KINDAI UNIVERSITY


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HARRIS Justin

Profile

FacultyGeneral Education Division
PositionAssociate Professor
Degree
Commentator Guidehttps://www.kindai.ac.jp/meikan/1218-harris-justin.html
URL
Mail
Last Updated :2020/09/30

Research Activities

Research Areas

  • Humanities & social sciences, English linguistics, English as a lingua franca
  • Humanities & social sciences, Education - general, Task-based language teaching

Research Interests

  • Language Learning, Intercultural Studies

Published Papers

  • Issues related to the presence of Japanese loanwords of English origin on vocabulary size tests, Harris Justin, The Asian Journal of Applied Linguistics, The Asian Journal of Applied Linguistics, 6(1), 1 - 13, Mar. 2019 , Refereed
  • Adapting Commercial EFL Textbooks for the TBLT Classroom in Asia, Harris Justin, Ikoma Keizai Ronsou, Ikoma Keizai Ronsou, 14(1), 1 - 22, Jul. 2016 , Refereed
  • Japanese Elementary Schools Teachers Adapting to Changes and Challenges: The Introduction of English Activities in Japanese Elementary Schools, Harris Justin, Proceeding of The Asian Conference on Second Language Acquisition and Teacher Education, Proceeding of The Asian Conference on Second Language Acquisition and Teacher Education, 168 - 172, Aug. 2015 , Refereed
  • An English as a Lingua Franca Model for English Teaching in Japan: Pedagogical Implications, Harris Justin, Ikoma Keizai Ronsou, Ikoma Keizai Ronsou, 13(1), 99 - 114, Jul. 2015 , Refereed
  • The Effects of Short-Term Study Abroad on the Attitudes of Japanese University Students toward Using English and on the Development of Cross-Cultural Understanding, Harris Justin, Kinki University Center for Liberal Arts and Foreign Language Education Journal. Foreign Language Edition., Kinki University Center for Liberal Arts and Foreign Language Education Journal. Foreign Language Edition., 5(1), 89 - 112, Nov. 2014 , Refereed
  • Perceived intelligibility of Japanese loanwords by Japanese learners of English versus actual intelligibility, Harris Justin, Kyoto Sangyo University Forum of Higher Education Research, Kyoto Sangyo University Forum of Higher Education Research, 3(1), Apr. 2013 , Refereed
  • World Englishes and English as a Lingua Franca: Application in the English Classroom in Japan, Harris Justin, Kyoto Sangyo University Higher Forum of Education, Kyoto Sangyo University Higher Forum of Education, 2(1), Apr. 2012 , Refereed
  • The effects of a short-term study abroad program on the beliefs of Japanese university students in an International Relations program, Harris Justin, JALT Study Abroad N-SIG Newsletter: Ryugaku, JALT Study Abroad N-SIG Newsletter: Ryugaku, 3(2), Sep. 2010
  • Expanding on Willis’ TBL Framework: The Integrated Input Output Framework, Leeming, P., Harris, J, The Journal of Asia TEFL, The Journal of Asia TEFL, 17(1), 215 - 224, Mar. 31 2020 , Refereed
  • Responding to the critics: Implementation of TBLT in Japan, Justin Harris, Indonesian Journal of Applied Linguistics, Indonesian Journal of Applied Linguistics, 8(1), 139 - 148, May 01 2018 , Refereed
    Summary:This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more 'traditional' teacher-centered language classes and that they prefer more 'passive' approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a 'weaker' form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.
  • Teachers’ beliefs about task-based language teaching in Japan, Justin Harris, Journal of Asia TEFL, Journal of Asia TEFL, 13(2), 102 - 116, Jun. 01 2016 , Refereed
    Summary:As task-based language teaching (TBLT) has grown in popularity in many Asian EFL countries, it has sometimes been the target of criticism from locally situated researchers and teachers, who question its appropriateness for such contexts (Burrows, 2008), often in contrast to more traditional methods, such as the “presentation, practice, production” (PPP) approach (Sato 2009). Partially in response to this criticism, the Task Based Language Learning Special Interest Group (TBLSIG) of the Japanese Association for Language Teachers was formed in 2010 in order to contribute to research into the implementation of TBLT in Japanese and Asian EFL classrooms. As the majority of TBLSIG members are teachers, presently interested in using TBLT in classrooms, they provide an ideal source of insight into how the approach can be implemented effectively in Japan, and by extension, in other similar EFL countries in Asia. This study investigated these teachers’ beliefs about TBLT in Japanese classrooms through an online survey. The aim of the study was to add to existing research on teacher beliefs by not only investigating teachers’ understanding of the principles of TBLT, but also by enquiring into what special considerations practicing teachers have made when implementing TBLT in Japanese classrooms.
  • Improving teacher talk through a task-based approach, Jason Moser, Justin Harris, John Carle, ELT JOURNAL, ELT JOURNAL, 66(1), 81 - 88, Jan. 2012 , Refereed
    Summary:This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach 'communicative English' for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants' survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses.

Books etc

  • OnTask 3, Harris Justin, Joint author, English Language Teaching Textbook Upper Intermediate Level, Abax,   2018 04
  • OnTask 2, Harris Justin, Joint author, English Language Teaching Textbook Lower Intermediate Level, Abax,   2018 04
  • OnTask 1, Harris Justin, Joint author, English Language Teaching Textbook Beginner Level, ABAX,   2018 04
  • Teacher Agency and Policy Response in English Language Teaching, Harris Justin, Contributor, Acceptance and Adaption. Teacher Agency during the Introduction of English Activities in Japanese Elementary Schools, Routledge,   2016 08
  • The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University, Harris, J, Leeming, P, Joint author, Multilingual Matters,   2020 07
  • Talking Point: Perfecting your presentations, Joint author, Author, Abax,   2020 04

Conference Activities & Talks

  • Self-Determination Theory: A motivational framework for analysis of TBLT, Harris Justin, The Applied Linguistics Conference, Perth, Australia,   2019 11 27
  • TBLT in Japan: Learning from the teachers, Harris Justin, The Japan Association of Language Teachers (JALT) National conference 2019,   2019 11 02
  • Task-based textbook design: Challenges and solutions, Harris Justin, Eighth International Conference on Task-based Language Teaching, Ottawa, Canada,   2019 08 21
  • TBLT in Asia: Reflections from the classroom, Harris Justin, Eighth International Conference on Task-based Language Teaching, Ottawa, Canada,   2019 08 19
  • Mastery in the foreign language classroom: Growth in self-efficacy, Harris Justin, 7th International Self-Determination Theory conference, Amsterdam, Holland,   2019 05 23
  • The Native Speaker Model of English in Japan: Creating a survey instrument, Harris Justin, Educating the Global Citizen: International perspectives on foreign language teaching in the digital age, Munich, Germany,   2019 03 27
  • TBLT: What is it? What is it not? What can it be?, Harris Justin, The Japan Association for Language Teaching (JALT) National Conference 2018,   2018 11 24 , 招待有り
  • It's not just speaking: An input task output task integrated framework, Harris Justin, The Japan Association for Language Teaching (JALT) National Conference 2018,   2018 11 24 , 招待有り
  • Developing effective tasks for the foreign language classroom: Overcoming challenges, Harris Justin, The Applied Linguistics Conference,   2017 11 27
  • TBLT in Asia: A review of current issues, Harris Justin, The Seventh International Conference on Task-Based Language Teaching,   2017 04 19
  • Teachers’ beliefs regarding the implementation of TBLT in Japan, Harris Justin, The Seventh International Conference on Task-Based Language Teaching,   2017 04 19
  • Japanese Loanwords of English Origin, Harris Justin, The 11th International Symposium on Teaching English at Tertiary Level,   2016 12 10
  • TBLT Approaches and Materials: Adapting the Existing and Creating the Rest, Harris Justin, PANSIG 2016,   2016 05 21
  • TBLT and textbooks: Adapting commercial textbooks for use in EFL classrooms in Japan, Harris Justin, JALT 2015 The Annual National Conference of the Japan Association of Language Teaching,   2015 11 21
  • Japanese Elementary Schools Teachers Adapting to Changes and Challenges: The Introduction of English Activities in Japanese Elementary Schools, Harris Justin, The Asian Conference on Second Language Acquisition and Teacher Education,   2015 08 03
  • Designing a task-based teacher training course for in-service elementary teachers, Harris Justin, Moser, J, JACET Convention,   2012 08 31
  • Teaching English in elementary schools, Harris Justin, Toyonaka Board of Education,   2009 08 28 , 招待有り
  • Simple and meaningful tasks with Photo Story 3 in the classroom, Harris Justin, Osaka JALT Tech Day,   2009 06 21
  • Teaching English in elementary school. What, why and how?, Harris Justin, Toyonaka Shinden Elementary School Internal Training,   2009 02 16 , 招待有り

Research Grants & Projects

  • Japan Society for Promotion of Science (KAKENHI), TBLT and PPP approaches to reading in a foreign language: An eye tracking study.
  • Japan Society for the Promotion of Science (Kakenhi), Motivational change during university and its impact on growth in English proficiency
  • Japan Society for the Promotion of Science (Kakenhi), The comparative effectiveness of TBLT and PPP approaches to language teaching