Keynote Speakers


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.

Speech Title: Is the VA shadowing method effective for learning Japanese?

Abstract: This study investigates whether the visual-auditory shadowing method (VA shadowing method) can better facilitate vocabulary learning of Japanese as a Second Language (JSL) in adult learners. Learning vocabulary has three aspects: meaning, orthography, and pronunciation. Japanese language is complex in terms of orthography and pronunciation. Since Japanese uses a combination of ideographs and phonetic characters, learners of Japanese need to learn three types of orthographic characters: kanji (ideograph) and hiragana and katakana (two types of phonetic characters . In addition, kanji pronunciation is context-based, different pronunciations must be learned for each kanji. This study attempts to determine a reasonable method to learn kanji pronunciations and compares the following three conditions to investigate which of them better facilitates the learning of pronunciation of Japanese ideographs: visual-auditory shadowing (N=10), visual-visual shadowing (N=10), and auditory shadowing (N=10). The analysis suggests that visual-auditory shadowing and visual-visual shadowing conditions may outperform the other two conditions.


Assoc. Prof. Dr. Jason Miin-Hwa Lim
University Malaysia Sabah, Malaysia

Jason Miin-Hwa Lim is an Associate Professor at Universiti Malaysia Sabah (UMS). He has published extensively in various research domains relating to Applied Linguistics, English for Academic Purposes and Language Education. His recent publications indexed in ISI Web of Science include research-based papers in English for Specific Purposes (Elsevier) in 2006, 2014 and 2017, Iberica: Journal of the European Association of Languages for Specific Purposes (AELFE) in 2011 and 2014, Journal of English for Academic Purposes (Elsevier) in 2010, 2012, 2015 and 2016, System: An International Journal of Educational Technology and Applied Linguistics (Elsevier) in 2007 and 2014, and Discourse Studies (Sage) in 2011 and 2013. He was invited to be a Keynote Speaker for the Second International Conference on Languages, Literature and Linguistics in 2012, the Second International Conference on Humanity, Culture and Society in 2013, the International Seminar on Language Teaching in 2014, and the 2015 International Conference on Culture, Languages and Literature. Currently Associate Professor Lim is (i) an Editorial Board Member of Journal of English for Academic Purposes (Elsevier) which is a quartile 1 journal in ISI Web of Science, (ii) an International Advisory Board Member of Journal of Modern Languages (University of Malaya), and (ii) a reviewer of eight ISI-indexed journals in Applied Linguistics and Language Education. He has successfully supervised PhD and Masters students from different countries in Applied Linguistics and English Language Studies. Apart from being an External Course Assessor, he has been an External Examiner of doctoral theses submitted to research universities. He was also a recipient of (i) the prestigious Fulbright Scholar Award (for research at the University of Michigan, Ann Arbor, USA) in 2009 and 2010, and (ii) the RELC (Singapore) Research Fellowship Award in 2014 and 2015. Dr. Lim has conducted various workshops (for lecturers and postgraduate candidates) on academic writing and research writing in Asian countries.

Speech Title: Framing Explicit and Implicit Justifications of Research Procedures: Pedagogical Implications for Research Writing in Language Education

Abstract: While it is widely known that academicians and postgraduate candidates are generally under pressure to publish their works in order to begin or sustain their academic careers, they often encounter problems in getting their empirical works accepted for publication in established international journals. One of the factors causing such problems is associated with the extent to which writers are able to provide reasonable justifications for their research procedures. This paper looks into the various communicative resources that expert writers use to explicitly and implicitly justify their research procedures in a bid to get their works accepted for publication in reputed journals on language education. Using a genre-based approach, this largely qualitative study looked into how experienced writers frame their justifications either implicitly or explicitly by adopting rhetorical strategies, constructing shifts and employing language resources that enhance the acceptability of their procedures. My findings have shown that writers do not rely solely on positively-worded expressions to justify their procedures explicitly, but recurrently employ (i) integral and parenthetical citations, (ii) pre-modifers and post-modifiers of nouns and adjectives, (iii) present and past participial phrases, (iv) infinitive clauses, and (v) sentence-initial or sentence-final adverbials to frame their implicit and explicit justifications of research procedures. This paper highlights some pedagogical implications, which might be of interest to thesis supervisors and language instructors, by demonstrating the importance of raising novice writers’ consciousness of major rhetorical transitions and lexico-grammatical choices in an effort to enhance writers’ chances of getting their works published in high-ranking journals on language education and applied linguistics.




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