The 20Th Annual KOTESOL International Conference Seoul, Korea, October 20-21, 2012
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KOTESOL Proceedings 2012 Perfect Score: Methodologies, Technologies, & Communities of Practice Proceedings of the 20th Annual KOTESOL International Conference Seoul, Korea, October 20-21, 2012 Korea Teachers of English to Speakers of Other Languages (Korea TESOL / KOTESOL) KOTESOL Proceedings 2012 Perfect Score: Methodologies, Technologies, & Communities of Practice Proceedings of the 20th Annual KOTESOL International Conference Seoul, Korea October 20-21, 2012 Published by Korea TESOL Proceedings Editors-in-Chief Maria Pinto Universidad Tecnologica de la Mixteca, Oaxaca, Mexico Dr. David Shaffer Chosun University, Gwangju, South Korea Copy Editor Lindsay Herron Gwangju National University of Education Layout/Design: Mijung Lee, Media Station Printing: Myeongjinsa For information on this or other Korea TESOL publications, as well as inquiries on membership and advertising contact us at: www.koreatesol.org or [email protected] © 2013 Korea Teachers of English to Speakers of Other Languages (Korea TESOL / KOTESOL) ISSN: 1598-0472 Price: 10,000 KRW / 10 USD. (Free to Members) 4 Conference Committee of the 20th Annual Korea TESOL International Conference Philip Owen Conference Committee Chair Carl Dusthimer David E. Shaffer Alicia Kwon Conference Co-Chair Invited Speakers Director Special Projects Coordinator Stafford Lumsden Kyungsook Yeum Julie Ha Webmaster Venue Director Special Projects Asst. Coord. Sarah Emory Jina Kang Rodney Stubbs Support Services Director Venue Coordinator Student Volunteer Coordinator Elliott Walters Mike Peacock Bryan D’Albey Support Services Asst. Director Student Volunteer Coordinator Student Volunteer Manager Kathy Moon Eugene Pistorese Laurie Schulte Banquet Manager Student Volunteer Manager Student Volunteer Manager Kathy Moon Curtis Smith Min Gi Hong Food & Beverage Manager Student Volunteer Manager Signs Manager Mikyung Sa Allison Bill Julien McNulty Food & Bev. Asst. Director Program Director Guest Services Director Chris Miller Maria Pinto Julien McNulty Attendee Services Manager Program Book Editor VIP Liaison International Brad Serl Tim Whitman Ynell Lumantao Registration Director Extended Summaries Editor Presenter Services Manager Lindsay Herron Aaron Snowberger Hwa Kyung Lee Registration Assistant Director Poster Design Special Events Manager Elliott Walters Sean O’Connor Brian Heldenbrand Registration On-site Coord. Technical Director KOTESOL Ambassador David E. Shaffer John Phillips Tammy Heldenbrand Financial Affairs Director IT Support Manager KOTESOL Ambassador Jennifer Young Thunder VanBrocklin Ingrid Zwaal Financial Affairs Asst. Director IT Support Manager Stage Manager Gene Shaffer Lavon Murray Peadar Callaghan Financial Affairs Coordinator IT Support Manager Assistant Stage Manager Henry Gerlits Sujin Choi So Hee Lee Cashier Coordinator IT Support Manager Equipment Manager 5 Foreword The 20th Annual Korea TESOL International Conference was held at Sookmyung Women’s University on October 20 and 21, 2012. Over 1,100 international and Korea-based attendees gathered in Seoul, South Korea, for a weekend of teacher development under the conference theme of Perfect Score: Methodologies, Technologies, & Communities of Practice. The two-day Conference offered plenary sessions by Mike Levy and Glenn Stockwell, Brock Brady, and Scott Thornbury, as well as nine featured sessions by Frank Boers, Fredricka L. Stoller, Rob Waring, Clara Lee Brown, Mike Levy, Kyungsook Yeum, Neil J. Anderson, Kevin Wilson, David Paul, and Glenn Stockwell, with a featured colloquium featuring David Nunan, Martha Clark Cummings, Ken Beatty, Denise Murray, and MaryAnn Christison. In addition, the Conference included 231 concurrent sessions of various formats, including research paper presentations, workshops, and colloquia. The twenty-four papers in this volume include a paper by plenary speaker Brock Brady on communities of practice, and papers by three featured speakers: Frank Boers, who spoke on teaching phrasal expressions, and Fredricka Stoller and Rob Waring, who both talked about reading in the classroom. The other papers fall into fourteen categories, ranging from assessment and testing, classroom management, and a focus on teaching specific skills in the classroom, to the use of technology in the classroom, and articles focused on the teacher: talking about cross-cultural and intercultural communication, and about reflective teaching practice. It is our pleasure to present to you this volume of KOTESOL Proceedings 2012. We would like to thank the authors of the papers collected here for their cooperation and patience with the editing process, and of course, for making their contributions to this volume. We hope that you will enjoy reading the papers in this publication in your pursuit of improved ELT methodologies, application of new technologies, and participation in communities of practice. Maria Pinto David E. Shaffer Editors-in-Chief 6 KOTESOL Proceedings 2012 Perfect Score: Methodologies, Technologies, & Communities of Practice Proceedings of the 20th Annual KOTESOL International Conference CONTENTS Plenary Speaker Building and Strengthening Teacher Communities of Practice 13 Brock Brady Invited Speakers Getting to Grips with Phrasal Expressions: Challenges and Recommendations 25 Frank Boers Techniques for Developing Student's Reading Fluency 37 Fredricka L. Stoller Extensive Reading in Korea: 10 Years and Going Strong 49 Rob Waring Assessment / Testing The Effect of Interlocutor Proficiency on EFL Paired Oral Assessment 57 Huei-Chun Teng Classroom Management Classroom Management Strategies to Live By 69 Amanda Maitland EL Amri Cross-cultural / Intercultural Communication The Meaning and Practice of Professionalism 79 Simon Gillett KoreaTESOL and ATEK: A Comparative Study of Their Current and Potential Benefits for English Teachers in Korea 89 Tory Thorkelson English for Specific or Academic Purposes Using Symbols, Acronyms, and Shorthand in ESP 105 Michael Guest 7 Grammar Teachers! Stop Talking and Use Your Hands 113 Steve Eigenberg Learning Preferences / Styles Use of Language Learning Strategies Among Low Proficiency Japanese University Students 125 Andrew Thompson and Robert Cochrane Materials / Course Design Ideas for Evaluating Homework Design 137 Robert Cochrane Teach Me to Teach English in English: Navigating “Top-Down” Implementation of Target Language as the Medium of Instruction for Korean-Speaking Teachers of English Language 147 Mercurius Goldstein Agency and Belonging in the Collaborative Village: Case Studies from Two Asian Contexts 157 Terry Nelson and Tim Murphey Multiple Skills A Holistic Approach to Storybook-Based Teaching for Beginning Learners 171 Eli Miller Reading / Literacy Japanese Students' Perceptions of the Most Motivating Classroom Activities 179 Mutahar Al-Murtadha Reflective Teaching Practice Feed-up, Feedback and Feedforward: Re-examining Effective Teacher-Student Interaction 187 Charles Anderson The Classroom Mirror: Reap the Rewards of Video in Your TESOL/ELT Environment 193 Tom Randolph Second Language Acquisition Linguistic Dimensions of EFL Learners' Willingness to Communicate 211 Wannaprapha Suksawas Speaking / Conversation / Pronunciation Teaching Your Tongue to Talk: Intensive Pronunciation Instruction 229 Rheanne Anderson Effect of Discrimination Training on the Production of Non-native Phonemes 237 Yoko Kusumoto 8 Technology-Enhanced Instruction / CALL / CMI / MALL A Practical CALL Course for Korean Middle and High School English Teachers 251 Dion Clingwall Exploring Mobile App Game Design for Vocabulary Practice 269 Oliver Rose Writing Composition Feedback: The Good, the Bad and the Possible 279 Joel Diamond 9 10 Plenary Speaker KOTESOL PROCEEDINGS 2012 Building and Strengthening Teacher Communities of Practice Brock Brady U.S. Peace Corps Communities of Practice are places where people in a trade or profession can “talk shop.” They form the foundation of teacher professional development. In some fields Communities of Practice happen naturally. However, teachers do not practice their craft alongside other teachers. Teachers must therefore consciously build Communities of Practice to hone their craft. Teachers who participate in Communities of Practice rarely experience burnout or fall into ruts. They know their strengths and don’t hide from their shortcomings. They are confident and can count on their peers. Communities of Practice may be formal or informal and participants may change, but they are places where teachers can freely explore teaching practice, share their insights safely, and feel empowered and energized. This paper examines the essential characteristics of teacher Communities of Practices and provides tips for managing the changes that occur when Communities of Practice transition from informal to formal interactions. I. WHAT ARE COMMUNITIES OF PRACTICE? Etienne Wenger, who along with Jean Lave coined the term Communities of Practice, defines Communities of Practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger, 2006). When people come together to talk about the craft of their work, they form a Community of Practice. If you have ever spent time around a garage, with a group of farmers, at a construction site, with waiters at the end of a shift, or even mothers who bring their children to the playground at the same time then chat, then you probably know the meaning of “to talk shop” that is, to share tips and experiences about mutual