The 3rd Annual JALT CUE SIG

ESP Symposium
Kanto 2014

Saturday, September 13thWaseda University
Nishi-Waseda (Science and Engineering) Campus
Program
Time

Event

Location

9:00

Registration and poster setup

10:00

Opening address

10:10

Keynote presentation 1
Dr. Yasushi Ikebe

11:15

Poster session 1

East Foyer

12:00

Lunch

2F Lounge

13:00

Keynote presentation 2
Prof. Michael Handford

14:05

Poster session 2

15:00

Keynote presentation 3
Prof. Brian Paltridge

202

16:00

Refreshment/break time

East Foyer

16:15

Roundtable discussions

201, 202, Foyer

17:00

Panel discussion

17:45

Closing remarks

18:30

Dinner party

Bldg.

Entryway
202

57

51

202
East Foyer
57

202
Cafeteria (1F)63

Welcome Message from the Co-Chairs
Well, the time has finally come! It has been our great pleasure to organize this event
over the past year. After many hours on Skype, hundreds and perhaps thousands of emails, much communication with teachers, researchers, students, administrative staff,
and caterers, it's great to finally see the event come to fruition as the 3 rd ESP
Symposium. Our vision for this symposium has been to continue the high quality of thefirst and second symposiums, yet try to offer something different. We believe we haveachieved that in lining up our three keynote speakers who represent both the process
and the product of ESP practice and who bring both domestic and international
perspectives. We're also very pleased with the number and quality of poster submissions
this year and anticipate that all participants–whether presenting or not–will find rays ofinspiration within the full spectrum of opportunities available during the symposium.
Thank you for your cooperation and participation!

Leigh MCDOWELL
Lecturer
Nara Advanced Institute of Technology

Steven Taro SUZUKI
Adjunct Professor
Waseda University

Ralph ROSE
Associate Professor
Waseda University– Page 1 –Welcome Message from Waseda University
Waseda University was founded in 1882 by Shigenobu Okuma with three fundamental
principles, “Independence of Learning”, “Practical Utilization of Knowledge”, and“Creating Good Citizenship”. The realization of these principles depends crucially on
effective communication skills. As society becomes ever more global in nature andEnglish maintains a dominant role in global society, then the development of English
communication skills is entailed by Okuma's principles. In line with this, the Faculty of
Science and Engineering at Waseda University aspires to prepare its students forinternational careers as scientists and engineers of the future–to be independent
learners who can access, use, and contribute to a vast knowledge that is primarily inEnglish and thereby better our world as citizens of it. Given the specified purpose of our
Faculty, our campus seems a fitting place to hold the 3 rd JALT CUE English for SpecificPurposes (ESP) symposium. On behalf of the science and engineering faculty andstudents of Waseda University, I am pleased to welcome you to the Nishi-Waseda
campus and I hope that your day will be pleasant and enriching.

Hiroshi YAMAKAWA
Senior Dean,
Faculty of Science and Engineering
Waseda University– Page 2 –Welcome Message from JALT CUE SIG
Welcome and thank you for coming to the 3 rd Annual JALT CUE ESP Symposium –Kanto 2014.
The JALT College and University Educators Special Interest Group is pleased that eachyear the symposium has become more and more successful as English instructors fromall over Japan enjoy the benefits of coming together to network and share their thoughtson the field of English for Specific Purposes. As a result of its past success, this year the
event has been expanded to feature three keynote presentations, two poster sessions, agroup roundtable discussion, and a dinner party. This variety of sessions will provide
you with ample opportunities to meet new and old peers and expand your knowledge as
you discuss ideas with the presenters and other members of the ESP community.
Thanks to the hard work of the Co-Symposium Chairs, Leigh McDowell, Steven Taro
Suzuki, and Ralph Rose, I'm sure you will once again find the CUE ESP Symposium
both motivating and productive.
I hope you enjoy the Symposium.

Wendy GOUGH
Junior Associate Professor
Tokai University
Coordinator, JALT College and University
Educators (CUE) Special Interest Group (SIG)– Page 3 –Special thanks
We are grateful to Singh FAYE for his work today as the moderator for the keynote
presentations and the panel discussions.
Singh Faye graduated from Dakar University, Senegal where he earned a Ph.D. in
English Literature. He is Special Chief Instructor of the North America Section at theForeign Service Training Institute of the Ministry of Foreign Affairs of Japan where his
responsibilities include designing English training programs for Japanese diplomats
and liasing with Part-time teachers. He also works as an Adjunct Professor at the
University of Tokyo Graduate School of Public Policy and at Waseda University. He
was a French/English interpreter at the US State Department in Washington DC andFrench Editor at the Economic Development of the World Bank in Washington DC as well. He has beenteaching English and French in Japan for the past two decades.

We are also thankful to the following helpers who have assisted today in making theevent run smoothly.

Yoshiki KANEKO
Waseda University Faculty of Science and Engineering

Yuma KOMIYA
Waseda University Faculty of Science and Engineering

Hideyuki NAGAO
Waseda University Faculty of Science and Engineering

Takeru OMINAMI
Waseda University Faculty of Science and Engineering

Maiko SERIZAWA
Waseda University Graduate School of Science and Engineering

Tommy LETokyo Metropolitan Government– Page 4 –Keynote Presentation 1
My English evolution and comments on important language skills
Yasushi IKEBE
National Museum of Emerging Science and Innovation
This presentation will be divided into two general parts. In thefirst part, I will share my English learning history. This history
started with my family at home, then moved to various
educational and research institutes, and finally arrived at aninternational level in my profession. While discussing thishistory, the audience will learn: a personal perspective of
language needs and how they changed during different stagesof my life and career; the difficulties faced in particular
circumstances; the kind of tasks where English was essential in accomplishing goals to
help me get to where I am today; and how my English skills help me do my current
work. In the second part of my presentation, I will share my opinions on what kind of
language skills are important in order to succeed in an international community, andwhat training English classes at school could be focused on.
Yasushi Ikebe graduated from the University of Osaka and went on to get his PhD in astrophysics fromthe University of Tokyo. He was a postdoctoral fellow of the Institute of Physical and Chemical Research(RIKEN) from 1995 to 1997. He spent five years in Germany as a postdoctoral fellow at the Max Planck
Institute for Extra-terrestrial Physics, and two years in the USA as an Assistant Research Scientist at
the University of Maryland, Baltimore County, working for the NASA/Goddard Space Flight Center. In
2004, he joined the National Museum of Emerging Science and Innovation (Mirai-kan) as a Science
Communicator, where he is currently the Manager of the Education and Collaboration Division, andPrincipal Investigator for Science Communication.

– Page 5 –Poster Session 1
A systematic evaluation of EST textbooks in JapanYan YU and Jie SHIIn ESP, the appropriateness of teaching materials is a crucial factor of the success ofcurricula and learning. Theoretically, the most appropriate teaching materials should be
developed by the ESP programs and/or ESP practitioners for the specific group of
students based on reliable needs analysis. In reality, however, commercially available
teaching materials are utilized by many ESP courses due to various factors such as
limited resources and time. Some reputable textbooks are developed by professionals andexpert writers in the fields and can support the teachers lacking the expertise in
students’ fields of study. Hence, proper analysis of ESP textbooks is of crucial
importance in process of material development. This study reports the results of asystematic overview and evaluation of the bestselling textbooks for EST (English for
Science and Technology) courses at tertiary level in Japan. The methods of the overview
and evaluation are based on the following categories: types of syllabuses, pedagogy(exercises, activities, projects, etc.), content areas, medium of instruction, level ofproficiency and technicality, supplementary documents such as index, appendices andglossary. Practical suggestions on textbook selection for beginner and intermediate level
EST courses are provided.
Yan Yu <yu@tama.ac.jp> has been teaching in EFL in PRC and Japan for nearly 20 years. Her recent
interests in research include autonomous learning, learner-centered approach, ESP for science andengineering, and genre-based approach. Professor Jie Shi <shi.jie@uec.ac.jp> has been teaching andresearching in EFL and Bilingualism in PRC, Singapore and Japan. She is also an EAP/ESP program
developer and course designer and a teacher trainer. Her recent interests in research include corpus
linguistics, genre-approach to ESP, and innovation and change theories for education.

Flipping the ESP writing classroom
Steve KIRK and David CASENOVE
Flipping the classroom is a recent trend in education that involves reversing the
traditional instructional approach. In the traditional classroom, information is presented
in class via teacher lectures, and practical application is done through homework. In the
flipped classroom, information is presented through readings or videos that students
watch at home, and then the practical application is done in the classroom, in groups tofacilitate what Harvard physics professor Eric Mazur calls peer instruction, and withconcurrent feedback and assistance from the teacher. In this poster presentation, we willshow how this has been applied to an EFL writing course at the University of Tokyo,
which is focused on the writing of scientific research papers. In particular, we will show
examples of videos created to present material that would traditionally be explained in– Page 6 –class by the teacher, and examples of the kinds of activities that can be done in classwith time freed up by the use of the videos.
Steve Kirk <skirk@aless.c.u-tokyo.ac.jp> is an applied linguist and David Casenove<dcasenove@aless.c.u-tokyo.ac.jp> is a paleobiologist who both currently teach EFL scientific writing in
the ALESS program at The University of Tokyo.

Bringing Science Research Topics into the Classroom: An Example Using Unmanned
Aerial Vehicles (UAVs)
Brent WRIGHT and Martin WOOD
As English language educators, we strive to develop engaging and relevant materials forour students. This is especially challenging at an institute of technology where there is
no English major. However, we need to prepare our students for their careers in scienceand engineering, where global communication is becoming increasingly important. UAVs
(Unmanned Aerial Vehicles) are currently being researched at our institution and areappealing and engaging enough for students, without background knowledge. We
created a series of activities based on UAVs tailored to fit the context (needs, motivationand English level of the students) at an institute of technology. First, we learned about
the topic from an expert in the field and recorded a short interview, in English, with him.
Then, we created a level-appropriate text and related comprehension exercises; theinterview was used for listening comprehension. Finally, students made a poster andgave a short presentation of what they learned to a small group of their peers. Following
the activities, student surveys indicated a positive reaction to the materials, and they
showed interest in similar activities being implemented in future classes. This
presentation will illustrate the development and implementation of these activities andsummarize the student responses.
Brent Wright <brentwright.kit@gmail.com> and Martin Wood <martinwoodkit@gmail.com> areEssential English Center instructors at Kanazawa Institute of Technology.

Science English—a hybrid-type semi-ESP language learning project at Kochi Universityof Technology
Michael SHARPE
This poster presentation describes an in-service hybrid-type semi-ESP course teachingbasic scientific content that was developed for 1st year undergraduate engineers at
Kochi University of Technology. The course has two components, one CALL based andthe other classroom-based. Objectives of this course are to provide a bridging point
between EGP and ESP, to improve general communicative competence, particularly oral
communication skills, and to encourage interest in and motivation for learning andcommunicating in English through a task-based learning paradigm. Students practicelanguage in the classroom in textbook based exercises that they then use in a series ofmini individual and group projects. The presentation describes; the rationales and– Page 7 –objectives for creating the course; the practicalities of designing and implementing thecourse; the main components of the course; finally there are summary observations on its
efficacy.
Michael Sharpe <sharpemike1970@gmail.com> teaches English to high school and undergraduate
engineering students, and medical sciences students in Kochi. Research interests include project-basedlearning and the use of text visualisation techniques in the second language reading classroom. He has a
Masters Degree in TEFL from the University Reading, U.K.

Determination of places to provide feedback for scientific writing: Focusing on theanalysis of the “Compromise” and “Give-up” strategies
Kimie YAMAMURA
While English is a global language in scientific communication, many young scientists
who are native speakers of Japanese have claimed that scientific writing in English is agreat economic burden and time-consuming work, and that some of their papers are notaccepted by international journals due to their poor English. To address this issue, thepresent study explores teaching methods for scientific writing in Japan, where English isused as a foreign language, and attempts to determine places to provide feedback thatwill be a basis for students’ future writing. In the study, eleven Japanese graduate
students majoring in science were asked to write an English letter in a scientific context,
and after the writing session, interviews using stimulated recall, semi-structured
interviews and questionnaires were conducted. This presentation will report on thefindings that the participants had the difficulty in “Command of vocabulary andexpressions” and “Planning”, and that they applied “Affirmation”, “Avoidance”,“Retrieval”, “Compromise”, or “Give-up” strategies to overcome the difficulties.
Additionally, the data from the semi-structured interviews indicate that the participants
vividly remembered the places where the “Compromise” and “Give-up” strategies wereapplied. This suggests that learning effects may be high if feedback is provided at theseplaces.
Kimie Yamamura <kimitain@yahoo.co.jp> is a Ph.D. student at the University of Tokyo. Her interest isscience English education, second language writing, and teaching English as a foreign language. She
also has a work experience as an in-house translator at a machine tool company in Japan.

Teaching scientific relevance and critical discourse through discussion andpresentation: A case study of the Fukushima nuclear disaster
Richard WILCOXIntermediate to advanced level students with reasonably high academic and English
abilities can benefit from advancing their understanding of scientific topics. A pedagogy
for the appreciation of socially relevant science issues requires critical discourse in order
to assess the validity of data presented from a variety of sources which may be sound or
biased. In the age of “dumbed down” educational standards it is urgent that students in– Page 8 –the hard sciences be able to explore ideas in their fields of expertise and explain them tonot only peers but lay audiences. Likewise, students in the social sciences andhumanities can appreciate the natural sciences toward the goal of forging a democratic
ideal in science, education and public policy. A case in point is the Fukushima nuclear
disaster, which proved to be a crash course for non scientists in order to protect
themselves and their families from the dangers of radiation, to understand the politics ofnuclear power and the complexities of alternative energy options. Through discussion(and discussion tests) and academic slide presentations students can develop criticalthinking skills, improve English language vocabulary and fluency and presentation
skills.
Richard Wilcox <wilcoxrb2013@gmail.com> holds a Ph.D. in Environmental Education and teaches
English at Tokyo University of Foreign Studies, Tsuda College and Waseda University. His articles on
the Fukushima nuclear crisis are archived at “Reporting From Tokyo” http://wilcoxrb99.wordpress.com

Training First Year Science Students for Basic Writing Skills: A Case of Waseda and Keio
Yoshiko MATSUMOTO
Learning how to write paragraphs in correct formats is critical for all ESP students.
Science and Technology major students are no exception. Once they learn how to write asingle paragraph, they can easily move on to writing multiple paragraphs. But how
should we instruct them effectively? In this poster session, I present one example: classexercises that would help students acquire basic writing skills. This example is based on
Yoshiko Matsumoto’s experience at Waseda and Keio Universities. First, in a single
paragraph writing exercise, students write on the topic, “A scientist/engineer/physicist I
respect.” Next, in multiple paragraphs (essay), I give them the topic, “An ideal robot” onwhich students write more than 3 paragraphs in an essay style. They are to write up thefeatures and functions of their imagined robots in detail. Finally, before submitting
their final assignments, they make presentations in a group setting where they getcomments from peers. Students’ sample writings for both exercises will be presented in
the poster.
An M.Ed. holder (Harvard University, Graduate School of Education), Yoshiko Matsumoto<yoshma@w9.dion.ne.jp> has taught English at higher educational institutions for more than 19 years.
Currently, she teaches at Rikkyo University (full-time), Waseda University (part-time in Science andEngineering Department) and Keio University (part-time in Science and Technology Department).

Syllabus design for oral proficiency of EGAP students in the university classroom
Nicholas MARSHALL
Post-graduate students of varying (non-English) ethno-linguistic backgrounds doingsocial science research through the medium of English at one of Japan’s Global 30
universities often report anxiety and difficulties with effective participation in theirseminar courses. More specifically, the problem is often one of 1) interacting with both
– Page 9 –peers and supervisors in English and 2) presenting their research in dissertation
defenses and at conferences. This poster presentation maps out an approach for EGAP
(English for General Academic Purposes) – in this poster EGAP is subsumed under thebanner of ESP – syllabus design to remedy the situation described above, from 1) needs
analysis to 2) theoretical principles to 3) practical concerns such as themes, tasks andactivities. In this way, the poster graphically depicts a hierarchy of concerns fromgeneral principles to specific points, linking theory and practice based on current
research in the field. Broadly, the poster sets out a number of ‘carrier’ themes, mostly
derived from Area Studies and therefore relevant to students from a range of social
science backgrounds. The underlying theoretical principle is one of enhancing students’repertoires of ‘interactional competence’ through a variety of activities, where student
agency in the speech exchange system of the class is the point of departure.
Nicholas Marshall <nmarshall@gol.com> works at Meiji University and teaches academic writing andacademic communication in the postgraduate division. He has a PhD in applied linguistics and histhesis was an inter-disciplinary account of ‘communication’ incorporating aspects from anthropology,
semiotics, philosophy, and systemic functional linguistics.

Using PPt to increase Reading Speed for an Academic English CoursePeter MIZUKIThis presentation will show how using short reading exercises on Power Point canincrease learners` reading speed and comprehension for an Academic English course. In
this activity a short reading exercise is shown via PowerPoint to the students for two to
three minutes the students answer the questions on answer sheets. Through repeatedpractices the students develop sight recognition of vocabulary and increased reading
speed and comprehension. This course is designed to prepare students for one year ofacademic study at a foreign university in the U. S., Canada, or Europe. The key to thisactivity is repetition and positive feedback by the instructor to help encourage anddevelop each student’s individual development.
Peter Mizuki <peter.mizuki@nihon-u.ac.jp> teaches for Nihon University in Tokyo. He is originally from
Seattle, WA and came to Japan several years ago. He currently teaches courses on Japanese culture (inEnglish), TOEFL, and academic English. His research interests include learner autonomy andproductive fluency.

The Right Stuff: Critical English Communication Skills for Japanese Business
Professionals Working in the Global Marketplace
Yoshiko AIBA
How many EFL/ESL teachers understand the actual English communication skills
required in the global business workplace? Drawing on her experience working in bothinternational business and English education, the presenter will highlight the necessary
English skills required to function in the global work place. The presentation will also

– Page 10 –show the results and analysis of recent survey on English use at work collected from awide range of Japanese professionals working in the United States.
国際ビジネスの現場で要求される英語コミュニケーション能力の実態を把握した上で、英語教育の現場にたつ教員はどれだけいるだろうか。本プレゼンテーションの目的は、英語教育と国際ビジネス両方の現場経験を経た発表者が、国際ビジネスの場で実際に要求されるコミュニケ−ション能力を検証するとともに、グローバルな環境においてキャリア構築をめざす日本人英語学習者にむけた有効な学習ストラテ
ジーを提供すること、さらには英語教育従事者との効果的な学習ストラテジーの共有をはかることである 。
今回は、発表者自身が米国で得たビジネス経験に基づくコミュニケーション能力の分析に加え、在米日本人対象に実施した英語能力・英語学習に関してのアンケート調査結果、およびその分析結果をまとめた。
Yoshiko Aiba <yoshikoaiba@q-leap.co.jp> is Corporate Officer and Principal Lecturer at Q-Leap Inc.
Drawing on her experience working in both business and English education, she has taught in over 20
leading international companies including Rakuten, Abbott, and DHL, and three Universities in Japan.
She received her M.A. in TESOL from TC, Columbia University.

– Page 11 –

Lunch information
Today's lunch is sponsored by Waseda University and is prepared by Abura
SOBA restaurant ( 新 宿 区 戸 塚 町 1-101-2 ア ル フ ァ 早 稲 田 ビ ル 1F 、 ℡ 03-32085002).

Menu
Grilled teriyaki chicken

Japanese-style boiled vegetables
Fried burdock root with carrot
Potato salad

Rice with cod roe
Tea

Note: Some variation in the menu is possible. Thank you for your understanding.
If desired there are other food options. Check the map below to find what is nearby thecampus. Unfortunately, the campus store is not open today.

– Page 12 –Keynote Presentation 2
Applying ESP in the classroom: Problem-solving in professional contexts
Michael HANDFORD
University of Tokyo
This talk will begin by discussing three contrasts: firstly, thedifference between English used for specific purposes,
specifically in business and professional contexts, and English
used in general situations; secondly, the gap between research
into professional communication, and what has been widely
published in professional communication materials; thirdly,
language used in professional contexts, and language used
about professional contexts. By considering these issues anddeveloping a more precise understanding of what professionals do with language, it isargued that a more accurate view of learners’ present and future needs can be achieved
and more appropriate materials can be developed. In other words, relevant materials
and topics should be derived from real situations and, where possible, data. As an
example, problem-solving will be discussed as a skill that is relevant to all disciplines,
but which has particular manifestations depending on various contextual features. How
professional problem-solving can be taught to students in higher education and to inhouse trainees will be explored, in terms of appropriate language, stages and genre,
while considering interpersonal issues of convergence, conflict and culture.
Michael Handford is Professor of the Institute for Innovation in International Engineering Education at
the University of Tokyo, where he lectures graduates on professional discourse analysis and professional
intercultural communication. He has published in the areas of ESP, professional and business discourse,intercultural communication and conflictual communication. He is the author of The Language ofBusiness Meetings, and co-author of the course book series, Business Advantage, with Cambridge
University Press. He is co-editor, along with James Paul Gee, of the Routledge Handbook of Discourse
Analysis. He also works as a communication consultant at several Japanese companies.

– Page 13 –

Poster Session 2
Introducing Learned Lectures: Providing listening material for science and engineeringmajorsSamuel BARCLAY and Roderick LANGE
Providing engineering/science students with listening material that is relevant to theirmajor is necessary if they are to be prepared for their future in industry or academia.
However, for teachers without a background in engineering, this can be a very difficult
challenge to overcome. This poster introduces an online self-access database of English
language lectures called Learned Lectures in Science & Engineering(www.learnedlectures.com). The website contains transcribed, subtitled lectures inEnglish by content specialists of various nationalities. Although the project is still in its
infancy, the ultimate goal is to provide relevant, domain-specific materials so thatengineering/science students can gain experience listening to authentic presentations
similar to a university lecture or conference. This poster justifies the necessity of thewebsite and discusses both decisions made, and issues faced, during its development. It
also introduces the viewpoints of some students and teachers who have used the content.
Finally, it outlines plans for the future growth of the website and makes a call forcollaborators.
Samuel Barclay <samuelcbarclay@gmail.com> teaches at the Graduate School of Science andEngineering at Ehime University. Research interests include L2 vocabulary acquisition and curriculum
design. Roderick Lange <lange.roderick_lee.nb@ehime-u.ac.jp> is an Associate Professor in the Graduate
School of Science and Engineering at Ehime University. Research interests include instructional design,
blended learning and motivation.

Harnessing keyness: Corpus-based approach to ESP material development
John BLAKE
Words that commonly occur together are known as collocates; words that commonlyoccur in a particular type of text are called textual collocates or, more recently,
keywords. The most frequent words in a text are easy to identify, but are not necessarily
the most useful words to highlight in ESP materials. This is because grammatical words
and high frequency general service words are likely to occupy the top positions. Words
that are key, however, are likely to merit inclusion. Simply put, keyness is a measure of
the frequency with which a word occurs disproportionately in a particular text type.
Keyness is assessed by comparing the relative frequency of a word in one corpus to areference corpus using a statistical formula. This way of assessing textual collocation canbe harnessed by ESP material developers when evaluating which vocabulary items tofocus on. This presentation aims to show how the choice of both reference corpus andstatistical formula generates different lists of keywords. Materials developers can use– Page 14 –

this knowledge to make more informed choices of which vocabulary to focus on in theirtailor-made materials.
John Blake <johnb@jaist.ac.jp> is a research lecturer at the Japan Advanced Institute of Science andTechnology. He has taught English at universities and schools for over 20 years in Japan, Thailand,Hong Kong and the UK. His current research interest is corpus analysis of scientific research articles.

Aspects of designing an English for Science and Technology course in non-English
speaking countries
Sonia SHARMIN
According to the particular context in which English is used, the variant of English
changes. Thus, to meet the needs of learners in specific contexts, language instructionneeds to be suitably modified, consequently the need for an English for Science andTechnology (EST) course, which is a sub-category of English for Specific Purposes (ESP),
to familiarize science and engineering students who have been taught their major
academic texts in a language other than English with the lexicon and different genres of
their subjects in English. One of the main differences between Academic English and
ESP is that the words and sentences learned and the subject matter discussed should all
relate to a particular field or discipline in ESP. Thus, the course design includes making
use of vocabulary and tasks related to the specific subject. But, before embarking on asuitable EST course design some crucial aspects need to be identified and addressed;
specifically, needs analysis, choice of textbooks for the EST course, subject-matter
expertise of the teachers, English proficiency of the students and finally evaluation of thestudents of the EST course.
Dr. Sonia Sharmin <sonia.sharmin@uec.ac.jp> finished her D.Phil. in 2006 at the University of Oxford,
U.K., on Experimental Condensed Matter Physics. She is currently employed as a part-time lecturer at
the University of Electro-Communications, Tokyo. Her current areas of specialization are Corpus
Linguistics and English for Specific Purposes (ESP).

Diary Writing for Science Majors: The Potential for Language Improvement
Mohammad Naeim MALEKI and Brent WRIGHT
Many teachers have used dairy writing to help students improve their English in areas
such as content, grammar, vocabulary, and mechanics. In preparation to study abroad,
10 science and engineering major university students were required to keep a daily diaryfor three months. The diaries served as a starting point for weekly tutoring sessions withan English teacher. Topics often included science and technology related topics.
Following the three month period we investigated students’ perception of the efficacy of
diary writing by having them complete a questionnaire and participate in an interview.
We also analyzed early and late diary entries to determine if there was any improvementin their writing quality. Results indicate that students recognize the potential for diaries
to improve their English, especially the content and mechanics of their writing.
– Page 15 –Comparing early and later student diary writing samples, we found that some students
wrote more in depth about their topics in later entries than in earlier entries and used
more complex grammar forms. This poster presentation will summarize the results of
our investigation and suggest ways diary writing can help non English major students
learn to talk about science topics in English.
Mohammad Naeim Maleki <malekinaeim@gmail.com> and Brent Wright <brentwright.kit@gmail.com>
are Essential English Center instructors at Kanazawa Institute of Technology.

An Approach to Develop Genre Awareness for Japanese Science & Engineering
Students
Masako TERUIIn the era of globalization, Japanese university students, especially in science andengineering, are facing growing needs for the acquisition of English skills. However, they
have little time to learn English because they have to devote themselves to conducting
research, experiments in particular, in their field. This gap between the needs and thereality can be achieved by ESP. Through a genre-analysis-based approach, Japanesescience and engineering majors try to improve analyze language features of a genre text
using concepts and linguistic tools from work in ESP. Since students are members of adiscourse community in which genre texts are frequently used for communication amongits community members, the goal of this ESP approach is that students can develop
systemic literacy (Noguchi 2011), such as an awareness of genres features to identify
framework structures. In this poster, I will show how the third-year-students majoringin mechanical engineering and information technology can acquire an awareness ofgenres with specific examples.
Masako Terui <terui@kindai.ac.jp> is an Assistant Professor of the Faculty of Science and Engineering
at Kinki University. She is the chair of the ESP Kansai chapter. Her research interests include English
for science and engineering students, genre-analysis-based approach and computer-assisted language
learning.

Integrating and Editing Information for Science and Engineering Technical Writing of
Research Papers Using Electronic and Classroom Techniques
Katherine Nelson TANIZAWA
Writing for technical purposes is a crucial skill for science and engineering students tomaster. Researchers' methodology and results are not only recorded as data, but are also
explained and interpreted. Therefore, being able to express oneself with precision andaccuracy is of utmost importance for those in such exact sciences. By learning andunderstanding techniques for editing, revising, and integrating information, students
can confidently refine their research papers to meet the highest standards needed for
publication. In this workshop, I will describe some of the common shortcomings ofediting and revising which have been encountered while instructing university students– Page 16 –

in Japan, from integration of no corrections and improvements to incorrect
amalgamation of suggestions. Together we will explore the possible reasons for theseoversights and offer tenable solutions for implementation to assist the students.
Participants will be able to apply what is learned immediately and directly when
polishing technical papers for publication.
Katherine Nelson Tanizawa <katherine@aoni.waseda.jp> is an Adjunct Professor at Waseda University
in Japan. She is Editor for Tritano Evans (Tritop Creative Company) and Founder of Tanizawa Prep.
She received her M.A. in Education from Stanford University in the U.S. and is currently interested intechnical editing and pragmatic linguistics.

Corporate views on needs for English in the agriculture industry
Glen HILL
Motivation to study depends partly on how relevant coursework appears to actual futureuse. Japanese university students undertake job hunting in their third year, and a
decline in studying abroad has been attributed in part to a strong desire to not miss out
on such recruiting back home. But, what are the actual needs in companies in Japan
today? Globalization implies that there are more companies who realize the importanceof English. Educators often report on the need for TOEIC scores to secure jobs,
promotions, or overseas assignments, but how true is this data, usually cited from ETS,
the makers and profiteers of the exam itself? Data from a 2013 survey of 59 companies
shows some surprising information. Employers described a nearly nonexistentrequirement for TOEIC scores, and they almost never explained English needs evenafter hiring. As expected, companies with no foreign connections claimed study abroad
experience was unimportant. Over half of companies with clients abroad (but no foreign
office) said it was “important”, but only 20% of employers with foreign connections had
similar feelings (80% stated “not important” or “a little important”). Company comments
revealed unhelpful attitudes towards preparing employees for language needs forpromotions or overseas postings.
Glen Hill <glenahill@gmail.com> has taught at Obihiro University of Agriculture and Veterinary
Medicine since 2006. His courses include reading and technical writing, and his interests are in ESP
areas related to improving students’ fluency towards career needs. He is chief editor of OnCUE Journaland does scientific proofreading privately.

Starting out right: Guiding students towards ESP
Robert MOREAU
One challenge facing teachers in many science and technical universities in Japan is how
to effectively prepare first year students for the English for Specific Purposes coursesthat they will eventually need to attend. In many cases, due to a lack of experience,learners do not have the basic academic skills and vocabulary needed for exploring
subject matter specific to their field of study. Thus there is a clear need for effective– Page 17 –

instruction in familiarizing students with academic genres early in their careers. This
poster presentation explores various ways that a teacher can help to scaffold thestudents’ learning by considering ways that genre-based projects can be implemented
into the classroom. The main genre looked at in this presentation will be academic
argument with suggestions for choosing appropriate topics, and building upon these
topics with the goal of encouraging autonomous choices for students. Another area thatwill be discussed is preparing practical and transparent evaluation tools for theseprojects using checklists and rubrics. Finally, suggestions for getting students to become
more autonomous vocabulary learners will be given. It is hoped that this poster
presentation will give teachers practical ideas that they can adapt for their own
classroom situations
Robert Moreau <rjm2141@tc.columbia.edu> has a Masters Degree from Teachers College Columbia
University and has research interests in writing, genre-based instruction, and CLIL. He is an active
member of the Learner’s Development SIG and has served on the executive committee of the Teachers
College Japan Alumni Association.

Formal academic writing instruction to advanced English learner groups in science andengineering
Steven Taro SUZUKI
There may be little argument that the acquisition of formal academic writing skills isparamount for EFL university students of science and engineering. One ESP context
that can pose a variety of challenges is teaching academic writing skills to EFL scienceand engineering university students who are at an advanced level of English proficiency.
Advanced here is being defined as TOEIC scores of 900 or greater. Although thesestudents have in some cases, near native English speaking proficiency, many struggle inunderstanding and engaging in formal academic writing. In addition, simply studying
academic word lists may not be sufficient for these students to transform some of theirlanguage habits from informal to formal language usage. This presentation shares somebasic suggestions to give students at the aforementioned level, and offers some classroom
activities and materials that will engage and empower students to grasp a clearer
understanding of some basic aspects of formal academic writing. The suggestions andactivities are designed to enhance both students’ analytical and rhetorical skills in an
academic environment. Overall, the presentation encourages rhetorical consciousnessraising and reflection, and participants will find the material informative and practical.
Steven Taro Suzuki <suzukitaro@aoni.waseda.jp> holds an M.A. TESOL from Columbia University andcurrently teaches at Waseda University – Faculty of Science and Engineering, the Ministry of Foreign
Affairs of Japan, and the University of Electro-Communications. Steven’s research interests include
areas involving genre analysis, genre-based pedagogy in EFL tertiary education, and corpus linguistics.

– Page 18 –

Science Challenge—a novel language-learning project at Kochi National College ofTechnology
Michael SHARPE
This presentation describes efforts by the Department of Mechanical Engineering at
Kochi National College of Technology to design and implement a simple science-based
collaborative EFL project for a group (n=80) of 1st year student engineers. Objectives of
the course are to improve general communicative competence, particularly oral
communication skills, and to encourage interest in and motivation for learning andcommunicating in English. The presentation describes; the rationales and objectives forcreating the course; the practicalities of designing and implementing the course; finally
there are summary observations on its efficacy.
Michael Sharpe <sharpemike1970@gmail.com> teaches English to high school and undergraduate
engineering students, and medical sciences students. Kochi. Research interests include project-basedlearning and the use of text visualisation techniques in the second language reading classroom. He has a
Masters Degree in TEFL from the University Reading, U.K.

– Page 19 –Keynote Presentation 3
Current and future directions in English for specific purposes research
Brian PALTRIDGE
University of Sydney
This presentation will commence with a review of current
research in the area of English for specific purposes. This will
include a discussion of genre and corpus studies in ESP
research, as well as research into the use of English as a lingua
franca in ESP settings. Other topics will include advanced
academic literacies research, ESP and identity, and the insightsthat ethnographic studies can provide into the teaching andlearning of English for specific purposes. The presentation willthen discuss future directions in English for specific purposes research, including genresthat are still under-explored in ESP research and how further explorations into learnerneeds and how learners see themselves in relation to their learning and learning goals
can better inform the teaching and learning of English for specific purposes.
Brian Paltridge is Professor of TESOL at the University of Sydney. His publications include Teaching
Academic Writing (with colleagues at the University of Sydney, University of Michigan Press 2009),
Continuum Companion to Research Methods in Applied Linguistics (edited with Aek Phakiti, Continuum2010), Continuum Companion to Discourse Analysis (edited with Ken Hyland, Continuum 2011), New
Directions in English for Specific Purposes Research (edited with Ann Johns and Diane Belcher,
University of Michigan Press 2011) and the Handbook of English for specific purposes (edited with Sue
Starfield, Wiley-Blackwell 2013). The second edition of his book Discourse Analysis was published byBloomsbury in 2012. He is currently writing, with Sue Starfield, a book on getting published in academic
journals to be published by the University of Michigan Press in 2016 and a book on ethnography andacademic writing (with Sue Starfield and Christine Tardy) to be published by Oxford University Press,
also in 2016. He is an editor emeritus of English for Specific Purposes and, from 2014, will be co-editor of
TESOL Quarterly.

– Page 20 –

Roundtable discussions
Split into three groups based on the color of the sticker on the back of your nametag:• White – Room 201• Gray – Room 202• Black – West Foyer

In 2020, Tokyo will host the Summer Olympic Games. Effective communications,
including the use of English, will be essential for the success of the games. ESP
practitioners might prepare for this by thinking of three perspectives, as illustrated
below: ESP in the workplace (white), ESP in the classroom (black), and ESP in research(gray).

From the perspective of your group's color-matching theme, brainstorm and discuss thefollowing question.

How might an ESP approach contribute to
the success of the Tokyo Olympics?
• First, within your group, discuss ideas in pairs or groups of three (15 min)• Then, each pair/group of three reports ideas to the group (30 min)• One or two group members should take notes and prepare to report the group’s ideas
during the Panel discussion– Page 21 –Panel discussion
Continuing from the Roundtable discussions, the central theme is as follows:

How might an ESP approach contribute to
the success of the Tokyo Olympics?
Panel discussants:• Dr. Yasushi Ikebe• Prof. Michael Handford• Prof. Brian Paltridge

One or two group members from each of the three discussion groups should report thegroup’s ideas that came up during the Roundtable discussions to the panel. The panel
can respond and offer their ideas and comments (around 15 min for each theme).

– Page 22 –

Dinner Party Information
Location: Bldg. 63, 1F (see map on back cover)
Time: 18:30-20:30
Price: 2,000 yen (to be collected at the door)

Menu

Roast beef
Pizza

Sandwiches
Party pasta

Assorted tempura
Duck and wiener sausage platter
Fried chicken and potato
Sushi rice with toppings
Assorted desserts

Beer, wine, soft drinks, and tea
Please join us in order to relax, chat with old friends, make new friends, and make surethat your day covers the full spectrum of the ESP Symposium – Kanto 2014 experience!

– Page 23 –

Useful Links
Japan Asssociation for Language Teaching (JALT)
http://jalt.org/

JALT College and University Educators (CUE) Special Interest Group (SIG)
http://jaltcue.org/

Waseda University Faculty of Science and Engineering
http://www.sci.waseda.ac.jp/

Cambridge University Press (Japan)
http://www.cambridge.org/

English for Specific Purposes (journal)

http://www.journals.elsevier.com/english-for-specific-purposes/

Journal of English for Academic Purposes

http://www.journals.elsevier.com/journal-of-english-for-academic-purposes/

Asian ESP Journal

http://www.asian-esp-journal.com/

College ESP Journal

http://college-esp-journal.com/

ESP World (on-line journal)

http://www.esp-world.info/

Wikipedia entry for “English for Specific Purposes”

http://en.wikipedia.org/wiki/English_for_specific_purposes– Page 24 –Index of People
Aiba, Yoshiko...........................................11

Moreau, Robert........................................18

Barclay, Samuel.......................................15

Nagao, Hideyuki........................................5

Blake, John..............................................15

Ominami, Takeru.......................................5

Casenove, David.........................................7

Paltridge, Brian.................................21, 23

Faye, Singh................................................5

Rose, Ralph................................................2

Gough, Wendy............................................4

Serizawa, Maiko.........................................5

Handford, Michael.............................14, 23

Sharmin, Sonia........................................16

Hill, Glen..................................................18

Sharpe, Michael...................................8, 20

Ikebe, Yasushi......................................6, 23

Shi, Jie........................................................7

Kaneko, Yoshiki.........................................5

Suzuki, Steven Taro.............................2, 19

Kirk, Steve.................................................7

Tanizawa, Katherine Nelson...................17

Komiya, Yuma............................................5

Terui, Masako..........................................17

Lange, Roderick.......................................15

Wilcox, Richard..........................................9Le, Tommy.................................................5

Wood, Martin.............................................8

Maleki, Mohammad Naeim.....................16

Wright, Brent.......................................8, 16

Marshall, Nicholas...................................10

Yamakawa, Hiroshi...................................3

Matsumoto, Yoshiko................................10

Yamamura, Kimie......................................9

McDowell, Leigh........................................2

Yu, Yan.......................................................7

Mizuki, Peter............................................11– Page 25 –