hospital (n = 395 from 1 January 2013 to 31
December 2014), totaling 1,115 patients. The Marshall CT classification and the Rotterdam, Stockholm, and Helsinki CT
scores were assessed using the admission CT scans. Known outcome predictors at admission were acquired (age, pupil
responsiveness, admission Glasgow Coma Scale, glucose level, and hemoglobin level) and used in univariate, andmultivariable, regression models to predict long-term functional outcome (dichotomizations of the Glasgow Outcome
Scale [GOS]). In total, 478 patients (43%) had an unfavorable outcome (GOS 1–3). In the combined cohort, overallprognostic performance was more accurate for the Stockholm CT score (Nagelkerke’s pseudo-R2 range 0.24–0.28) andthe Helsinki CT score (0.18–0.22) than for the Rotterdam CT score (0.13–0.15) and Marshall CT classification (0.03–0.05).
Moreover, the Stockholm and Helsinki CT scores added the most independent prognostic value in the presence of otherknown clinical outcome predictors in TBI (6% and 4%, respectively). The aggregate traumatic subarachnoid
hemorrhage (tSAH) component of the Stockholm CT score was the strongest predictor of unfavorable outcome. The
main limitations were the retrospective nature of the study, missing patient information, and the varying follow-up time
between the centers.
The Stockholm and Helsinki CT scores provide more information on the damage sustained, and give a more accurate
outcome prediction, than earlier classification systems. The strong independent predictive value of tSAH may reflect anunderrated component of TBI pathophysiology. A change to these newer CT scoring systems may be warranted.

• In total, 478 patients (43%) had an unfavorable

outcome (GOS 1–3). In the combined cohort,overall prognostic performance was moreaccurate for the Stockholm CT score(Nagelkerke’s pseudo-R2 range 0.24–0.28) andthe Helsinki CT score (0.18–0.22) than for the
Rotterdam CT score (0.13–0.15) and Marshall CT
classification (0.03–0.05). Moreover, theStockholm and Helsinki CT scores added the mostindependent prognostic value in the presence ofother known clinical outcome predictors in TBI (6%and 4%, respectively). The aggregate traumatic
subarachnoid hemorrhage (tSAH) component of
the Stockholm CT score was the strongest
predictor of unfavorable outcome. The main
limitations were the retrospective nature of thestudy, missing patient information, and thevarying follow-up time between the centers.

• Results

Evaluation of novel computerized tomography scoring systems in human traumatic brain injury:
An observational, multicenter study
Traumatic brain injury (TBI) is a major contributor to morbidity and mortality. Computerized tomography (CT) scanningof the brain is essential for diagnostic screening of intracranial injuries in need of neurosurgical intervention, but may
also provide information concerning patient prognosis and enable baseline risk stratification in clinical trials. Novel CT
scoring systems have been developed to improve current prognostic models, including the Stockholm and Helsinki CT
scores, but so far have not been extensively validated. The primary aim of this study was to evaluate the Stockholmand Helsinki CT scores for predicting functional outcome, in comparison with the Rotterdam CT score and Marshall CT
classification. The secondary aims were to assess which individual components of the CT scores best predict
outcome and what additional prognostic value the CT scoring systems contribute to a clinical prognostic model.
TBI patients requiring neuro-intensive care and not included in the initial creation of the Stockholm and Helsinki CT
scoring systems were retrospectively included from prospectively collected data at the Karolinska University Hospital(n = 720 from 1 January 2005 to 31 December 2014) and Helsinki University Hospital (n = 395 from 1 January 2013 to 31
December 2014), totaling 1,115 patients. The Marshall CT classification and the Rotterdam, Stockholm, and Helsinki CT
scores were assessed using the admission CT scans. Known outcome predictors at admission were acquired (age,pupil responsiveness, admission Glasgow Coma Scale, glucose level, and hemoglobin level) and used in univariate,
and multivariable, regression models to predict long-term functional outcome (dichotomizations of the Glasgow
Outcome Scale [GOS]). In total, 478 patients (43%) had an unfavorable outcome (GOS 1–3). In the combined cohort,overall prognostic performance was more accurate for the Stockholm CT score (Nagelkerke’s pseudo-R2 range 0.24–0.28) and the Helsinki CT score (0.18–0.22) than for the Rotterdam CT score (0.13–0.15) and Marshall CT classification(0.03–0.05). Moreover, the Stockholm and Helsinki CT scores added the most independent prognostic value in thepresence of other known clinical outcome predictors in TBI (6% and 4%, respectively). The aggregate traumatic
subarachnoid hemorrhage (tSAH) component of the Stockholm CT score was the strongest predictor of unfavorable
outcome. The main limitations were the retrospective nature of the study, missing patient information, and the varying
follow-up time between the centers.
The Stockholm and Helsinki CT scores provide more information on the damage sustained, and give a more accurate
outcome prediction, than earlier classification systems. The strong independent predictive value of tSAH may reflect
an underrated component of TBI pathophysiology. A change to these newer CT scoring systems may be warranted.

10

8/10/2018

Google Scholar search results
is a major contributor to• systems have been developed to improve• have been developed to improve• The primary aim of this study was to• The secondary aims were to assess
The secondary aim was to• In total• were retrospectively included from• was more accurate for• was the strongest predictor of• The main limitations were
• provide more information on• give a more accurate• may reflect• A change … may be warranted•

about 89,100 results
1,210
36,20033,100171
9,190
4,350,000
143
3,970
42,300860
33,40035,8001,660,000
516,000

ESP can help
ELF users express what they want to say but
allow them the freedom
to think as they wish
ELF is not form but function
ELF users can benefit from knowing move frameworks and hint
expressions
Key concepts of ESP•

Discourse community•

Genres•Moves & hint expressions

Grading of abstracts written after 10 online
ESP lessons on research paper writing(n = 431 engineering abstracts)
文法、スペル、
フォーマット
(6点満点）
1
4
2
26
3
189
4
117
5
89
6
6
Average score
3.6
Score

ムーブ
（ 6点満点）Hint expressions（ 6点満点）

1
5
54
100
151
120

0
19
57
123
160
72

4.8

Comments from students on learning
about professional discourse• I had not thought much about the origins of the paper until I

attended this class. Previously, it took me a lot of time to reada paper because I was reading it in the same way as I read anovel. By analyzing my composition on my own, I became
able to understand where the author wants to say little by little.
In addition, I was able to learn how to express it.

• 英語論文を読む時はただひたすら辞書を片手に訳すことでほとんどの時間を要し、内容を理解するのは二の次で、ものすごい時間がかかってしまっていた。論文でよく使われるフレーズやワード、表現を区別しておくことで、自分が論文を書く時にすぐに参考にできることや、他の論文の盗用にならないようにも気をつけることができることがわかった。

4.5•“mediation was introduced to language teaching and learning in the CEFR,
in the move away from the four skills, as one of the four modes ofcommunication, that is: reception, interaction, production and mediation”•“Also, in many cases, when we use language it is not just to communicate
a message, but rather to develop an idea through what is often called‘languaging’ (talking the idea through and hence articulating thethoughts) or to facilitate understanding and communication.”•“Treatment of mediation in the CEFR is not limited to cross-linguistic
mediation (passing on information in another language) as can be seenfrom the following extracts”:

Important change to CEFR 2001
• Mediation“The approach taken to mediation is broader than that
presented in the CEFR book.
“In addition to a focus on activities to mediate a text,
scales are provided for mediating concepts and for
mediating communication, giving a total of 19 scales formediation activities.
“Mediation strategies (5 scales) are concerned withstrategies employed during the mediation process, rather
than in preparation for it.”North & Piccardo (2016)➢ Section 2.1.3: Make communication possible between persons who are unable, forwhatever reason, to communicate with each other directly.

➢ Section 4.4: Act as an intermediary between interlocutors who are unable tounderstand each other directly, normally (but not exclusively) speakers of different
languages.

➢ Section 4.6.6: Both input and output texts may be spoken or written and in L1 or L2.

(Note: This does not say that one is in L1 and one is in L2; it states they could both be in
L1).

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Website: 60-second Science

CEFR (2018): Companion Volume with New
Descriptors

For EFL teaching to remain relevant as a profession,• we need to harness the possibilities of advancing technology••

Utilize digital tools and devices
Employ methods to take advantage of technological advances

URL: https://www.scientificamerican.com/podcast/episode/single-laser-optical-approach-trans-11-05-23/

Title: Single Laser Optical Approach Transmits 700 DVDs of Data per Second•[Possible applications; importance of this research] To get around that bottleneck, researchers
skipped the electronic signal processing—and found a way to do it purely optically instead. Usingthat method, they were able to send data over a 50-kilometer length of optical fiber at 26 terabits
per second. That's like sending 700 DVDs a second—the fastest ever recorded for a single laser. The
research appears in the journal Nature Photonics. [David Hillerkuss, "26 Tbit s−1 Line-Rate SuperChannel Transmission Utilizing All-Optical Fast Fourier Transform Processing"]
It is possible to transfer equivalent amounts of data with conventional technology, by bundling
together hundreds of lasers—but doing it with a single laser is far more energy efficient. Of course,
there's no telling when these transfer rates will make it to your living room. And whether they'll be fastenough for our future need-for-speed.

‘The most fundamental theoretical postulate of the sociocultural theory is indeed
mediation of human thinking, which develops as “internalization of socially constructedactivity” where “instruction, development, and assessment are inseparable processes
dialectically unified in the Zone of Proximal Development (ZPD)” (Lantolf, 2007: 693). We
can say that mediation is at the core of knowledge (co)construction. Indeed, the whole
language acquisition process can be defined as “socialization into communities ofpractice through the mediation of material signs” (Kramsch, 2002: 6).’•[Note: Details deleted; ongoing research]

Student ‘s research:[Background: What, Who] …is what human-beings can do/ but the machine has …
[Details from the scientist] …
[Possible applications; importance of this research] The work is essential/ to realize …

British People Are So Lonely That They Now Have a•

Understand their characteristics
Guide them toward intelligent use of reliable, reputable sources• Foster critical thinking and responsible independence

Grasp what is needed to raise student motivation
Help students understand how to make language work for them

[Details from the scientist] Whether it's for streaming Netflix or sharing files, we're gobbling up more
and more data—and we want it faster. But even shooting data with lasers over fiber-optic cables
has its limits. Because when you encode digital bits—ones and zeros—into an analog, optical signal,
you're still limited by the bit-rate of your electronics. The standing record is about 100 gigabits per
second.

‘The vision of mediation as a process that connects two spaces is in fact a fundamental
point in the work of Vygotsky and to the sociocultural theory that has developed inapplied linguistics in North America with reference to his work (Lantolf, 2000).’

•

•

•

The value of mediation••[Background] By doing away with an analog conversion, researchers have transmitted 26 terabitsof data per second over a 50-kilometer distance with a single laser.

•• we should help our Generation Z students to prepare for Society 5.0• we must overcome linguistic and cultural issues in language learning•‘This view completely contradicts traditional theories, which explain language learning
as a cognitive process that happens at the level of the individual, later put into practicein a social context. Such a vision relies upon a separation of language itself andlanguage use: language is seen as a thing apart, separate from both the individual andthe social context.’

Minister for Loneliness‘The U.K. has appointed a minister for loneliness to deal with what Prime Minister
Theresa May called “the sad reality of modern life” for too many people.
Last year, a British commission found that nearly nine million people in the country
either often, or always, feel loneliness — a condition that can have harmful healthrepercussions.’(Barron, 2018)‘Across the pond, the American Psychological Association writes that up to 40
percent of Americans over the age of 45 suffer from chronic loneliness. “Being
connected to others socially is widely considered a fundamental human need ̶
crucial to both well-being and survival. Extreme examples show infants in custodialcare who lack human contact fail to thrive and often die, and indeed, social
isolation or solitary confinement has been used as a form of punishment,” Julianne
Holt-Lunstad, a professor of psychology at Brigham Young University, says in astatement. “Yet an increasing portion of the U.S. population now experiences
isolation regularly.”’(Daley, 2018)

North & Piccardo, 2016: 16-17

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We can remain relevant as language
teachers by helping our students

References•

Barron, L. (2018). British people are so lonely that they now have a Minister for Loneliness. Time. January 18, 2018.
http://time.com/5107252/minister-for-loneliness-uk/•

Bhatia, V.K. (2011) Re ESP symposium at the JACET 50th National Conference, Fukuoka, Japan (August 31, 2011),
ESP and Professional Practices: insights from theory and practice.

• Grasp the empowering effect of language•

Cabinet Office, Government of Japan. (2014). Society 5.0. http://www8.cao.go.jp/cstp/english/society5_0/index.html• Become motivated to use language to communicate•

Canagarajah, S. (2002). Multilingual writers and the academic community: towards a critical relationship. Journal of
English for Academic Purposes,1 (2002) 29-44.

•

Chun, C., Dudoit, K., Fujihara, S., Gerschenson, M., Kennedy, A., Koanui, B., Ogata, V., Stearns, J. (2017). Teaching
generation Z at the University of Hawai’i. The IAFOR International Conference on Education—Hawaii 2017 Official
Conference Proceedings.

• Understand the socializing aspect of language• Acquire the ability of ‘languaging’ to be able to articulate

their thoughts• Collaborate with others to develop Society 5.0

•

•

•

Lederach, J.P. (1995). Preparing for peace: Conflict transformation across cultures. Syracuse, NY: Syracuse
University Press. p. 9•

Nishikawa-Van Eester, M. (2016). “Linguistic distance” and its influence on TESOL . 国際政経 第22号 2016年9月: 21-32.

•

North, B. & Piccardo, E. (2016). Common European Framework of Reference for Languages: Learning, Teaching,
Assessment. Developing Illustrative Descriptors of Aspects of Mediation for the CEFR. Council of Europe.
www.coe.int/lang-cefr•

Tribble, C. (2017). ELFA vs. Genre: A new paradigm war in EAP writing instruction? Journal of English for Academic
Purposes 25 (2017) 30e44•

Wolff, P and Holmes, K.J. (2011). Linguistic relativity. WIREs Cognitive Science. Vol. 2, May/June 2011: 253-265.

•

World Economic Forum (2015). Which languages are most widely spoken?
https://www.weforum.org/agenda/2015/10/which-languages-are-most-widely-spoken/•

World Economic Forum (2016a). The Fourth Industrial Revolution, by Klaus Schwab. https://www.weforum.org/about/thefourth-industrial-revolution-by-klaus-schwab•

World Economic Forum (2016b). Future Workforce Strategy. The Future of Jobs Report. http://reports.weforum.org/futureof-jobs-2016/future-workforce-strategy/

Daley, J. (2018) The U.K. now has a “Minister for Loneliness.” Hereʼs why it matters. Smithsonian Magazine.
https://www.smithsonianmag.com/smart-news/minister-loneliness-appointed-united-kingdom-180967883/
Foreign Service Institute, School of Language Studies, U.S. Department of State (n.a.) FSI’s experience withlanguage learning. https://www.state.gov/m/fsi/sls/c78549.htm•

Freire, P. (1997). Paulo Freire—An incredible conversation. Interview conducted at the 1996 World Conferenceon Literary organized by the International Literacy Institute, Philadelphia, USA. http://www.freire.org/paulofreire/•

Fudin, S. (2012, March 29). Gen Z & what does it mean in your classroom? USCRossierOnline.
https://rossieronline.usc.edu/gen-z-what-does-it-mean-in-your-classroom/•

FutureLearn (2018). Why We Post—University College London. Week 5 Has social media changed what itmeans to be human? https://www.futurelearn.com/courses/anthropology-social-media/9/steps/329671•

Grace, K., Salvatier, J., Dafoe, A., Zhang, B. & Evans, O. (2017). When will AI exceed human performance?
Evidence from AI experts. arXiv.org. Cornell University Library. https://arxiv.org/pdf/1705.08807.pdf•

Hofstede, G. (1984). National cultures and corporate cultures. In L.A. Samovar & R.E. Porter(Eds.), Communication Between Cultures. Belmont, CA: Wadsworth. p. 51•

McEnery, T. & Hardie, A. (2012). Corpus Linguistics. Cambridge: Cambridge University Press.

•

Keidanren (2016). Toward realization of the new economy and society—Reform of the economy and society by
the deepening of “Society 5.0”— April 19, 2006. http://www.keidanren.or.jp/en/policy/2016/029_outline.pdf

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