This book focuses on Japanese science, technology, engineering and mathematics (STEM) students and their experiences of learning English. Students majoring in STEM face unique circumstances regarding their English language education. Despite the global use of English in these fields, the authors argue that Japanese STEM students fail to take advantage of coursework, extracurricular materials, teachers, peers, and other resources to raise their communicative abilities to a sufficient level for the workplace. This book offers insights into how STEM students can learn English more effectively and purposefully. The chapters provide firsthand perspectives into the psychologies, educational programs, and future workplace situations of Japanese STEM students, who are the innovators, inventors, and researchers of the future. This book will appeal to applied linguists and language teachers wherever STEM English is taught.
Foreword (Laurence Anthony).
Chapter 1: Introduction (Glen Hill).- Part
I: English for Japanese STEM Workplaces.
Chapter 2: Vertical Vs. Horizontal
Oral Discourses in Japanese Healthcare Professions (Mike Guest).
Chapter
3: Corporate Views of English Used in Agricultural Companies (Glen Hill).-
Part II: English for Japanese STEM Education.
Chapter 4: Motivation to Study
English in Japan: A Nationwide Investigation of Japanese STEM Students
(Matthew Apple, Joseph Falout and Glen Hill).
Chapter 5: Development and
Implementation of an English for Research Purposes Program for Japanese and
International Graduate Students of Science, Technology and Engineering (Bill
Holden and John Blake).
Chapter 6: Genre-Based, Corpus-Supported Writing
Programs for Science and Engineering Students at Japanese Universities (Judy
Noguchi and Nilson Kunioshi).- Part III: English for Japanese STEM Students.-
Chapter 7: Perceptions of English Needs at a National University:Comparing
Students and Science Teachers (Glen Hill).
Chapter 8: The Effects of Career
Education Exercises on L2 Motivation in English Classes (Noriko Iwamoto).-
Chapter 9: To Build a Poster: The Story of a STEM Poster Presentation Course
(Madoka Kawano, James Elwood and Reijiro Shibasaki).
Chapter 10: EFL STEM
Students' Variable Identities for Learning English Writing as Shared
Repertoire (Kimie Yamamura).- Part IV: Aligning Motivations, Values and
Practices.
Chapter 11: Possible L2 Selves of STEM Graduate Students:
A Two-Year Interview Study (Matthew Apple, Joseph Falout and Glen Hill).-
Chapter 12: L2 Learning Motivations and Prosocial Engagement in EFL
Conversation Classes: A Comparison of STEM and Humanities Students (Yoshifumi
Fukada, Tim Murphey, Tetsuya Fukuda and Joseph Falout).
Chapter
13: Developing Courses and Preparing Materials with Focus on Weaknesses of
Japanese Engineers and Engineering Students (Michihiro Hirai).
Chapter
14: STEM (And English) In Japan: The Big Picture (Matthew Apple, Joseph
Falout and Glen Hill).
Glen Hill is a recently retired Associate Professor from Obihiro University of Agriculture and Veterinary Medicine, Japan. He has been teaching in Japan since 1998. For 11 years he has been Chief Editor of the OnCUE Journal, published by the Japan Association for Language Teaching.
Joseph Falout is an Associate Professor at College of Science and Technology, Nihon University, Japan. Awarded five times by Japan Association for Language Teaching for publications and presentations, he authored or co-authored 60-plus works on psychology in language learning and teaching.
Matthew Apple is a Professor in the College of Letters, Ritsumeikan University, Kyoto, Japan. He has taught at various levels of education in Japan since 1999, including junior and senior high school, technical college, undergraduate university, and graduate school.
