05 August 2018


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

13 July 2018

Wikipedia and Wiktionary as LL Resources

One possible resource for students' word study and language practice is Wikipedia and its related Wiktionary. However, the situation at Wikipedia is complicated. Beginning-level students (and their teachers) might have difficulty in navigating its text-heavy pages and multiple hyperlinks. There are actually at least four different resources at Wikipedia that might be useful. But the teacher will have to take great pains to make sure the students find and understand them. 

First, Wikipedia has various bilingual dictionaries that can be accessed from the top page of the Wiktionary site. For example, one can link to a Japanese Wiktionary (JW). The JW can be used as both E-J and J-J dictionaries. The J-J function can also serves as a minimal J-E one, since it will give a very short English translation for a searched Japanese word. 

Below in the figure is a screenshot of the result of using the JW's E-J function for the verb 'negotiate'. It includes an etymology, phonetic transcription of both US and UK pronunciations transcribed into both IPA and SAMPA (no special characters), a sound file, inflected forms of the verb, Japanese translations of the core meanings, example sentences in both Japanese and English, and finally important lexical derivations. However, the JW didn't give English definitions or collocations for 'negotiate'.

For English definitions, there is the English Wiktionary (EW). For example, the EW gave five definitions for 'negotiate', including one that is now obsolete. There is also the Simple English Wiktionary. However, it limits definitions to a list of key synonyms and synonymous phrases.

Finally, there is the Simple English Wikipedia. It has a lot of content useful for language learning and practice put into more basic English than the regular Wikipedia. 

A list of links to Wikpedia and Wiktionary:

1.  Top page of Wiktionary

2.  Top page of the Japanese Wiktionary

3.  Top page of the Simple English Wiktionary

4.  Top Page of Simple English Wikipedia


13 June 2018

Some problem consonants and consonant contrasts of English

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. 

16 March 2018

14 March 2018

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.


12 March 2018

18 November 2017

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

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 contents of the textbook (unit themes, discussion topics) 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

30 October 2017

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


Core English for Global Communication
Charles Jannuzi /菅野雅代



26 October 2017

ELT in Japan (Practitioner Journal) New Issue October 2017

The new issue 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

22 October 2017

ELT in Japan (Practitioner Journal) October 2017 Preview

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)


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)


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