Proceedings of the 1997 Korea TESOL Conference, October 3-5, 1997, Kyoung-ju, South Korea Technology in Education: Communicating Beyond Traditional Networks Edited by Korea TESOL Conference Proposal Selection Commitee: Carl Dusthimer, Hannam University, Taejon Demetra Gates, Taegu National University of Education Kari Kugler, Keimyung Junior University, Taegu Jack Large, Wonkwang University Copyeditors: Robert Dickey, Miryang National University Steve Garrigues, Kyungbuk National University, Taegu Thomas McKinney, Seoul, South Korea Kirsten Reitan, Korea Advanced Institute of Science and Technology (KAIST), Taejon Greg Wilson, Hyundae Foreign Language Institute, Masan Korea TESOL National Officers and Committee Chairs for 1997-1998 Carl Dusthimer, President Thomas Farrell, Journal Editor Hannam University, Taejon National Institute of Education SOA/ELAL, Singapore Woo Sang-do, First Vice President Kim Jeong-Ryeol, Pan-Asian Conference Chair, Kongju National University Publication Committee Chair Jeanne Martinelli, Second Vice President Korea National University of Education Pusan National University Kwon Oryang, Publicity Committee Chair Yeom Ji-sook, Treasurer Seoul National University Robert Dickey, Secretary Kirsten Reitan, 1998 Conference Cochair Miryang National University KAIST, Taejon Park Joo-kyung, Immediate Past President Andrew Todd, British Council Liaison Honam University, Kwangju Oxford University Press Tony Joo, General Manager Greg Wilson, Search Committee Chair Thomas Duvernay, Internet Coordinator Hyundae Foreign Language Institute, Masan Dongkuk University, Kyoung-ju Credits Advertising arranged by Tony Joo, KOTESOL General Manager Cover art by Everette Busbee Typesetting by Greg Wilson, Masan South Korea For information on reprints of articles or advertising for other KOTESOL publications contact KOTESOL General Manager, Tony Joo at P.O. Box 391 Seo-Taejon 301-600 (voice) 042-255-1095 (fax) 042-255-1096 (e-mail) <[email protected]> Copyright 1997 © Korea Teachers of English to Speakers of Other Languages i Contents 1997 KOTESOL Conference Plenary: Approaches to Teaching Listening in the Language Classroom... 1 David Nunan Papers: Data-Driven Learning: Theory and Classroom Implementation... 11 Troy Blappert Godzilla Gets Virtual About Language Teaching... 19 Larry Davies An Experience and some Ideas in Using Computers in the ESL Classroom... 25 Irina Gadolina Culture in the Classroom: Perceptions and Misperceptions... 29 Steve Garrigues Attitudes Toward Language Varieties: a survey of University students in Seoul... 37 Michael Gibb The POSTECH Live-In English Program: A Language Environment ... 51 Gabrielle Goodwin and Laurie Baker Linking English Classes at two Different Universities... 61 Mitsuaki Hayase, Etsuo Kobayashi and Shinobu Nagashima Task-based Teaching in a Traditional Setting: Understanding the students... 69 Hyun Tae-duck and Andrew E. Finch Cultural Differences and Their Impact on the American Classroom... 77 David G. Kemp and Christopher C. Weiss Survey of Software Sources with Applications for the Computer-Assisted Language Lab... 87 Joyce T. Johnston Using Video Clips and Cartoons for Paragraph Writing... 95 David Kestenbaum Nose to the Grindstone: Task-Based Activities for Korean Junior High Schoolers... 99 Kim Sook Kyoung Application of the drama techniques in the English classroom... 107 Lee, Yong Hoon Managing Larger Classes; Problems, Solutions, Challenges, and Opportunities... 119 M. Katherine MacKinnon Pan-Asia Cultural Comparison Curriculum Proposal... 127 Jeanne E. Martinelli ii PROCEEDINGS OF THE 1997 KOREA TESOL CONFERENCE October 3-5, Kyoung-ju South Korea Student Design of an English Conversation Course... 135 Peter E. Nelson and Yoo Yoon-hee Internet Use in College English Classrooms... 141 Shin Gyonggu and Park Jihyon Alternative Role-playing Techniques in the KELP Classroom... 151 Steven M. Sigler and Gary J. Ockey Combining Reading with Writing Instruction: Using Dialogue Journals in EFL Reading Courses... 163 Minjong Song An ESL Teacher's Power Tools: Doing More with Less... 171 Richard St. John Providing Free or lost-Cost Internet Services for the EFL Class via the Macintosh OS... 175 John Thurman TOEFL 2000: Shaping the Future of Language Testing as ETS... 185 Julia To Dutka Content Based American Studies through Film... 191 Barbara Wright Take it from experience: A methods course for pre-service teacher-trainees... 201 Suzanne Yonesaka Workshops: Internet Based Classroom Activities... 211 Unju Pak Blappert Pan-Asian Voices: The Classroom Today Colloquium... 215 Jane Hoelker, Ubon Sanpatchayapong, Kim Jeong-ryeol , and Kip Cates Bafa Bafa: A Cross-Culture Simulation... 221 Jeanne E. Martinelli and Phillip O'Neill Student Centered Learning in Asia... 223 Peter Nelson, Na-eun Hwang, Merton Bland , and Andrew Todd How to Use Movie Technology in a Non-technological Way... 227 Ted Nickelsburg A Workshop in Reading and Writing... 233 William Snyder and Barbara Wright Other Papers Presented: Comprehensive list of presentations at the fifth annual Korea TESOL conference; Kyoung-ju South Korea October 3-5, 1997... 239 iii Approaches to teaching listening in the language classroom Approaches to Teaching Listening in the Language Classroom DAVID NUNAN University of Hong Kong believe that listening is the basic skill in language learning. Without effective listening skills, I learners will never learn to communicate effectively. In fact over 50% of the time that students spend functioning in a foreign language will be devoted to listening. Despite this, listening is often either overlooked or undervalued. For most people, being able to claim knowledge of a second language means being able to speak and write in that language. Listening and reading are therefore secondary skills - means to other ends, rather than ends in themselves. From time to time, however, listening comes into fashion. In the 1960s, the emphasis on oral language skills gave it a boost. It became fashionable again in the 1980s, when Krashen's ideas about comprehensible input gained prominence. A short time later, it was reinforced by James Asher's Total Physical Response, a methodology drawing sustenance from Krashen's work, and based on the belief that a second language is learned most effectively in the early stages if the pressure for production is taken off the learners. During the 1980s, proponents of listening in a second language were also encouraged by work in the first language field. Here, people such as Gillian Brown (see, for example, Brown 1990, Brown et al. 1984) were able to demonstrate the importance of developing oracy (the ability to listen and speak) as well as literacy, in school. Prior to this, it was taken for granted that first language speakers needed instruction in how to read and write, but not how to listen and speak because these skills were automatically bequeathed to them as native speakers. THE NATURE OF THE LISTENING PROCESS As already indicated, listening is assuming greater and greater importance in foreign language classrooms. There are several reasons for this growth in popularity. By emphasising the role of comprehensible input, second language acquisition research has given a major boost to listening. As Rost (1994) points out, listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, any learning simple cannot begin. He provides three other important reasons for emphasising listening, and these demonstrate the importance of listening to the development of spoken language proficiency. Spoken language provides a means of interaction for the learner. Because learners must interact to achieve understanding, access to speakers of the language is essential. Moreover, learners' failure to understand the language they hear is an impetus, not an obstacle, to interaction and learning. Authen- tic spoken language presents a challenge for the learner to attempt to understand language as native speakers actually use it. Listening exercises provide teachers with the means for drawing learners' attention to new forms (vocabulary, grammar, new interaction patterns) in the language (Rost, 1994). Two views of listening have dominated language pedagogy over the last twenty years. These are the "Bottom-up" processing view and the "Top-down" interpretation view. The bottom-up processing model assumes that listening is a process of decoding the sounds that one hears in a linear fashion, from the smallest meaningful units (or phonemes) to complete texts. According to this view, phone- Proceedings of the 1997 Korea TESOL Conference, January 1998 1 mic units are decoded and linked together to form words, words are linked together to form phrases, phrases are linked together to form utterances, and utterances are linked together to form complete meaningful texts. In other words, the process is a linear one, in which meaning itself is derived as the last step in the process. In their introduction to listening, Anderson and Lynch (1988) call this the "listener as tape-recorder" view of listening because it assumes that the listener takes in and stores messages in much the same way a tape-recorder does; sequentially, one sound, word, phrase and utterance at a time. The alternative, top-down view, suggests that the listener actively constructs (or, more accurately, reconstructs) the original meaning of the speaker using incoming sounds as clues. In this reconstruc- tion process, the listener uses prior knowledge of the