ELT in Japan (ELT-J) http://eltinjapan.blogspot.jp/

Materials Related to the JALT Hokuriku Meeting 27 September 2026

2026-09-25T22:11:32.993+09:00

1. a. Aiming for Fluent Listening and Reading in EFL Courses
(This file comprises the content of the Hokuriku JALT presentation on 27 September 2026.)

1. b. Audio Overview of Presentation

2. Rethinking Listening and Reading in the EFL Classroom in Japan (This paper is an expansion on #1.)

3. Example Listening Class Unit / First Academic Listening Example Unit Dinosaurs.pdf

Hokuriku JALT September Presentation Print

2026-09-21T22:43:56.347+09:00

Aiming for Fluent Listening and Reading in EFL Courses

JALT Hokuriku Chapter Meeting Presentation Handout
Speaker: Charles Jannuzi, School of Global and Community Studies,
University of Fukui

Venue: Classroom 3 at Omicho Koryu Plaza
27 September 2026, from 14:00–16:00.
アクセス: Omicho Koryu Plaza 近江町交流プラザ

Introductory Extract:

Some Background

1. The Problem: From "School English" to "Juken English"

● Learned Helplessness: Years of teacher-centered yaku-doku
(translation-reading) condition Japanese EFL students to wait for L1
explanations or full Japanese translations rather than trying to
process continuous L2 input.

● School English (SE) as a Global Concept: A teacher-dominated,
cross-linguistic approach that treats the target language as an object
of formal analysis rather than a vehicle for communication.

● Juken Eigo as the Japanese Variant: An extreme mutation of School
English driven by exam prep pressure–exam gaming tactics.

● The Readability Chasm: If required, English entrance exams
typically demand a native Grade 13 reading level, while average SHS
graduates operate at CEFR A1–B1 (Grade 1–6 native literacy).
Yaku-doku becomes a slow decoding "cheat code" to survive exams,
bypassing genuine fluency at listening and reading. The goal is to
train to a level where guessing on the Center Test, for example,
results in scores above random guessing.

GET PDF OF THE PRESENTATION HERE

Dedicated Blog for Teachers Who Use Core English for Global Communication

2026-09-20T21:37:56.784+09:00

I have put together a separate blog in support of the English teachers who would like to use Core English for Global Communcation. It goes into detail about how to use the textbook in university English classes. The textbook comes with a complete teacher's manual and answer key, including vocabulary review quizzes for each unit.

https://coreenglishforglobalcommunication.blogspot.com/

Core English for Global Communication -- A Four-Skills EFL Textbook for University English (with an emphasis on speaking and vocabulary)

2026-09-20T21:31:33.687+09:00

Core English for Global Communication
自己表現のためのコア英語 Get an instructor's sample copy at Asahi Press website.

Bridging Test Prep and Self-Expression: The Design of Core English for Global Communication

When designing Core English for Global Communication (自己表現のためのコア英語) (Asahi Press), the goal was to move beyond the passive, rote memorization that so often bogs down standardized test preparation. Instead, this textbook transforms high-frequency exam English into an active tool for authentic personal expression.

The framework of the book is built on a rigorous, data-driven foundation:

ETS Functional Framework: Every one of the 15 thematic units is systematically mapped directly to the official situations, notions, and communicative functions outlined by ETS for global English usage.
Authentic TOEIC® Corpus: The linguistic DNA of the text—including its vocabulary, collocations, and contextual phrasing—is derived from a corpus of three authentic, published TOEIC® exams.
From Receptive to Productive: By embedding real-exam language into comparative US-Japan cultural themes, the curriculum takes the receptive skills tested on the exam and flips them into productive oral and written output.

Core English for Global Communication ensures that university students aren't just studying to pass a test—they are acquiring the exact functional language needed to navigate the global stage and confidently speak their minds.

The textbook Core English for Global Communication (自己表現のためのコア英語) contains 15 distinct thematic units. It is structured specifically around foundational conversational topics that help students build practical communication skills while bridging vocabulary tested in standardized exams.

The text walks students through everyday life, social habits, and cultural discussions across the following structure:

Unit 1: Hometown
Unit 2: Student Life — Studies
Unit 3: Student Life — Free Time
Unit 4: Mealtime
Unit 5: Health
Unit 6: Leisure
Unit 7: Work
Unit 8: Shopping
Unit 9: The Seasons
Unit 10: The Weather
Unit 11: Food and Culture
Unit 12: Technology
Unit 13: Travel
Unit 14: Eating Out
Unit 15: Pets

Each unit follows a template designed for active production in a 90-minute university class. Instead of passive reading, the curriculum is heavily weighted toward expression.

The US vs. Japan Comparative Framework: Most chapters frame their topic by presenting how things are typically approached in Western culture (particularly the United States) versus Japan. This encourages students to spot cultural nuances and talk about their own lived experiences.
Vocabulary Integration: High-frequency, practical words often seen on the TOEIC (400 to 700 range) are naturally integrated into the text.
Audio & Media Support: The textbook comes with supporting classroom materials including audio components (Teacher's Manual, web-based audio, and instructor CDs) used for listening comprehension tasks and pronunciation practice.

ELT in Japan (ELT-J) Practitioner Publication Online Archive (2009 - 2026)

2026-09-20T19:44:19.847+09:00

There have been eight issues of ELT-J published online here at this blog. The first three issues exist only as .html right now, but issues 4-8 are available as PDFs at Google Drive.

Issue 1 (links you to a page from which you can navigate to all the article)

Issue 2 (links you to page that contains all the articles of Issue 2 as .html)

Issue 3 (links you to a page from which you can navigate to all the articles)

Issue 4 (links you to a PDF of the entire publication, which you can

download)

Issue 5 (links you to a PDF of the entire publication, which you can

download)

Issue 6 (links you to a PDF of the entire publication, which you can

download)

Issue 7 (links you to a PDF of the entire publication, which you can

download)

Issue 8 (links you to a PDF of the entire publication, which you can download)

ELT in Japan Issue 8 (September 2026)

2026-09-18T12:52:31.608+09:00

The latest issue, issue number 8, of ELT in Japan is available at the link below:

ELT in Japan #8 (Sep 2026)

Paper for Presentation at ICONFED 2020 "Using Films for an Online Extensive Listening Library"

2020-10-31T11:42:00.001+09:00

Using Films for an Online Extensive Listening Library

Introduction

In ELT, listening and reading can be distinguished according to what types of tasks learners are asked to do. While any number of various goals could be singled out, a major contrast is often drawn between intensive vs. extensive tasks. Classroom activities are typically monopolized by intensive aspects. Although the distinction usually differentiates types of reading tasks, it can also be applied analogously to listening. For example, a class that is centered on taking the TOEFL or IELTS will emphasize intensive listening and reading questions like the ones on the tests.

The problem is that the domination of intensive tasks in the classroom leads to a dearth of linguistic input, especially in EFL situations. Is there a way to increase the incidental exposure of students with English such that it leads to higher motivation, a greater engagement with language learning activities, significantly more input, and more assured language acquisition? One activity that has received a lot of interest in this regard is extensive reading. For example, schools and programs create expensive extensive reading programs for independent study using commercially published graded readers.

However, much less attention has been directed towards programmatic extensive listening. With this in mind, this presentation and its accompanying paper will explain a methodical and systematic way to create an intensive listening program using no-cost materials that are available online--that is, open source and free software, public domain films, English-language scripts, and multilingual subtitles. Moreover, the proposed intensive listening program can be done entirely online as a part of a taught course or to manage effective independent study.

---------

The full paper can be read or downloaded as PDF here:

Using Films for an Online Extensive Listening Library

Issue 7 (January 2020) of ELT in Japan practitioner publication

2020-01-04T14:13:00.001+09:00

It is available as a download in .pdf at the link below. It can also be viewed in the browser if the browser can display .pdfs.

ELT in Japan Issue #7 (January 2020)

https://drive.google.com/file/d/1ACB3Iz3lrYCO3hjrQewPuAqhSEmOBP8U/view?usp=sharing

MICOLLAC 2016, MICELT 2018, and MELTA 2018 CONTENT

2018-10-09T23:37:00.001+09:00

I created a public folder at Google Drive that contains the presentations, papers, and related materials for the MICOLLAC 2016, MICELT 2018, and MELTA 2018 files. You can read them as PDF online or download them.

The folders are found here:

MICOLLAC 2016

--TEACHING WRITING TO BEGINNING-LEVEL L2 (FL, SL) LEARNERS

--MICOLLAC 2016 BASIC WRITING MANUAL EXTRACT (UNIT 6 FILM REVIEW ESSAY).pdf

MELTA 2018

--Planning, Teaching, and Evaluating a Pronunciation Component

for the Syllabus of an EFL Speaking Course

MICELT 2018

--Practical Techniques for Vocabulary Teaching and Learning

PREVIEW OF PRESENTATION FOR MICELT 2018 WORKSHOP ON VOCABULARY TEACHING AND LEARNING

2018-09-16T19:15:00.000+09:00

CLICK ON THE GRAPHIC BELOW TO VIEW A PDF OF THE COMPLETE PRESENTATION OR DOWNLOAD IT.

Preview of Paper on Vocabulary Teaching for MICELT 2018 Conference

2018-09-16T18:54:00.004+09:00

Click on the graphic below to view the PDF of the article or download it.

Click on the graphic above to view and/or download the PDF of the article.

MELTA WORKSHOP ON PRONUNCIATION TEACHING

2018-08-05T12:36:00.002+09:00

Content of the MELTA workshop to be delivered this month (August 2018) in video form at YouTube.

Some problem consonants and consonant contrasts of English

2018-06-13T22:14:00.002+09:00

We can identify 'problem sounds' by three main ways: (1) differences across English and the L1 of the learners (contrastive analysis), (2) the actual pronunciation errors L2 learners produce (in general or based on language background), and (3) 'marked' sounds of spoken English that learners of various backgrounds might find difficult (for example, they are late in native acquisition processes, or they are rare sounds among most world languages or at least some major languages).

Here is a set of problem consonant sounds and contrasts that I have compiled with all three above in mind.

Teaching English /l/ vs. /r/ as PDF download

2018-03-16T15:57:00.002+09:00

This is one of the more popular articles on this blog, so I have decided to make it available as a PDF that you can view online or download.

Teaching English /l/ vs. /r/ (click to view PDF).

A Quick Guide for Teachers Using Core English for Global Communication

2018-03-14T14:16:00.001+09:00

MAR

A Quick Guide for Teachers Using
Core English for Global Communication

I am making a PDF available for download. It is an overview and quick guide about the textbook for teachers who are planning to use the book in their EFL courses. It may also be of interest for those who are considering the textbook for classroom use.

It explains the language proficiency levels that the book has been designed for (in terms of TOEIC, CEFR, etc.). It then looks at the main task sets in each unit. Finally, it gives a message that teachers might use in their first class to help their students engage the book and English learning in class. In future blog posts here, we will be looking at sample units and then specifically at how to teach and manage each task set in the book. We will also look at alternative procedures for running the tasks in class.

Please note, this file is not the teacher's manual. The teacher's manual is available from Asahi Press.

A Word Frequency List for the Textbook, CORE ENGLISH FOR GLOBAL COMMUNICATION

2018-03-12T19:22:00.004+09:00

This takes you to the post at the blog dedicated to the textbook.

https://coreenglishforglobalcommunication.blogspot.jp/2018/03/word-frequency-list-for-core-english.html

New Blog for CORE ENGLISH FOR GLOBAL COMMUNICATIONS

2018-03-12T18:28:00.004+09:00

I have created a new blog specifically for teachers using (or interested in using) the textbook, Core English for Global Communications (Asahi Press, 2018).

Click on the word map image below to go to the new blog.

The url is:

https://coreenglishforglobalcommunication.blogspot.jp

Get FREE inspection copy of EFL textbook (for teachers in Japan)

2017-11-18T14:44:00.002+09:00

The textbook is Core English for Global Communication.

The Japanese title is 自己表現のためのコア英語.

It will be published by Asahi Press in 2018.

It is an EFL book that covers all skills (listening, reading, speaking, writing) in support of discussions. It is intended mostly for students at beginning to intermediate level, but it can be adapted to more advanced levels as well.

You can get inspection copies at this preview page for the textbook at Asahi's site.

This link is to preview the textbook. Your browser will need Flash plug-in.

Preview page for the textbook

The next link is where you can place an order for an inspection copy. You will have to navigate the order page in Japanese.

Link to order an inspection copy of the book from Asahi

Alternatively, send me an e-mail and I will forward your request to Asahi.
I will need your name, organization / affiliation, and mailing address.

Send your request to this e-mail:

The units of the textbook are as follows:

Unit 1 : Hometown

Unit 2 : Student Life---Studies

Unit 3 : Student Life---Free Time

Unit 4 : Mealtime

Unit 5 : Health

Unit 6 : Leisure

Unit 7 : Work

Unit 8 : Shopping

Unit 9 : The Seasons

Unit 10 : The Weather

Unit 11 : Food and Culture

Unit 12 : Technology

Unit 13 : Travel

Unit 14 : Eating Out

Unit 15 : Pets

Publication of textbook - 自己表現のためのコア英語 Core English for Global Communication

2017-10-30T00:32:00.003+09:00

https://text.asahipress.com/english/detail.php?id=1490

自己表現のためのコア英語

Core English for Global Communication

Charles Jannuzi /菅野雅代

マルチ・アプローチによって、使える英語を身につける！

学習者が自ら考え、表現するアクティブラーニングに最適。TOEICやTOEFL、
英検などの試験に頻出の語彙を使ってアメリカと日本を比較しながら学ぶ。
大学の授業の中で試行錯誤を重ねながら作成された、幅広いレベルのクラスで
使用可能な学習者重視のテキスト。

ELT in Japan (Practitioner Journal) Issue 6 October 2017

2017-10-26T03:17:00.001+09:00

Issue # 6 of ELT in Japan can be viewed at this link. You can preview and read the issue in PDF at this link and then download it (click on the download arrow icon in the upper right corner of the preview window). You will need a program that can read Adobe PDFs, such as Acrobat Reader or MS Edge Browser.

ELT-J October 2017 click here

ELT-J October 2017 click here

ELT in Japan (Practitioner Journal) October 2017 Preview

2017-10-22T18:33:00.001+09:00

After a 5 year hiatus (to work on textbooks), we will be publishing a new issue of ELT-J. The two articles in this October 2017 issue are previewed below. Links for a download of the issue as a PDF will follow.

A Review of L2 Student Motivation
Robert Dykes
University of Fukui (Fukui, Japan)

Abstract

Motivation in the contexts of SL, FL and L2 learning has been researched and analyzed since the 1950s. (Gardner, 2006). It has been concluded through research that aptitude alone is not enough to succeed in the L2 classroom (Gardner, 1985). Dornyei (1998) maintains that alongside aptitude, motivation is a key factor in language acquisition success. The amount of material completed on motivation within the L2 context since the 1950s is far too extensive to cover in an essay of this size and cope, so it will instead briefly cover some of the key and influential explanations of motivation, focusing mostly on the work of Gardner, Dornyei, and some key developments stemming from these two. After reviewing L2 student motivation as enacted in such research and theorizing, possible pedagogical applications in institutional and classroom environments will be offered and critically examined.

Keywords: motivation, attitude, learning, language learning

Creating a Pronunciation Strand for a Spoken English Syllabus
Charles E. Jannuzi
University of Fukui (Fukui, Japan)

Abstract

Phonetics and phonology are often taught as an academic course to teachers in training. The theories and concepts used tend to reflect a rather old structuralist heritage. This is indicated by the use of such terms as 'phonemes', 'sound segments', and 'minimal pairs'. The treatment of supra-segmentals / non-segmentals tends to be structuralist as well. This article is not really a re-hash of phonetics and phonology based on the structuralist heritage of ELT . Rather, what is presented is a specific plan for implementing and integrating a pronunciation strand into a spoken English course syllabus that lacks one (e.g., oral communication, English speaking, English conversation, etc.). The examples are based on pronunciation for teaching EFL to Japanese and Chinese students at universities in Japan. The model can be applied to other L2s, students with other native language backgrounds, and other teaching situations. No specialist knowledge in either phonetics or phonology is required for teachers wishing to implement such a component to supplement a given syllabus. However, rather than treating pronunciation as a marginal skill, pronunciation is presented here as essential to successful L2 learning. That is, it is best taught as 'applied phonology' in support of L2 learning (e.g., language processing, memory skills, listening skills, articulation, etc.) using a lexical approach. By 'lexical approach' it is meant that pronunciation materials should be based on the most frequent words of English.

Keywords: pronunciation teaching, pronunciation learning, lexical approach

THINKING ABOUT MEMORY

2016-09-18T14:29:00.000+09:00

Sort of out of the blue I started thinking about MEMORY. As in, the way we talk about memory in human language processing and learning, although I'm not clear how that separates from memory in general learning or just memory of life.

So I remember how memory was always presented as an academic topic as something like THREE parts--processing, short-term, and long-term. And one obvious problem for learning another language is that, no matter how much we pound it into our 'heads', it doesn't 'write to long-term memory (of course that is not the only problem).

But it seems to me that the only way memory works in conscious or active learning is if we put it into processing memory. I doubt short-term memory can just write to long-term memory. This is why, to try and remember, we repeat things to ourselves. Or perhaps short-term memory just blends into long-term memory, and long-term learning is simply over-learning into the same memory.

Now I have to work on breaking down processing memory into parts that might be useful for thinking about second language learning--such as 'phonological memory', and why that proves problematic for second language learners.

The next diagram is my attempt to visualize how memory might participate
in knowledge forms (schema).

I have updated this with a newly created diagram.

EVALUATION FORM FOR ESSAYS

2016-08-21T21:19:00.003+09:00

If you like to give a numerical score to each essay and have some sort of actual basis for doing so, you might consider using this form. I have devised similar ones for presentations and for oral interviews.

Answers to the 50 All-American Foods Collage

2016-08-21T17:45:00.001+09:00

Answers to the previous blog post
50 ALL-AMERICAN FOODS/DISHES (ENHANCED COLLAGE)
1. grilled cheese sandwich and tomato soup
2. apple pie
3. Boston baked beans
4. banana split sundae
5. barbecued (BBQ) ribs
6. biscuits and gravy (sausage gravy)
7. burrito
8. deep-dish pizza / Chicago-style deep-dish pizza
9. chicken corn chowder / chicken corn soup
10. chicken fillet sandwich
11. chili dog / hot dog with chili
12. chili con carne' / chili
13. chocolate chip cookie
14. cinnamon roll / cinnamon bun
15. New England-style clam chowder
16. cornbread
17. corn-dog
18. corn-on-the-cob
19. deviled eggs
20. donuts
21. Southern-style fried catfish
22. Southern-style chicken
23. bean-and-ham soup
24. hamburger and/or cheeseburger
25. submarine sandwich / sub/ hero / hoagie / po'boy
26. hotdog / frankfurter / red-hot
27. lox, cream cheese and bagels (lox is smoked salmon)
28. macaroni and cheese (a type of casserole)
29. meatloaf
30. milkshake
31. pizza (NY-style pizza)
32. peach cobbler
33. Philly cheese-steak sandwich
34. potato salad
35. red velvet cake
36. Reuben sandwich (corned beef, sauerkraut and Swiss cheese on rye bread)
37. sloppy Joe / wet wimpy sandwich
38. succotash
39. t-bone steak
40. tacos
41. barbecue sandwich / barbecued pulled pork sandwich
42. bott boi / Pennsylvania Dutch pot pie/ chicken and noodles / chicken and dumplings
43. cherry pie
44. pot-pie
45. corned beef and cabbage
46. fudge brownies
47. funnel cakes
48. pork and sauerkraut with dumplings
49. pumpkin pie
50. scrapple (variations include liver-mush and goetta)

50 ALL-AMERICAN FOODS/DISHES (ENHANCED COLLAGE)

2016-02-25T02:14:00.006+09:00

https://drive.google.com/file/d/1zv5pj8x4dEgb8aIbsvWyXl-OBQWbvh6M/view?usp=drive_link

1. grilled cheese sandwich and tomato soup
2. apple pie
3. Boston baked beans
4. banana split sundae
5. barbecued (BBQ) ribs
6. biscuits and gravy (sausage gravy)
7. burrito
8. deep-dish pizza / Chicago-style deep-dish pizza
9. chicken corn chowder / chicken corn soup
10. chicken fillet sandwich
11. chili dog / hot dog with chili
12. chili con carne' / chili
13. chocolate chip cookie
14. cinnamon roll / cinnamon bun
15. New England-style clam chowder
16. cornbread
17. corn-dog
18. corn-on-the-cob
19. deviled eggs
20. donuts
21. Southern-style fried catfish
22. Southern-style chicken
23. bean-and-ham soup
24. hamburger and/or cheeseburger
25. submarine sandwich / sub/ hero / hoagie / po'boy
26. hotdog / frankfurter / red-hot
27. lox, cream cheese and bagels (lox is smoked salmon)
28. macaroni and cheese (a type of casserole)
29. meatloaf
30. milkshake
31. pizza (NY-style pizza)
32. peach cobbler
33. Philly cheese-steak sandwich
34. potato salad
35. red velvet cake
36. Reuben sandwich (corned beef, sauerkraut and Swiss cheese on rye bread)
37. sloppy Joe / wet wimpy sandwich
38. succotash
39. t-bone steak
40. tacos
41. barbecue sandwich / barbecued pulled pork sandwich
42. bott boi / Pennsylvania Dutch pot pie/ chicken and noodles / chicken and dumplings
43. cherry pie
44. pot-pie
45. corned beef and cabbage
46. fudge brownies
47. funnel cakes
48. pork and sauerkraut with dumplings
49. pumpkin pie
50. scrapple (variations include liver-mush and goetta)