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サベット・メヘラン, ガン・デイビット

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聖学院大学論叢, 20(1): 49-59

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http://serve.seigakuin-univ.ac.jp/reps/modules/xoonips/detail.php?item_i d=26

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聖学院学術情報発信システム : SERVE

SEigakuin Repository for academic archiVE

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I nt r oduct i on

With the technologicaladvancesmade in recentyears,communication hasbecome much more effi- cientwhile atthe same time,accessto information ismore readily available than everbefore.Profes- sionals and laypersons alike are now able to retrieve information, news, and data with ease unimaginable justafew yearsago.Teaching methodologieshave developed alongside these advances and potentialsforincorporating the technologicalgainsinto teaching are justbeginning to surface.

The use ofCALL (ComputerAssisted Language Learning)and establishmentoflearning laboratories ateducationalinstitutionshasgiven educatorsadditionaltoolsto teach in amuch broadercontext. However,CALL stillfollowsthe traditionalteaching method in asense thatlearnershave to sitin a classroom and follow instructionsgiven by theirteacher.Itisevidentthatpeople prefermore person- alized and convenientmethodsthataccommodate theirneedsand schedules.The successofemail, chatrooms,blogs,and cell-phone texting no doubtowesagreatdealto people’spreference forcon- venience and immediacy.Thispreference extendstowardseducation and podcasting more than any

Mehr a n Sa bet , Da v i d Ga nn

教育ツールとしてのポッドキャスティング

サベット・メヘラン ガン・デイビット

 インターネットは人々の生活に一体化している。情報アクセスが今ほど容易になったことはなく,

このテクノロジー活用方法の将来性は限りない。インターネットのおかげで,今日,教育者は学生 の特定のニーズや関心に合わせて授業計画・調整することができる。この論文は「ポッドキャスティ ング」が,どのように学習者に学習意欲を起こさせ,教育体験を活性化させるかを実証するものであ る。

キーワード : インターネット,アクセス,革新,教育,動機付け

執筆者の所属:基礎総合教育部 論文受理日2007年7月2日

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otherrecentinnovation.Itisanaturalmedium foreducation.

Podcasting hasthe potentialto make educationalmaterialsmore efficient,accessible focused and more importantly,experiential.Although podcasting juststarted acouple ofyearsago,itsbroadcasts have already reached tensofmillionsofpeople globally.Once utilized,podcasting may revitalize the educationalsystem and motivate both teachersand studentsinto becoming more innovative and inde- pendent.Thispaperconcentrateson how podcasting wasincorporated into the authors’weekly les- son plans.

Podcast i ng , “ Revol ut i onand Passi on . ”

 Readersand listenersofliterature and podcastson podcasting willfind thattwo wordscome up again and again.Asthe hostofPodgrunt,Craig Syverson,says,“You mightbe thinking,‘What’sthe big deal?We have been getting audio and video overthe Internetforalong time now.’Wellthe differ- ence isin the way thatfile isdelivered to yourcomputer”(Syverson,2006).True enough,even most computernoviceshave been able to accessaudio contenton the Internetfornearly adecade now and many ofuscan stillrecallthe excitementwe feltwhen we firstwere able to listen to information from the Internetratherthan justread it.Many ofushad high expectationsforthatnew technology.“Real- Audio,Quicktime,and WindowsMediahave allpromised in theirown way to revolutionize the way we enjoy ‘radio.’Yetthe revolution neverhappened with these products”(Geoghegan,2005:5-6).That has all changed since the advent of the podcast. Never before has there been such fervor over Internet-based audio content.By contrastwith previousham-handed software packages“podcasting isautomatic,it’seasy to controlby the listener,it’sportable,and it’salwaysavailable”(Geoghegan, 2005:6).

 Briefly stated,apodcastisan audio file,usually an mp3,which,viaRSS feed,can be downloaded to auser’scomputer.In simplerterms,podcasting issimilarto aradio show thatisbroadcaston the Internetand isreadily available to be downloaded into individualusers’computersormp3 players.A show can be recorded with some basicsoftware on mostcomputersand broadcastinstantly through- outthe world.Any person with accessto the Internetcan listen to podcastsno matterwhere he or she lives.There are thousandsofpodcastprogramson the Internet,covering topicssuch assports, music,movies,science,politicsand ofcourse English.One big advantage ofpodcasting overconven- tionalradio isthatusersare able to listen to theirfavorite program anywhere and anytime.Once alis- tenersubscribesto ashow,the program isdownloaded to hisorhercomputerautomatically.Podcasts can be listened to eitherthrough auser’scomputerorportable mp3 player.

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 The term “podcast”gotitsname from formerMTV hostAdam Curry who created the firstpodcast receiving software in mid 2004.In a2007 interview,Curry described apodcastas“aform ofon-line audio ...which hasbeen going on the Internetforalong,long time.Whatreally made ithappen...is the factthatwe have mp3 players.That’swhatreally gave people adisconnection from the network.

It’sasynchronouscommunications.You download it,you take itwith you,and listen to itwhen it’s convenientforyou and you can also provide feedback in the same asynchronousmanner”(Walch, 2006).

 Formany people,the mostpowerfuladvantage ofpodcasting overpreviousplatforms,however,is notthe ease ofaccess,butthe ease ofproduction.“A stage hasbeen erected”on which common peo- ple can “stand talland be heard:the Internet.The price ofadmission issome basicequipmentand a desire to communicate—that’sall”(Geoghegan,2005:2).Forpeople with little orno knowledge of podcasting,itwould only take lessthan ten daysto learn how to produce asimple program.Craig Patchett,the creatorofBehind the Scenespodcast,recently attended apodcasting exposition fora second yearand he commented one ofthe mostimpressive thingshe had noticed wasthe factthat many people who had come the previous year as listeners were returning as content providers (Patchett,2006).Foran increasing numberofcreative people,podcasting isnotjustahi-tech world ofdigitalmicsand microchips,butamedium through which they can expressthemselves.One atten- dee atthe expo said thathe wasthere to learn how to make successfulartistsofcurrently unsigned musicianscurrently making musicexclusively on the Internet.Anotherwho,asamotherwho istry- ing to be a“stay-at-home mom,”expressed the feeling thatshe maintained afeeling ofconnectedness by creating herown podcastcalled “Whatto Feed the Kids.”She described herexperience atthe pre- viousyear’sexpo asan “exciting thing to be around to see something thatisabrand new industry and seeing ittake itsbaby-stepsand itreally spurred me on to startthinking aboutwhatareacan Ido a podcastin because Iwantto be involved in this.”Podcastersare notonly passionate abouttechnol- ogy butalso aboutthe on-going formation ofthisnew community.Thissense ofcommunity isunique within the podcasting world.The majority ofusersare twenty-something,butone-third are fifty or olderand “have alotoflife experience”and “the ideaofsharing that,ofgiving back,ofconnecting with otherpeople ...isvery compelling”(The PodcastNetwork,2007).

 One attendee said thatshe had heard the P-word,“passion,”again and again,thatthe prevalent message atthe expo was“follow yourpassion.”Indeed,the P-Word turnsup again and again in vari- ouspodcasts.Podgrunt’sSyverson statesthat“one ofthe otherreally coolthingsaboutpodcasting is thatthisnew method ofdistribution isso efficientthatitallowsalmostanyone with agood ideaand some reasonable talentto make ashow aboutsomething thatthey have passion for”(Syverson,

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2006).Morrisofthe Podcasting forDummiespodcasttellslistenersthat“the lastand mostimportant ingredientin podcastis“passion,”and laterthat“aslong asyou have passion behind yourcontent, you willachieve successin yourpodcast”(Morris,2006).The advertisementforThe Pickle Podcast also speaksof“passion”(Dilly,P.2005).The Rulesforthe Revolution podcastis“Can Ibe aStar?”as hertheme song istelling ofthe spiritofpodcasting (Vogele 2006).The spiritofarevolution thatis notonly technical,butalso socialisperhapsbeststated in the book Podcasting forDummies:“The revolution willnotbe televised;itwillbe podcast”(Geoghegan,2005:2).

 Podcasting has clearly struck a nerve that RealAudio, Quicktime, and Windows Media never touched and ifyourpassion isteaching,then including podcasting in yourrepertoire ofmethodolo- giesmightbe agreatidea.In alanguage-learning context,the flexibility and mobility ofpodcasting can help educatorsreach theirstudentsin amore efficientway.Neitherteachernorstudentsare bound by time and place.Programscan focuson ageneralaudience orbe designed in away that meetsthe needsorrequirementofaskillin acourse.Quite afew othereducatorshave already come to thatconclusion.Yale,Oxford and Berkeley Universitiesallofferavariety oflecturesaspodcastsfor free download.In April,2007,alook atthe education category ati-tunesshowed thatoutofthe 105 podcasts,fifty-seven were language centered and ofthe top twenty-five,twenty were language in- struction.The top ten were also language instruction.A generalsearch forpodcastswhich include the word English in the title showed overforty podcastsin language instruction and apowersearch ofallpodcastsin the educationalcategory showed thatseven ofthe top one hundred were language instruction.Given the wide range oftopicsin the category in education,7% isno smallslice ofthe pie.

Podcast i ng f or t he Cl assr oom Use

 Due to limited numberofteaching hoursavailable to instructorsatmany universitiesin Japan, many English teachersagree thatthere isnotenough time to teach the language effectively.The authorsofthisarticle primarily teach English communication atthe university where thisprojectwas implemented,and thismeansthe focusison listening and speaking skills.Podcasting wasfound to be an excellenttoolin providing motivated learnerswith additionalpractice in listening.Weekly radio lessonswere designed to review and recycle lessonsaround the same topicsorgrammaticalpoints covered in the class.Having aunified syllabuswashelpfulin selecting and planning weekly podcasts forthe teachers,teaching differentclasses.There wasalso no problem with studentshaving accessto acomputerasallfreshmen atSeigakuin University are required to purchase alaptop.In addition,the

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schooloffersvariousfacilitieswhere learnerscould have accessto acomputerifneeded.However, there wasinitially some difficulty in explaining to studentshow to accessthe podcast,even when step-by-step handoutswere distributed in Japanese.

 The novelty ofthe showsand higher-levelstudents’interestin the podcastwere some favorable fac- torsin initiating and running the program.However,the novelty had ashelf-life thatvaried between classlevels,departmentsand between individualstudents.

 Itshould also be mentioned thatfrom the beginning,itwasthe intention ofthe authorsto involve studentsin the program production so thattheirparticipation would lead to more motivation and ex- posure to English,which in turn could resultin improved language ability.Nevertheless,the demands ofreleasing aprogram every Monday morning made thisquite difficult,ifnotunfeasible.The reasons forthisdifficulty included the problem ofcoordinating meetingswith the studentsoutside ofclass and the task ofsingle-handedly training each studentapplicantin the use ofthe recording and pro- duction hardware and software.

Pl anni ng St ages: St udent s

 One ofthe firstdecisionsthe authorshad to make waswhatkind ofprogramsthey wanted to broad- cast.In fact,the realquestion waswhatkind ofprogramswould attractand maintain the interestof studentswhile generate practicallearning opportunities.During discussion and brainstorming ses- sionswith othercolleagues,itwasdecided to presentthe podcast,which wasnamed Seigakuin Radio Broadcast,asaradio program starting with the schoolnews,then an interview,followed by an Eng- lish lesson,aquiz,and finally some music.In the firstsemesterwhen the program wasbroadcast,the newsmainly covered sporting ormusicaleventsinvolving Seigakuin University students.Some inter- viewswere conducted with foreign students(China,Korea,America,etc.)asking them abouttheirex- perience living in Japan.Some Japanese studentswith overseasexperience were also interviewed.

The weekly English lessonsfollowed the course syllabusesofSeigakuin English Program forthe spring semesterand the topicswere;Greetingsand PersonalInformation,Schooland Work,Family, and Daily Routines.The quizsection ofthe program usually included ariddle where studentshad to listen and send in theiranswersthrough emailforachance to getafree lunch ticket.The musicwas eithergenerated by the studentsorDavid Gann.

 The interviewscentered around the culturalaspectofforeign studentsliving in Japan orabout Japanese students’experience on study abroad programs.The interview questionswere written in ad- vance and given to students(See Appendix One).Thiswasto give them enough preparation time and

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reduce the pressure ofspeaking English and recording aradio program atthe same time.The weekly lesson plansalso wentthrough some preparation,asboth authorswrote,exchanged,and edited each lesson before broadcasting iton the radio.Mostofthe lessonswere scripted and commentswillbe made regarding theireffectivenesslaterin thispaper.

 The length ofthe program wasanotherfactorto considerand once again,through consultation with othercolleagues,itwasagreed thateach program should generally run aboutfifteen to twenty minutesto keep the students’attention and notto bore them with alengthy program.

Pl anni ng St ages; Teacher s

 Besidesworking with studentsto write oreditthe newsand interviews,the main task ofthe authorswasto plan and write weekly lessons.Asto how to design these lessons,whattopicsand grammaticalpointsto cover,and in whatorderto presentthem,referring to the course syllabiofour university English program wasthe easiestand mostlogicalsolution.The syllabiand modulescenter around asimilartheme ortopicwith some focuson certain grammaticalpoints.

 Two approachesto the English Lesson were used.Initially,the authorswere notpolished atspeak- ing atlength while being recorded and the conversationswere scripted.The method used wasthe de- velopmentofwhatGann termed aconversation garden.In acontinuouscorrespondence between the two authors,severalconversationscovering differing topicsand highlighting variousidiomsand targetstructureswere cultivated.Common sense suggested thatsuch amethod would produce scripted-sounding,unnaturalconversations.In fact,when the authorsinitially tried recording sponta- neous chats, the results sounded forced and artificial. The scripted conversations, by contrast, sounded naturaland relaxed (See Appendix Two).A certain levelofmic-frightin the case ofthe chatsand conversely the confidence gained by knowing whatone wasaboutto say in the case ofthe scripted conversationswere the reason forthis.Asthe authorsbecame more comfortable and experi- enced atgauging,controlling conversation length and sticking to the subject,they gradually began re- cording more chatsagain.Itwasagreed thatboth methodshave advantagesand disadvantages.The advantagesofscripting are thatthe quality ofthe conversationscan be controlled and,ifneed be,ed- ited and rerecorded with greatease.Also,transcriptsofthe conversationscan be provided on the Seigradio homepage forstudentswho wantto check theirlistening skillsorsupplementlistening prac- tice with reading.The advantage ofchatsisthatthey can be recorded anytime with little preparation so thatifthe authorssee thatalistening segmentcovering materialfrom aparticularunitisneeded forthe following Monday,they can record iton the spot—and ifafterrecording,the resultsseem un-

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satisfactory,partsorallofthe chatcan be rerecorded.

 Since podcasting hasbeen around foronly afew years,educatorsinvolved in making them have to rely on limited supportand basically learn everything from the scratch.Thisisnotto say thatthe task isinsurmountable,butitrequiressome technicalknowledge and initiatives.There are also siteson the Internetwhich can assistteachersin starting and expanding apodcastprogram.

St udent s Par t i ci pat i on

 From beginning when itwasannounced thataradio program would startbroadcasting atSeigakuin University,asense ofexcitementand curiosity wasgenerated among the students.Posterswere posted around the campusand applicationswere made available forthose who wanted to become a partofthe podcasting team.No restrictionswere puton the applicants’eligibility since itwasnot really clearwhatkind ofhelp wasneeded (atthe beginning stages)and the authorsdid notwish to turn away enthusiasticstudentswho wanted to contribute.However,perhapsbecause ofstudents’ schedules,the authorswere notoverwhelmed by agreatnumberofapplications.

 A few studentswere recruited aspartofthe podcasting team and they were responsible forgather- ing newson variousclub activitiesand eventsaround the campus.Once itwasdecided whatkind of newswasto be announced,studentswrote itin Japanese and then translated itinto English.The Eng- lish translation wasthen shown to one ofthe authorsforfinalediting.Some interviewswere con- ducted by studentswhile othersby the teachers.The authorswrote the interview questionsand gave them to both the interviewee and interviewerforpreparation.Since Seigakuin University hasforeign studentsfrom countriessuch asChina,Korea,SriLanka,Nepal,India,and America,many listeners were naturally interested in topicssuch asculture,studentlife styles,interests,and study habit.A few Japanese studentswith overseasexperience were also interviewed and theiropinionsregarding similarmatterswere discussed aswell.These interviewsseemed to be popularamong the listenersbe- cause they gave some insightinto life in differentcountriesaswellasgiving the participantafeeling ofaccomplishment,conducting interviewsin English.

Benef i t s of Podcast i ng

 With the main focuson improving students’English ability,the podcastsand theircontentsconcen- trated on one ormore skillssuch aswriting,speaking,orlistening.Although very few studentspartici-

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pated in writing the news,the processoftranslating and announcing the newsin English (Japanese aswell)can contribute to theirimproved writing and speaking skillsifcontinued.

 Itmightbe said thatthe main benefitofpodcasting can be utilized in listening.Learnerswere asked to listen to the podcast,which wasreleased every Monday morning.In the higherlevelclasses aweekly quizwasmade based on the contentofeach interview/lesson and handed outto studentsin the class(See Appendix Three).Studentsturned in theirhomework the following week.In addition to that,the lastquestion in each quizrequired the studentsto write ashortparagraph and e-mailitto theirteacher.Since the studentscould listen to each podcastasmany timesasthey wished,they had abetterchance ofanswering mostorallofthe questionscorrectly,which can resultin improved lis- tening and higherconfidence.In the case ofthe lowerlevelclasses,fourrelatively easy true-or-false questionswere written and distributed on aThursday orFriday afterpresumably studentshad had ample time to listen to the podcast(See Appendix Four).The quizwastaken in class.The instructor collected the quizzesatrandom on five differentoccasions.Atfourpointsperquiz,the five collected quizzesaccounted fortwenty percentofeach student’sfinalgrade.

 One majoradvantage ofpodcasting isitsaccessibility to studentswith ease and convenience.Itcan be said thatpodcasting,contributed to the students’interestin broadcasting,while atthe same time provided opportunitiesforlearnersto improve theirspeaking,writing,and listening skills.Although the participating classesforthisprojectwere limited to only afew,the ideacan easily be adopted,in- corporated,and expanded into any teaching plan.Writing and listening taskscan be assigned as homework and referred to podcasts.

 Providing studentswith opportunitiesto study attheirown convenience can increase the likeli- hood ofparticipation and highermotivation.

Concl usi on

 Forthose who wish to introduce podcastsinto theirclasses,we advise notto be afraid ofthe initial difficulty ofmastering the technology.Podcastsare produced by people ofallagesand allwalksof life,from 18 to 80 and from the inner-city streetsofL.A.orthe Bronx to the homesoffamiliesto the hallowed hallsofOxford orHarvard.Actually,the technicalchallengesare the easiestto surmount and once surmounted become second nature.Whatdoesnotchange isthe formidable problemsof planning and executing the production.Thiscan be very enjoyable during some stages,butitrequires alotofpatience and coordinating skills.

 Thatsaid,forthose who have nevertried podcasting,a20-minute program requiresan enormous

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amountoftime and preparation.Naturally,with more experience,the processcan become more effi- cient,butstill,producing apodcastinvolvescertain stepsthatcannotbe avoided orcircumvented.

However,from educationalpointofview,podcasting hasenormouspotentialsthatcan make teaching and learning fun and rewarding.Itsaccessibility,convenience,adaptability,and uniquenessmake uti- lizing the benefitsofpodcasting in the classroom alogicaldecision.

 Forthose who mightconsidertaking up thisproject,we advise starting outmodestly with an initial two-yeargoal,releasing apodcastevery two weeks.The following yearthese can be reused and new podcastscan be released in the alternately open weeks.

References Anatomy ofaPodcast(2006).Retrieved from www.dominoradio.com

Dilly, P. (2005). The Podcast Pickle Show / Episode III. Accessed May 25, 2007 from source [http://www.podcastpickle.com/].

Geoghegan,MichaelW.and Dan Klass.PodcastSolutions.Berkeley.FriendsofEd (2005).

Morris,Tee.(2006).Podcasting forDummies:Episode 10:Podcasting Content.Accessed May 25,2007 from source [http://www.dummies.com/WileyCDA/DummiesTitle/productCd-0471748986,page-1.html]. Patchett,Craig.(2006).Behind the Scenes/The Show with Expectations.Accessed May 25,2007 from

source [http://www.godcast.org/categories/behindTheScenes/2006/09/index.html].

PodcastNetwork,The.(2007).Podcasting APB #003.Accessed May 25 Podcasting APB /#003,2007 from source [http://podcastingapb.thepodcastnetwork.com/category/podcast].

Syverson,Craig.(2006).Podgrunt_001.Accessed May 25,2007 from source  [http://gruntmedia.com/podgrunt_001_view.html].

Vogele, Colette. (2006). Rules for the Revolution: Episode 000. Accessed May 25, 2007 from source [http://web.mac.com/firles/iWeb/R4R/Rules%20for%20the%20Revolution/Rules%20for%20the%20Revolution.html]. Walch,Robert.(2006).Learn to Podcast:Creating YourOwn Podcast.Accessed May 25,2007 from source

[http://www.podcast411.com].

Appendix One (Fang Pings Interview)

1. Tellusalittle aboutyourself;where you are from,yourfamily,how long you have been in Japan?

2. Whatbroughtyou to Japan?

3. Whatdo you like aboutlife here in Japan?

4. Whathasbeen difficultforyou to adjust?

5. Whatare some ofthe similaritiesbetween Japan and China? 6. And how aboutsome differencesbetween the two countries?

7. You speak three languages,whatisyoursecretto speaking both Japanese and English so well? 8. Whatare yourplansforthe nextfew years?

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Appendix Two (Hobbies and Interests) D: Hi,Mehran.How are you doing today?

M:Ifeelgood.And yourself?

D: Notbad,although itcould be better.

M:It’sthattime ofthe yearagain.Humidity,tiredness,and work.They allwearyou down.

D: I’m ready foravacation,Mehran.I’m too tired.

M:Ithink you are working too hard,David..Don’tyou do anything fun beside teaching?Don’tyou have any hobbies,interests?You know.Something fun to do.

D: In factIdo have lotsofinterests.Ienjoy cycling,playing and listening to music,and Ialso like to read.

M:That’sgreat.Iwish Iwere like you.

D: Whatdo you do forfun?Justwork and save money?

M:Yes,Ilove money.Money,money,money,... D: No,seriously.

M:Well,Ilike to play and watch sports.Ialso like to read.And Ilove watching movies.Allkindsofmovies, exceptthe horrorones.

D: You know,justtoday in one ofmy classes,we were talking aboutmovies,music,and sportsand the ques- tion in the textbook kind ofcaughtmy eyes.

M:Whatdo you mean?

D: Well,asyou have seen yourself,many textbooksteach students“What’syourhobby?”and they usually answerby saying my hobby isplaying baseballorreading.

M:To be honestwith you,Ithink that’sakind ofstrange question,orbetterto say,the answersare not really correct.

D: That’sright.A hobby issomething more like collecting stamps,making modelairplanes,or... M:So,what’sthe correctquestion,especially foryoung people?

D: We can ask,“Whatdo you usually do in yourfree time?”or“Whatdo you like to do forfun?” M:And we can answerby saying;Ilike to play sportsorIenjoy watching movies.Right? D: Right.

Appendix Three (Podcasting Quiz # 6)

Name ____________________

1. Where isFreddy from?

2. How doeshe like ithere in Japan?

3. Hashe had any culture shock yet?

4. Whatwashisimage ofJapan before he came?Isitany differentnow?

5. How doeshe like the food?Isitvery differentfrom the US?

6. How good ishisJapanese?

7. Whatplacesin Japan hashe visited so far? 8. Whatdoeshe think ofSeigakuin University?

9. Whatare some ofthe differenceshe hasobserved between Japanese and American students? 10.How much longerishe planning to be here?

11.Ishe going back to schoolonce he returnsto the US?

12.Whatishe studying?

13.Doeshe think thathe mightvisitJapan again?

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14.Whatdo you think ofFreddy?E-mailyouranswerto me.

Appendix Four (Podcasting Quiz # 1) My Neighbor,Yasumi/Introductions

Name ____________________

1. Where isYasumi’shusband from?

a.Africa. b.Kyoto.

c.Brazil.

2. Yasumi’shobbiesinclude:

a.Reading and writing.

b.Farming and cooking.

c.Tomatoesand cabbage.

3. When meeting someone forthe firsttime itisfine to say:

a.Who are you?

b.How are you?

c.See you later.

4. When you speak to yourteacherorolderperson itisbestto callthem:

a.Mr.orMrs.and theirlast(family)name.

b.Mr.and Mrs.and then theirfirstname.

c.Justtheirfirstname.

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