Prof. Tomokazu Nakayama

Jissen Women’s University, Japan


T. Nakayama A. was born and raised in Tokyo, Japan. Nakayama earned a bachelor degree in English Literature and Linguistics from Obirin University in 1991, and MA in TESOL at Teachers’ College Columbia University in 2001 and Ph.D. at Hiroshima University in 2013. He is specialized in learning science. His current research interests are English as an International Language (EIL) and development of new learning methods to promote proficiency of EIL learners. He developed VA shadowing method to improve Japanese EIL learners’ listening skills and the book on its mechanism will be released this year. Now he and his colleagues are developing the new method called Instant Translation method to promote proficiency of Japanese EIL learners. He is currently an associate professor at Jissen Women’s University in Tokyo and teaches English and English teacher training courses.

Topic: Facilitating Kanji Pronunciation Learning in K-8 Immersion Education

Abstract: This speech presents a preliminary report on a project conducted at a K-8 immersion school in the US aimed at improving the learning of Kanji pronunciation. Vocabulary acquisition is a crucial part of language learning, which involves acquiring word meanings, orthography, and pronunciation. However, the Japanese language has a complex orthography and pronunciation system. Japanese as a Second Language learners must learn three orthographic characters, which include ideographs (kanji) and two types of syllabic characters (hiragana and katakana). Moreover, as kanji pronunciation can vary depending on the context, learners must acquire multiple pronunciations for a single kanji character.

Learning Kanji is especially crucial in an immersion school setting, where students learn the target language and academic content simultaneously. This project comprised two phases. Phase 1 compared the effectiveness and efficiency of two methods—visual-auditory and visual-visual shadowing—in facilitating the learning of Kanji pronunciation. Our analysis revealed that the visual-auditory shadowing method was more effective for advanced learners (p<.05) but not for intermediate and novice learners when compared to the visual-visual shadowing method. Building upon the insights of Phase 1, we moved on to Phase 2, which involved developing 200 science-based reading materials based on the curriculum standards set by the government. We subsequently compared two different conditions and analyzed the results. The analysis indicated that retention of Kanji pronunciation was better when the material’s content had already been learned in English, compared to the condition where the content was first introduced in the Japanese class.

Prof. Budsaba Kanoksilapatham

Silpakorn University, Thailand


Budsaba Kanoksilapatham is currently a professor of English with the Faculty of Management Science, Silpakorn University.She completed the bachelor’s degree in English(Hons.)at the Faculty of Arts, Chulalongkorn University.She received the master’s degree in linguistics and EFL from Southern Illinois University at Carbondale and the in linguistics with a concentration in applied linguistics from Georgetown University, USA. Her research interests include discourse analysis, sociolinguistics, phonetics, and language teaching. Her most recent books are Pronunciation in Action and English Sociolinguistics at Work.Her research articles were published in international journals including English for Specific Purposes and The IEEE Transactions on Professional Communication.

Topic: Research Article Conclusion Section: The final chance to appeal to readers

Abstract: Academic research articles are a vital means for scholars to disseminate their findings, and typically follow a specific structure known as IMRD. However, with the recent increase in the prevalence of conclusion sections and the expansion of journals, understanding how this section is constructed can be highly advantageous for academics. This study aims to identify the organizational structure of stand-alone conclusion sections in open-access journals. The research drew on a dataset of 55 open-access journal RAs across four major science disciplines, out of which 25 RAs had stand-alone conclusion sections of a defined word count. The dataset was analyzed quantitatively and qualitatively, anchored on genre analysis. The results demonstrate that the conclusion section adheres to a set of three moves with varying organizational patterns, but one is particularly compelling. The two-layer rhetorical structure of the section, which depicts the frequencies of individual moves and steps, underscores the critical significance of restating the study’s findings. This study sheds light not only on the established structure of the conclusion section, but also on its crucial function as the authors' final opportunity to appeal to readers. This study thus provides valuable insights into how to effectively stage persuasive arguments in the conclusion section, a critical skill for researchers at all career stages, be they novice or seasoned. By understanding the established structure of the conclusion section and its function, researchers can better cultivate their ability to communicate their findings to their intended audience.

Keywords: stand-alone conclusion section, genre analysis, move analysis, open-access journal, research article, structural organization