1. MICOLLAC 2016 Presentation Materials: Writing Textbook Extract (Unit 6 Film Review Essay)


2. MICOLLAC 2016 Paper: Teaching Writing to Beginning-level Learners (Content of Presentation in Paper Form, with Appendix of Bonus Templates, etc.)

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

18 September 2016


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 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.

21 August 2016


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. 


For those who attended my presentation but didn't get copies of the composition textbook, Basic Writing Manual, send me your actual mailing address and I will send you a copy. By the way, sorry for the shortage of prints at the presentation, but I was told that 20 copies would be sufficient. I actually needed 30 copies to have enough for everyone who attended.

Charles Jannuzi


The other print for the MICOLLAC 2016 presentation is an extract from my writing / composition textbook, Basic Writing Manual. It is Unit 6--the unit for teaching the film review to beginning-level English composition students. You can click on the link below to download it as PDF. Or you can load it into a web-based or browser-based PDF viewer, such as Lumin PDF.



This is basically the content of the proposed workshop turned into a paper. Unfortunately, I didn't have enough copies to give to everyone at the presentation at MICOLLAC 2016. So I am making the paper available here as a PDF that you can download. I have also added some more semantic mapping templates to the appendix of the paper. Click on the link below to download the PDF. Or you can view it in a web-based or browser-based PDF viewer, such as Lumin PDF.


Answers to the 50 All-American Foods Collage

Answers to the previous blog post
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)

01 June 2016

The blog is no longer using www.eltinjapan.com .

The main link to the blog is http://eltinjapan.blogspot.jp/ .

25 February 2016


I have worked very hard to make the images easier to see. Will
follow up with the answers soon. Here are two different-sized versions
for printing. I would try left-to-right with the print, from top-to-bottom
on the paper. And I would use B4 paper for making a print to hand
out to students.