Abstract—Through the establishment of interactionally rich environments, conversation rooms and self-access centers encourage attendees to be extremely competent and resourceful language, cultural and social learners. The following paper outlines four unique yet contrasting aspects of one such self-access center—the English Resource Center at Saitama University, Japan. In the first section, a brief history of the Center is provided, outlining its socially situated learning community. The second section details a special event occurring in the Center, which prepares students for formal academic presentations in foreign institutions. The Center’s Drama Workshop is discussed in the third section, focusing on the linguistic and cultural growth that participants experience as they each experiment with their own developing English identity. Finally, the fourth section quantitatively analyzes attendees’ English proficiency gains by comparing examination results over time. All in all, the differing interactive contexts of this self-access learning center work together in unison, strongly supporting linguistic growth and cultural development.
Index Terms—drama, interaction, language learning, proficiency, self-access center, TOEIC
N. P. Krug is with the Center for English Education and Development(CEED), Saitama University, 255 Shimo-okubo, Sakura-ku, Saitama,388-8570, JAPAN (Phone: +81-48-858-9243; Fax: +81-48-858-9243;E-Mail: firstname.lastname@example.org).
A. Edwards Wurzinger is with the CEED, Saitama University (E-Mail: email@example.com).
L. S. Hughes is with the CEED, Saitama University (E-Mail: firstname.lastname@example.org).
S. Vye is with the CEED, Saitama University (E-Mail: email@example.com).
Cite: Nathan P. Krug, Adriana Edwards Wurzinger, Leander S. Hughes, and Stacey Vye, "Language Learning Through Socialization: Diversified Use of a Self-Access Center," International Journal of Social Science and Humanity vol. 1, no. 1, pp. 19-25, 2011.