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KOTESOL IC2013 Times & Abstracts KOTESOL INTERNATIONAL CONFERENCE 2013 Saturday October 12 -- - -- -- - -- -- - -- -- - -- 9:00am Room Start End Title Speakers Making Learning Meaningful and Memorable 201 9:00 9:45 with Oxford Primary Courses Julie Hwang e-Portfolios for Pre-service and In-service Teacher Training and Professional 202 9:00 9:45 Development Ryan Hunter 203 9:00 9:45 Encouraging Noticing in the Classroom Scott Henderson The 'Be Game' - grammar practice painlessly Leonie Overbeek 204 9:00 9:45 accomplished TaeYoung Yun Dialogic Reading 101: Concepts, Strategies, 302 9:00 9:45 Practices and Possible Innovations Maria Teodora Ping A corpus-driven approach to the wordlists in Shu-Ying Luo 303 9:00 9:25 testing and textbooks Joe Shih-Ping Wang 304 9:00 9:45 Making Better Groups: Theory and Practice Jeffery Walter Fahrul Pradhana Putra Teaching Narrative Writing Through Setyo Prasiyanto 308 9:00 9:25 Narrative Learning Media (NLM) Cahyono Discourse Markers in the Spoken Utterances of 310 9:00 9:25 Manila-based Korean Students Selwyn Cruz 415 9:00 9:25 Meaning-Focused Vocabulary Teaching Hiroki Uchida Eloquence in First Language as an Enabling Factor of Speaking Second Language: Case of Upul Priyantha 416 9:00 9:25 English Language Learning in Sri Lanka Gamage Maximising Mentoring: Rethinking ELT 418 9:00 9:45 Teachers as Mentors Wendy Collins Opportunities for learning: An analysis of teacher-student and student-student 423 9:00 9:25 interaction within an information gap task George Skuse provide teachers with ideas and activities that will Presenting Day: Sat. help motivate young learners to practice and review language they have learned. The session Julie Hwang Time: 9:00- will include pair activities and group games as well Oxford University Press 9:45 as songs taken from Oxford’s well-known primary Room: series, Everybody Up, Let’s Go, and English Time. 201 Everybody Up is a seven level course for children that emphasizes the value of Making Learning Meaningful and Memorable with communication in English language learning and Oxford Primary Courses offers essential language that students can use right away in their daily lives. Let’s Go helps primary -------- - -------- - -------- - -------- students become successful language learners from As teachers, we want our students to be eager the very beginning. English Time, a six level and engaged in our classrooms. Students benefit primary course, is packed with fun, communicative when language is directly related to their own activities that develop students’ speaking, listening, experiences, and linking and recycling language in reading, and writing skills. Come and join this fun, this way helps students to learn and retain interactive session to learn how to get the most out language more effectively. This workshop will of your primary classes! Page 3 KOTESOL INTERNATIONAL CONFERENCE 2013 Presenting Day: Sat. Presenting Day: Sat. Scott Henderson Time: 9:00- Ryan Hunter Time: 9:00- Gangneung-Wonju 9:45 National University University of Macau, Seoul 9:45 National University of Room: Science & Technology, Room: 203 Hanyang University 202 Encouraging Noticing in the Classroom e-Portfolios for Pre-service and In-service Teacher -------- - -------- - -------- - -------- Training and Professional Development The concept of noticing plays an important role -------- - -------- - -------- - -------- in the language learning classroom. Students are As both new and experienced teachers grapple often encouraged to not only notice new elements with an increasingly competitive global job market, of the language they encounter but also to notice a career-minded teacher may find themselves in how their use of the language differs from other need of creative and dynamic ways to stand-out language users. In this presentation, I will briefly amongst the crowd. In addition to this, computer introduce Richard Schmidt’s concept of ‘noticing’ as skills and familiarity with the use of computer applied to language acquisition. I will then technology for language learning and education illustrate several approaches of introducing new management are becoming less of a peripheral asset language which can promote the noticing of target and more of a required qualification at many language items. Finally, I will present practical institutions. Considering this reality and the fact methods I have used in my university classes which that education technology will be continuously encourage students to notice discourse arrangement gaining more leverage in EFL teaching, an e- in writing and promote awareness of their errors. It portfolio can be a viable option for professional is hoped that the information in this presentation development and can provide a way for teachers to will aid teachers in improving their lessons as well showcase their talents for potential or current as encourage students employers. The process of developing an e- portfolio can be used to inform teachers about new Presenting Day: Sat. educational technology tools and give them Leonie Overbeek practical experience using these tools for a defined Time: 9:00- TaeYoung Yun 9:45 purpose. The final product can potentially serve as Hwase a model that a teacher can transition into a course Room: website that supports the basic functions of a class 204 but also provides a medium for new ways to engage students through online activities. This The 'Be Game' - grammar practice painlessly presentation will introduce methods for developing accomplished an e-portfolio while considering factors such as -------- - -------- - -------- - -------- available resources, hosting options, teachers’ Grammar is not normally considered to be the divergent goals, and different e-portfolio models. It easiest to teach or to learn, since in Korea it usually will also impart ideas about what kinds of consists of rules that have to be learnt by heart, and traditional and non-traditional teaching and a lot of exceptions to those rules, also learnt by educational content can be incorporated into an e- heart. portfolio to exhibit a teacher’s overall professionalism and ability to teach engaging One way for students to apply these learnt classes, plan lessons, develop activities and rules is playing a game, and the Internet resources materials, and use the internet as a resource for as well as course-books contain many games that delivering and developing educational material for focus on a specific rule or aspect of grammar, and students. We will also discuss how the process of practice only that rule. developing an e-portfolio can be done Overbeek wanted a game that would be more independently or implemented in the context of a useful in covering all the possible tenses, yet still teacher training program or ongoing professional simple enough to explain easily. It also had to be a development at a work site. game that students could play again and again, thus gaining even more practice in actual applied grammar and language use. Starting from that initial concept, she developed a board game called the 'Be game', which can be used to practice any of the main tenses of the English language in either Page 4 KOTESOL INTERNATIONAL CONFERENCE 2013 simple or progressive statement, question or are found to contribute positively to the children’s negative form. first and second language learning, as suggested by Yun and Overbeek introduced the game to the a number of empirical studies (Whitehurst, 1992; middle school where they co-teach, and observed Zevenbergen & Whitehurst, 2003; Trivette & Dunst, the reaction of the students to the game. 2007; Ping, 2011). Although Dialogic Reading This paper outlines the rationale behind the practices have been studied by researchers for years game, explains the development of the game, and already, there will still be rooms for EYL presents the initial reactions observed when practitioners and teachers to innovate with Dialogic students played the game. Participants in this Reading strategies in their own classrooms, for workshop will have an opportunity to play the example by integrating technology to the practice game in order to test its effectiveness, and to give (using e-books or talking books instead of paper- feedback and critique, as well being given a copy of based materials) or by combining it with other the game to use in their own classrooms. sound ELT practices such as extensive reading or extensive listening. In future investigations, the authors will investigate to what extent the game influences the grammar competency of the students with repeated Presenting Day: Sat. exposure, and how that ties in with current theory Shu-Ying Luo Time: 9:00- about grammar learning and acquisition. Joe Shih-Ping Wang 9:25 Department of Applied Room: Presenting Day: Sat. Foreign Languages, National Taiwan University 303 Maria Teodora Ping Time: 9:00- of Science and Technology Mulawarman University 9:45 Language Centre, A corpus-driven approach to the wordlists in Samarinda, East Borneo, Room: testing and textbooks Indonesia 302 -------- - -------- - -------- - -------- Previous studies have indicated a significant Dialogic Reading 101: Concepts, Strategies, link between vocabulary competence and language Practices and Possible Innovations learning. The research on vocabulary has been paid -------- - -------- - -------- - -------- more attention to the text comprehension. This 101 series session aims at discussing some However, fewer studies examined the aspects of basic and important concepts underlying ‘Dialogic vocabulary coverage of the vocational English
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