1. L2 LITERACY PRACTICES AND COMPUTER TECHNOLOGY FOCUSING ON JAPANESE LEARNERS’ READING/WRITING ACTIVITIES OUTSIDE THE CLASSROOM LASC Roundtable (19/02/10) Miho Inaba mina1@student.monash.edu.au

2. Today’s presentation Examples from 4 Japanese learners’ literacy practices outside the classroom 1. Theoretical framework 2. Methodology 3. Analysis 4. Concluding discussion

3. Theoretical Framework Activity theory (AT) -How do learners achieve their motives by utilising mediating artifacts? Leont'ev’s hierarchy of activity (based on Lantolf and Thone, 2006) Everyday description AT unit of analysisOriented toward Why something takes place ActivityMotive, transformation of object What is being doneActionGoal The actual doingOperationCondition(s)

4. Theoretical Framework Engeström’s activity system (1999, 2001) J-class, online communities etc. relationship with J-teachers, classmates, etc. Learner Textbooks, languages Rules of J- class etc. e.g. want to improve vocabulary The Internet

5. Participants NameFrankJoshuaScottLisa L1English Duration of learning Japanese 12yrsApprox. 3 yrs7 and a half yrsApprox. 8 and a half yrs Level of Japanese (at data collection period) Japanese 9Japanese 8Japanese 8&9Japanese 10 Experience in Japan 3-week school trip, 6-week homestay programme None4-week school trip None

6. Data collection procedure Data collection period: Sep 2008 – July 2009 (Frank and Lisa - 1 semester, Joshua and Scott – 2 semesters) + Semi-structured interview Diary studies (one week – twice or three times in 1 semester) Interaction interview

7. What are the participants doing outside the classroom? Classroom-related preparations for classes, quizzes, oral presentations, written assignments and speaking tests Relied on online dictionaries, Wikipedia and Google etc. Reading Japanese Wikipedia (for the preparation of a speaking test) http://ja.wikipedia.org/wiki/ 内閣総理大臣 の一覧 http://ja.wikipedia.org/wiki/ 内閣総理大臣 の一覧

8. What are the participants doing outside the classroom? Non-classroom related Utilising SNS, browsing online discussion boards, exchange emails, searching for information & reading websites, and watching Japanese TV shows etc. “Anime lyrics” http://www.animelyrics.com/gam e/chcross/chcrrd.jis Watching Japanese TV shows http://www.youtube.com/watch? v=ClLhr627f7c&feature=related

9. Analysis How does the Internet expand the opportunities of literacy practices?  Connect learners’ interests to literacy practices Scott J-class The Internet Want to know more! Classmate Lisa The Internet Want to watch!

10. Analysis How does the Internet expand the opportunities of literacy practices?  Connect Japanese learners to online communities Facebook Joshua A- friends The Internet Facebook Joshua The Internet J- speakers Communication in Japanese Communication in English

11. Analysis How does the Internet expand the opportunities of literacy practices?  Notice rules of the community Rules Communication in Japanese Notice the politeness level

12. Analysis How does the Internet support Japanese learners’ literacy practices?  Support in L1 (English) Nothing happens?Reading J-texts Paper-based The Internet Subject Lack of Japanese proficiency Paper dictionary Takes a long time! Subject Lack of Japanese proficiency Online dictionary etc. Easy to know E – definitions

13. Analysis How does the Internet support Japanese learners’ literacy practices?  Support in L1 (English) from community members Li Lisa Lack of J - proficiency The Internet YouTube users Comments in E Understand the content E - speakers who understand Japanese or J - speakers who understand English

14. Analysis How do the Internet support Japanese learners’ literacy practices?  To provide authentic examples and cultural information – covers native speakers’ correction and teachers’ help Subject Native speakers, teachers The Internet (Google) Cover the roles?

15. Concluding discussion 1. The Internet expands the opportunities of spontaneous literacy practices → Not automatically occur. The Internet only connects learners’ interests to literacy practices. It is necessary to arouse learners’ interests Object If there is no object, nothing happens

16. Concluding discussion Even if the Internet connects learners to Japanese friends on SNS, communication does not occur because … Scott SNS J - friends The Internet No object for communication No outcome? (No communication?)

17. Concluding discussion 2-1. The Internet can support literacy practices in various ways → Still need teachers’ help? 2-2. The use of L1 – authentic Japanese are more accessible → What is the outcome? Continue to use L1? etc. Needs more investigation