Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays

2012 LD SIG Grant Awardees:
Essays on Research Interests
LD SIG研究助成金受賞者：研究課題についてのエッセイ
A snowboarder’s insights: Teaching for

influx of available information in collaborative

the digital age

situations calls for heightened critical thinking
Gretchen Clark,
Email:
gretchen3clark@gmail.com
Ritsumeikan Junior andSenior High School /Ritsumeikan University

Keywords: Critical Thinking, Bloom's Taxonomy,
Authenticity, Collaborative Learning

skill. Finally, all three of these issues may
complicate the road to authenticity ofexperience and require a more proactive
approach. In the first part of this article, I will
discuss the connections between these issues
and describe how they might inform
educational innovation. Then, I will discuss
how these ideas have surfaced in EFL
classrooms in Japan and finally outline thechanges I plan to make in my classroom for the‘You know it’s funny what’s happening to us. Our

2013-2014 school year.

lives have become digital, our friends virtual,
everything you could ever want to know is just aclick away. Experiencing the world through endlesssecond hand information isn’t enough. If we want
authenticity, we have to initiate it’. (Rice, T. in
Morgan, 2011)

This powerful statement from snowboarder,
Travis Rice reveals several issues affecting
today’s society, which in my opinion should
ultimately affect how we educate and prepare

Figure 1: Anderson and Krathwohl’s (2001) revised version
of Bloom’s taxonomy of thinking (adapted from Forehand,2005).

our learners for life after school. First, theInformation at our fingertips

Internet has changed our relationship withIn the mid-1950’s, Benjamin Bloom proposed ainformation by making it more accessible andtaxonomy of thinking skills that provides aeasily disseminated. Second, collaboration

framework for organizing and assessing

with others using virtual platforms has also

learning activities in classrooms across the

become more frequent both socially and in the

globe. Anderson and Krathwohl’s revised

workplace. In turn, effectively utilizing the
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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays
version in Figure 1 illustrates the six levels of

more adept at knowing where to findthinking (Forehand, 2005).

information on the Internet rather than toactually be able to remember and produce the

As indicated by Figure 1, Bloom and his

information on their own. These realities callcolleagues surmised that thinking could be

for a change in how we educate, a move fromcharacterized by its level of complexity. Thesethe transmission of information to the teachingrange from lower order skills such asof skills concerning how to use it. This may‘remembering’ and ‘understanding’ to theinvolve more concentration on higher orderhigher levels, ‘evaluating’ and ‘creating’. A

thinking skills, such as applying, analyzing,

common thread that links all levels of thinking

evaluating and creating and most definitely

is a mastery of declarative knowledge. We

requires skill in critical thinking.

exercise different levels of thinking from
simply ‘remembering’ this information to

Fruitful collaboration requires skill in critical‘evaluating’ or ‘analyzing’ it, to finally using

thinking

the new information to ‘create’ a personalizedMore than a storehouse for information, therendering of it.

Internet also acts as a mechanism forconnecting people all over the world. Not only

Traditional approaches to teaching operate

for contacting family and friends, social

most often in the bottom tiers of the taxonomy.

networking sites like Twitter and Facebook

Characterized by transmission modes ofalso provide platforms for businesses toteaching, these classrooms emphasize the

network and advertise. Web applications likememorization of information imparted fromSkype, Dropbox, and Google Drive make‘expert’ teachers to ‘novice’ students. These

doing business with people off-site quick, easy

lessons are supported by examination systems

and convenient. Online collaboration hasthat reward students for memorization of facts.

become an important part of the modern way

In this digital age however, computers andof communicating in general and also doing

smartphones with Internet access make it easybusiness.

to get information whenever and wherever wechoose, making the distinction between

When interacting with others, individuals‘expert’ and ‘novice’ less clear cut.

contribute their own previous knowledge tothe creation of group-authored new

Furthermore, Sparrow, Liu and Wegner (2011)

knowledge. This requires the manipulation ofargue that search engines like Google, indeclarative knowledge in a variety of ways

addition to collaborative wikis or blogs makeand may include the execution of higher orderinformation so easy to find that people arethinking skills such as the analysis andNewsletter of the JALT Learner Development SIG <ld-sig.org/>

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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays
evaluation of one’s own against others’

Scriven and Paul (2008) offer a comprehensive

opinions. Critical thinking is becoming moredefinition of what it means to be a ‘well

important as a skill needed to be web-savvy

cultivated critical thinker’. Critical thinkers:

and teachers are taking notice. For example,
the 21st Century Fluency Project is a Canadian
online initiative that recognizes the importanceof teaching critical thinking skills and offers
support for teachers interested in preparing[Raise] vital questions and problems,
formulating them clearly and precisely

[Gather and assess] relevant information, using
abstract ideas to interpret it effectively

[Come] to well-reasoned conclusions andsolutions, testing them against relevant criteria
and standards

students for life in the 21st century (21stCentury Fluency Project Homepage, 2012). It
promotes critical thinking as it relates to five[Think] open-mindedly within alternative
systems of thought, recognizing and assessing,different fluencies: solution, creativity,

as need be, their assumptions, implications, andcollaboration, media and information. Youngpractical consequences[Communicate] effectively with others in

people who are proficient in all five of thesefluencies operate as productive ‘digitalcitizens’.
The necessity of the development of criticalthinking skills for use in and outside theclassroom, both online and in daily life is also
promoted in critical thinking literature. Marinand Halpern assert, ‘The proliferation of
information via the Internet will only be
managed effectively by individuals with welldeveloped thinking skills’ (p. 3). Rudd (2007)
comments that critical thinkers are ‘invaluable’
as participants in the workforce, future leaders
and as simply members of society (p. 49).
Students of the modern digital age must haveexpertise in the higher tiers of Bloom’s
taxonomy of thinking skills and have an ability
to use this expertise in collaborative settings. It
is our job as teachers to help students developthese skills.

figuring out solutions to complex problems.
(Scriven and Paul, 2008)

Mulnix (2012) concurs and emphasizes that
good critical thinkers ‘[grasp] evidential
relationships that hold between statements’ (p.
464). Therefore, critical thinking involves anability to sift through information, createsound arguments for one’s opinions whileallowing for flexibility in a collaborative
situation.
Because the ability to think critically is not aneasy endeavor and perhaps not learned
implicitly from regular classroom interaction,
several researchers advocate for the explicit
instruction of metacognitive aspects of thecritical thinking process (Rudd, 2007; Marin &Halpern, 2011; Mulnix, 2012). Mulnix (2012)provides several ideas for how to design acourse in developing skill in critical thinking.
In summary, good courses:

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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays


use models and have a strong metacognitive

community. In the classroom, authenticity has

component.
possibly use argument mapping, a visual way

surfaced as a goal of the autonomous learner,

to organize sound arguments (author note: See

someone who takes control of his/her learning

Austhink website for examples).
provide several opportunities for practice.

and acts independently of a teacher’s

generate immediate feedback to learners.
include some instruction on terminology to use

autonomy as being related to learners doing

when arguing a point. (Mulnix, 2012, pp.
474-475)

guidance. Little (2007) describes the notion ofthings by themselves as well as for themselves.
In addition, Littlewood (1999) suggested: ‘...
the concept of autonomy has associations with

The changing view of the road to authentic

independence, self-fulfillment, freedom fromexperience

external constraints and ’authoring one’s own

As previously discussed, the influence of theworld without being subject to the will ofInternet on classrooms and daily life is far

others’ (p. 72; Young 1986, cited by Pennycook,reaching but this also may contribute to an

1997, p.35). Both Little and Littlewood seem toincreasingly blasé view of the human

pit the individual against the group in aexperience, as affirmed by Rice: ‘Experiencing

dialectic war in the pursuit of authenticity.

the world through second-hand information

However, with the development ofjust isn’t enough’ (Morgan, 2011). Splittercollaborative capabilities fostered by online(2009) also laments, ‘...more and more of whatplatforms, a slightly more appropriate take

we experience in the ordinary course of our

may be: autonomy and authenticity are two

lives strikes many people as inauthentic,

constructions that develop not only in spite ofsecond-hand, phony and, to that extent, deeply

a group’s influence but also because of it.

unsatisfying’ (p. 136). Information overload
may be sabotaging a once clear cut route to

Splitter (2009) offers a more positive, inclusive

attainment of authentic experience which was

rendition of what is at the core of authentic

seemingly characterized by the simple

learning that seems relevant in this digital age:

attainment of new knowledge. Rice’s
reflection, ‘If we want authenticity, we have toinitiate it’ captures a sense of urgency and a‘...what lie at the heart of education are notlearning, truth and knowledge, but thinking,need for a more proactive approach (Morgan,

meaning and understanding and, moreover, that
this heart is not to be found buried inside each one2011).

of us, nor locked up within those bodies ofA mindset such as this may also be an asset
when searching for authenticity whileknowledge that pass for school disciplines andsubjects, but rather within the richness of therelationships that we enter into when we are, or
become, students’ (p. 136)

studying and working within a digital
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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays
Nurturing positive relationships with others is

becomes relevant in today’s digital age, wherean important asset to the way welife unfolds online very often in English

communicate as students and/or do business(Internet world stats homepage, 2012).

in the modern digital age. The ‘richness’ weencounter through collaboration enables us to

Evidence for this move toward the inclusion ofstretch and create powerful authentic new

critical thinking in curriculums is manifested

meanings, both alone and in conjunction withat the national level by the Ministry ofothers. Teachers are instrumental in preparing

Education, Culture, Sports, Science andour learners to successfully navigate the digital

Technology (MEXT). In the second of five

arena to ensure authentic learning is accessible

proposals for a 2011 curriculum renewal plan,

to all learners.

MEXT (2011) included a focus on criticalthinking through the utilization of debates and

Implications for EFL in Japandiscussion. MEXT also suggested these to be

In the late 1990’s, there was someinstituted via collaborative measures using

disagreement among leading scholars about

available technology and online forums. These

whether topics such as autonomy and criticalpedagogical practices are intended to help

thinking have a place in the Japanese EFL

Japanese learners be competitive on anclassroom. Some called critical thinking

international level and encourage a ‘global‘culturally imperialistic’ or a distinctly

perspective’ (MEXT, 2011).

‘Western’ thought process and claimed theJapanese culture constrained students fromIn Japan, one vehicle for the instruction ofchallenging others’ opinions, be it a fellow

critical thinking is through content-basedclassmate or teacher (Atkinson, 1997).

subjects. These may be conducted strictly via

However, Davidson (1998) found that JapaneseEnglish under the guise of academic writing or

learners are especially adept at the skills of

discussion-based seminar courses. According

listening to others views, endeavoring to maketo a 2006 survey, 227 universities

sense of differing perspectives while at the(approximately 1/3 of the total) havesame time avoid making rash assessments

introduced English-medium Instruction (EMI)(cited in Long, 2004). Long (2004) boldly

courses (MEXT, 2006). LD SIG members

asserted that ‘...if students are not exposed toPemberton and Nix (2012) describe twothese skills, they will be denied thestudent-centered programs at theopportunity to complete (sic.) in the global

undergraduate and graduate level, both ofcommunity’ (p. 230). Without instruction andwhich are conducted in English and encourage

chances to develop this skill, Japanese learners

students to interact critically with a subject of

may be at a disadvantage. This especiallyinterest. Ritsumeikan University’s

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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays
International Relations Department offers a

My aspirations for the 2013-2014 school year

Global Studies major within which students

A CBL-type course that provides ample

can select one of three programs: Governanceopportunities for students to growand Peace, Development and Sustainability, or

intellectually via a strong critical thinking

Culture and Society and take discussion-based

component, is an exciting idea for Japanese

courses delivered solely in English. A more

EFL classrooms and could easily be instituted

flexible rendition of these English-onlyat the tertiary level. However, programs like

content-based courses is to also include some

this could be difficult to introduce at thesort of language support. This type of course

secondary level because of stringent

has come to be called content and language

curriculum guidelines for content andintegrated learning (CLIL). CLIL-type courses

assessment. In lieu of this, for example, in myare also surfacing at the secondary level. My

academic writing classes, I plan to include

home economics CLIL program is one example

more collaborative work featuring student-to-(Clark, 2013, forthcoming).

student idea exchange. This year’s ‘Influential
Scientist’ research project might evolve from

The aforementioned courses appear to be

simply an exercise in reporting information

mostly conducted within single classrooms

ethically to asking students to use facts fromwith no online component. One online

primary sources to back up their arguments inprogram that has interested me recently isessays. Instead of asking students to writeApple’s Challenge-Based Learning (CBL)

about their daily life in their journals, I’d like

program in which students collaborate in

to pose more probing themes such as ‘Your

groups to provide solutions for real-world

friend found 10,000 yen on the school steps

issues. These are then published online forand decided to keep it, do you tell the teacher

other students around the world to view andor not? Why?’ I might use the journal as a toolcomment on. Themes include: Making Yourfor reflection on learning and pose these

School a Place of Peace, How to Reverse

following questions: ‘What did you learn inStudent Apathy, and How to Improve Your

today’s class? What questions do you still

Wellness (Challenge Based Learning home

have?’ In addition, I hope to use a class blog orpage). If needed, a project like this could be

Edmodo page to provide information about

engineered to include a language component

the class such as syllabi and homeworkand could serve to be an interesting way for

assignments and also have students respond to

EFL teachers in Japan to make classroom

each other’s posts in a forum setting. I’d also

learning more relevant to real-world situations

like to use Dropbox or Google Docs for digitaland therefore authentic via use of the Internet,

submission and feedback for essays. While notcollaboration, and real-world problem solving.

a large departure from what some teachers

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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays
already do, I think these are important changes
for my classroom that will first, better prepare
my students for life in the digital age both
inside and outside the classroom and second,through collaborative tasks that require criticalthinking, help them in their quest for moremeaningful, authentic learning.
References
Argument Mapping. (2006) Austhink website. Retrieved fromhttp://austhink.com/reason/tutorials/index.htm
Atkinson, D. (1997). A Critical Approach to Critical Thinking
in TESOL. TESOL Quarterly, 31(1) 71 94. doi:
10.2307/3587975 5
Clark, G. (2013, forthcoming). Snapshot of a lower secondary
CLIL program in Japan. The Asian EFL Journaland Creativity, 6(1), 1–13.doi:10.1016/j.tsc.
2010.08.002
MEXT (2006) カリキュラム改革の実施[Current state ofcurriculum renewal]. Retrieved from http://
www.mext.go.jp/b_menu/houdou/
20/06/08061617/001.htm
MEXT (2011). Five Proposals and Specific Measures forDeveloping Proficiency in English forInternational
Communication. Commission for the Developmentof Foreign Language Policy.1–14. Retrieved fromhttp://www.mext.go.jp/component/english/__icsFiles/afieldfile/2012/07/09/1319707_1.pdf
Morgan, C. (director and producer) (2011) The Art of Flight[DVD]. Los Angeles: Red Bull Media House.
Mulnix, J. W. (2012). Thinking Critically about CriticalThinking. Educational Philosophy and Theory,44(5),464–479. doi:10.1111/j.1469-5812.2010.00673.x

Davidson, B. (1998). Comments on Dwight Atkinson's ‘A
Critical Approach to Critical Thinking in TESOL: A
Case for Critical Thinking in the English Language
Classroom’. TESOL Quarterly, 119–123. doi:
10.2307/3587906

Pemberton, R., & Nix, M. (2012). Practices of criticalthinking, criticality and learner autonomy. In K. Irie
& A. Stewart (Eds.), Proceedings of the JALT
Learner Development SIG Realizing Autonomy
Conference, [Special issue] Learning Learning,
19(2), 79-94. Retrieved from http://ld-sig.org/LL/
19two/pemberton-nix.pdf

Forehand, M. (2005) Bloom’s taxonomy: Original andrevised. In M. Orey (Ed.) Emerging perspectives onlearning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/Rudd, R. D. (2007). Defining critical thinking. Techniques,
82(7), 46–49. Retrieved from http://
search.proquest.com/docview/216121043?
accountid=41566

Internet world users by language: Top ten languages. (2010)
Internet world stats homepage. Retrieved from http://
www.internetworldstats.com/stats7.htm

Scriven, M. & Paul, R. (2008) Our Concept of CriticalThinking. Foundation for Critical Thinking.
Retrieved from http://www.criticalthinking.org/
aboutCT/ourConceptCT.cfm

Little, D. (2007) Language learner autonomy: Somefundamental considerations revisited. Innovationn
Language Learning and Teaching. 1(1). 14-16. http://dx.doi.org/10.2167/illt040.0
Littlewood, W. (1999). Defining and developing autonomy inEast Asian contexts. Applied Linguistics, 20(1), 71–
94. doi:10.1093/applin/20.1.71
Long, C. J. (2004). Teaching critical thinking in Asian EFL
Contexts: Theoretical issues and practicalapplications, 229–234. Retrieved from http://
www.paaljapan.org/resources/proceedings/PAAL8/
pdf/pdf022.pdf
Marin, L. M., & Halpern, D. F. (2011). Pedagogy fordeveloping critical thinking in adolescents: Explicit
instruction produces greatest gains. Thinking Skills

学習者ディベロプメント研究部会 <ld-sig.org/>

Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects
on memory: Cognitive consequences of having
information at our fingertips. Science, 333(6043),
776–778. doi:10.1126/science.1207745
Splitter, L. J. (2009). Authenticity and constructivism in
education. Studies in Philosophy and Education,
28(2), 135–151. doi:10.1007/s11217-008-9105-3
Two majors of international relations: Global studies major.
Ritsumeikan University Homepage. Retrieved on
December 11, 2012 from http://www.ritsumei.ac.jp/
ir/eng/education/curriculum/

Web links

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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays• 21st Century Fluency Project:
http://fluency21.com/• Challenge Based Learning*
http://www.challengebasedlearning.org/pages/welcome• Dropbox:
https://www.dropbox.com• Edmodo: www.edmodo.com• Facebook: http://www.facebook.com/• Google:http://www.google.com• Twitter: https://twitter.com/• Skype: http://www.skype.com/en/

From Motivation and Anxiety tostudents with my immense teaching skills andindomitable passion for English education.
Instead, like many foreign language teachers, I
found myself in a state of mild shock at theblank stares and drifting eyes I received in
response to my well-formulated andmeticulously planned lessons. My schedule,
which included seven first grade oral
communication classes and two third grade
English expression elective classes per week,

Autonomy: Reflections of Learner

was not daunting in size, but was disturbing

Development in Japanese High School

none the less in the outcomes I was getting

Students

from my students. At first I wasn’t sure exactly
Jason White, Himeji High

what to expect in the classroom, but what I

Schoolfound was far worse than anything I had

Email:

imagined. Through classroom observations I

jayinhimeji@gmail.com

noticed reluctance and what appeared to begeneral apathy in a large number of my

Keywords: Learner Development,
Motivation, Anxiety, Autonomy,

students. These observations lead me to myJapanese High School Students

The first component of learner development

Worlds Apart
When I first came to Japan four years ago I
found that teaching Japanese students at a
public prefectural high school was a whole
different world from teaching high school
English in the United States (stop me if you’ve
heard this before). In America I was trained
extensively in classroom management skills.
However, what I had learned proved to be oflittle use when I came to Japan in 2009 as partof a sister cities teach abroad program. When I
began teaching at Himeji High School I
thought I was fully-prepared to dazzle thefirst foray into learner development research.
that I focused on was motivation in foreign
language learners. Teaching American highschool students requires many types ofclassroom management skills, but motivating
students to learn English is not one of them for
obvious reasons. In an EFL context, however,motivating students can be one of the mostdifficult, and necessary, tasks that teachers deal
with on a daily basis. In my personal
experience I have found that motivating
Japanese high school students to invest timeand energy into their English language studies,when many students find no practical use forthe language besides passing the college

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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays
entrance exams, is one of the most difficult

students have shown increased motivation andaspects of my daily teaching.

enjoyment in completing this project, and yet I
still observed some difficulties related to the

The Motivation Factor

oral presentation section of the activity. Some

Through my research I was able to learn thatstudents created wonderful visual displays,

this test-centered type of motivation is called

study guides, and even short quizzes to

instrumental (Hudson, 2000; Norris-Holt,

supplement their presentations, and yet when2012), and, as suggested by Berwick and Ross

it came time to do the presentations I noticed(1989), is a main source of Japanese English

nervousness, tension, apprehension, and fear

language learners’ motivation. In contrast toin about half of the students. A few students

instrumental motivation, integrative

would even tremble when they went to themotivation focuses on bilingualism andfront of the class to begin their presentations.

biculturalism as the ultimate goal (Falk, 1978;
Norris-Holt, 2012). Additionally, I have found

The Anxiety Factor

research that indicates there is a new way of

In addition to the behaviors I observed duringviewing motivation. Wadell and Shandor

the American cities project, I noted, through(2012) suggest that teachers should employ

daily classroom observations, that many

practices that move away from instrumental

students showed a distinct reluctance orand integrative motivation, and instead allow

apprehensiveness towards oral

students to develop a bicultural identity. In

communication of any kind. Furthermore, I

other words students are motivated by having

noticed that this reluctance anda sense of their place in the global community

apprehensiveness was not necessarily

while continuing to maintain their own

correlated with the students’ overall English

cultural identity.

language ability. I was perplexed by thisseemingly inexplicable divide between student

Once I gained some understanding of theability and student output, so I began todifferent types of motivation I started toinvestigate the possible reasons for theunderstand the seemingly apathetic attitude orinconsistencies. When I investigated thelack of genuine motivation in many of mypossible causes for the lack of oral

students. Recently I have taken steps to create

communication proficiency I was seeing in mylessons with a cultural aspect to them in theclassroom, I discovered the concept of anxiety

hopes of increasing motivation for myas it relates to foreign language learning. Soonstudents. One very successful lesson I have

I began to understand what foreign language

created is a presentation lesson on major

practitioners have been finding for decades; aAmerican cities (see Appendix 1). Manylarge percentage of foreign language learners

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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays
suffer from anxiety, which leads to otherlearning environment, a place where students

problems such as lack of motivation and evenare encouraged to think critically and to

low self-esteem (Aida, 1994; Campbell & Ortiz,

express their ideas openly and without

1991; Horowitz, Horowitz, & Cope, 1986;

reservations. Through careful planning,

Horowitz & Young, 1991; Krashen, 1987; vonobservation and self-reflection of all aspects ofWorde, 2003). Ultimately anxiety can

my classroom experience I have been moresignificantly hinder language learning.

successful in accomplishing these classroom

Personally I observed what appeared to be agoals.

double-headed monster ‑ lack of motivationand speaking anxiety - dominating my classes.

Towards Autonomy

It was frustrating at times, but I took it as a

My continuing research has led me to the topic

challenge to develop a teaching style thatof autonomy in foreign language learning.

would combat the obstacles I was

According to Benson (2011) autonomy is theencountering in my classroom. The first step

“capacity to take control of one’s own

was to learn more about the dynamics oflearning” (p.58). He is careful to point out that

foreign language teaching, specifically as it

autonomy is not something done to therelates to Japanese students, in order to be

students by the teacher; it is not simply

successful in my own teaching practices. Thereanother teaching method (p.59). I am justwere many helpful articles that I came acrossbeginning my focus on autonomy, but I hopein my research, but one in particular stood out

to conduct action research in the future which

as being particularly useful to my situation. I

will shed some light on the best ways tostrongly believe in the idea, set forth by Peterdevelop learner autonomy in the EFL

Burden (2004), that the teacher should act as aclassroom. Combating lack of motivation andfacilitator of language learning. He suggests

anxiety are necessary components of any EFL

that communicative strategies in which theclassroom, but I believe the ultimate goalteacher encourages positive self-assessment

should be autonomy for foreign language

among all students will help to raise learners’

teachers and students.

motivation and overall effort.
References
I decided that in order to give myself and mystudents the best chances for success I needed
to play to my strengths as an educator. My
personal teaching style has always been to try
and employ a high level of awareness in the

Aida, Y. (1994). Examinations of Horowitz, Horowitz, andCope’s construct of foreign language anxiety: Thecase of students of Japanese. The Modern Language
Journal, 78, 155-167.
Benson, P. (2011). Teaching and researching autonomy(second edition; first published, 2001).
London:	Pearson Education.

hopes of creating a safe and comfortable
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Learning Learning 学習の学習 20 (1): LD SIG Grant Awardees’ Essays
Berwick, R. & Ross, S. (1989). Motivation after
matriculation: Are Japanese learners of English still
alive after exam hell? JALT Journal, 11(2), 193-210.
Burden, P. (2004). The teacher as facilitator: Reducing anxiety
in the EFL university classroom. JALT Hokkaido
Journal, 8, 3-18. Retrieved from:<www.eltnews.com/features/specialBurdenfinal.pdf>
Campbell, C.M., & Ortiz, J.A. (1991). Helping students
overcome foreign language anxiety: A foreign
language anxiety workshop. In E. K. Horowitz & D.
J. Young (Eds.), Language anxiety: From theory andresearch to classroom implications (pp. 153-168).
Englewood Cliffs, NJ: Prentice-Hall.
Falk, J. (1978). Linguistics and language: A survey of basic
concepts and implications (second edition). New
York: John Wiley and Sons.
Horowitz, E. K., Horowitz, M. B., & Cope, J. (1986). Foreign
language classroom anxiety. The Modern Language
Journal, 70, 125-132.

Calling all readers!!!
The SIG is pleased to announce that we arecontinuing to offer grants for the JALT National
Conference, and the LD-SIG conference in November
2013 celebrating the 20th anniversary of the LD-SIG.
２０１３年度、今までと同様に言語教育の現場で自律学習を研究しているLD SIG会員の支援と、LD-SIG創設２０周年記念大会への参加助成金を設けました。
In particular we welcome applications from thefollowing groups of teachers:
特に以下の教育機関に所属されている教員・講師の方のお申込みをお待ちしています。
• Elementary school teachers / teachers of children~ 子供の言語教育（小学校、幼稚園、保育園／
塾等）

Horowitz, E. K., & Young, D. (Eds.). (1991). Language
anxiety: From theory and research to classroom
implications. Englewood Cliffs, NJ: Prentice Hall.

• Junior high school teachers ~ 中学校教員

Hudson, G. (2000). Essential introductory linguistics.
London: Blackwell Publishers.

• Language school teachers ~ ランゲージ・スクー

Krashen, S. D. (1987). Principles and practice in second
language acquisition. New York: Prentice HallInternational.

• Teachers currently doing graduate studies ~ 大学院

Norris-Holt, J. (2001). Motivation as a contributing factor insecond language acquisition. The Internet TESLJournal, 7(6). Retrieved from: <www.iteslj.org/
Articles/Norris-Motivation.html>
Wadell, E., & Shandor, A. (2012). Changing views on
motivation in a global world. The Language Teacher,36(6), 32-36.
von Worde, R. (2003). Students’ perspectives on foreign
language anxiety. Inquiry, 8 (1). Retrieved from<www.vccaedu.org/inquiry/inquiry-spring2003/i-81worde.html>• Senior high school teachers ~ 高等学校教員
ル（在学中の教員）
You are still welcome to apply even if you’re not in
one of these groups.
上記の条件に当てはまらない教員の方のお申込みも歓迎しております。
We also welcome applications in either Japanese or
English.
申し込みは英語もしくは日本語のどちらでも結構です。
Deadline: June 20 2013.
助成金申込締切日：2013年6月20日
Send your application to:learnerdevelopmentsiggrants@gmail.com
メールにてお申し込みください。
learnerdevelopmentsiggrants@gmail.com

学習者ディベロプメント研究部会 <ld-sig.org/>24