KOTESOL Proceedings 2013
KOTESOL Proceedings 2013Exploring the Road Less Traveled: From Practice to TheoryProceedings of the21st Annual KOTESOL International ConferenceSeoul, Korea, October 12-13, 2013Korea Teachers of English to Speakers of Other Languages(Korea TESOL / KOTESOL)
KOTESOL Proceedings 2013Exploring the Road Less Traveled:From Practice to TheoryProceedings of the 21st Annual KOTESOL International ConferenceSeoul, KoreaOctober 12-13, 2013Published by Korea TESOLKOTESOL Publications Committee Chair: Dr. David ShafferProceedings Editors-in-ChiefMaria PintoUniversidad Tecnologica de la Mixteca, Oaxaca, MexicoDr. David ShafferChosun University, Gwangju, South KoreaCopy EditorsLindsay Herron, Gwangju Natl. University of Ed., South KoreaElliott Walters, Carnegie Mellon University, USASarah Emory, Carnegie Mellon University, USALayout/Design: Mijung Lee, Media StationPrinting: MyeongjinsaFor information on this or other Korea TESOL publications,as well as inquiries on membership and advertising contact us at:www.koreatesol.org or publications@koreatesol.org 2014 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 Committeeof the21st Annual Korea TESOLInternational ConferenceCarl DusthimerConference Committee ChairRalph CousinsConference Co-ChairKyungsook YeumVenue ChairDavid ShafferFinancial Affairs ChairDavid ShafferInvited Speakers ChairSungwon LeeVenue CoordinatorEunjoo ChoFinancial Affairs Co-ChairStafford LumsdenWebmasterPatricia MarionPublicity ChairBillie KangCashier CoordinatorPhil OwenConference AdvisorBrad SerlProgram ChairGene ShafferFinancial Affairs ManagerTory ThorkelsonChapters / SIG LiaisonMark DavisProgram Co-ChairMin Gi HongCommunications ManagerMike PeacockSupport Services ChairEric ReynoldsProgram Book EditorAlicia KwonGuest Services ChairKathy MoonSupport Services Co-ChairTim ThompsonPecha Kucha ManagerStafford LumsdenVIP Liaison InternationalKathy MoonBanquet ManagerLindsay HerronRegistration ChairYnell LumantaoPresenter Services ManagerYoung Sook KimSigns ManagerDeborah TarbetPre-Registration CoordinatorJulie HaAttendee Services ManagerBryan D’AlbeyStudent Volunteer CoordinatorBruce WakefieldRegistration ManagerChris MillerAttendee Services ManagerCurtis SmithStudent Volunteer ManagerPhillip SchrankRegistration ManagerStella LeeSpecial Events ManagerEugene PistoreseStudent Volunteer ManagerWilliam MulliganRegistration ManagerTammy HeldenbrandKOTESOL AmbassadorJennifer J BrownStudent Volunteer ManagerRobert DickeyRegistration ManagerBrian HeldenbrandKOTESOL AmbassadorLiz BaileyStudent Volunteer ManagerSarah SlagleJohn PhillipsOnsite Registration Coordinator IT Support ManagerSean O’ConnorTechnical DirectorJaeho JiEquipment ManagerThunder VanBrocklinIT Support ManagerIngrid ZwaalStage ManagerSimon GillettOP LiaisonDraper KirkeIT Support Manager5
ForewordThe 21st Annual Korea TESOL International Conference was held at SookmyungWomen’s University on October 12 and 13, 2013. Over 1,000 international andKorea-based attendees gathered in Seoul, South Korea, for a weekend of teacherdevelopment under the conference theme of Exploring the Road Less Traveled:From Practice to Theory. The two-day Conference offered plenary sessions byGraham Crookes, Thomas S. C. Farrell, and Dick Allwright, whose plenary talk on“Theorizing Down Instead of Up” opens this volume of the KOTESOLProceedings. In addition to the three plenary sessions, there were eleven featuredspeakers, most of whom gave two presentations. These included Charles Browne,Beverley Burkett, Gabriel Diaz Maggioli, Sue Garton, Jihyeon Jeon, Jun Liu, CurtisKelly, Bill Littlewood, Annamaria Pinter, Willy A. Renandya, and Lillian L. C.Wong. In addition, the Conference included 180 concurrent sessions of variousformats including research paper presentations, workshops, and colloquia.We are pleased to include papers from Dick Allwright (Theorizing Down Instead ofUp), one of the plenary speakers, and from four of the featured speakers: GabrielDiaz Maggioli (Teacher Education at the Crossroads), Jihyeon Jeon (English forGlobal Communication: What Matters?), Curtis Kelly (Understanding LanguageLearning by Looking at Faulty Memory), and Bill Littlewood (Developing Principlesand Strategies for Comunication-Oriented Language Teaching) in the 2013KOTESOL Proceedings. The twenty-five papers in this volume include papers onteaching English in Korea, Japan, the Philippines (Selwyn Cruz & Roger Bingculado),Macao (Trevor Ho), and Vietnam (Yen Thi Hoang Vo).Teaching EFL is often driven by textbooks and theories that come from the ESLteaching world, so it is a pleasure to redress the balance somewhat in thisvolume, by offering papers that start with classroom practice and action research,and in keeping with the conference theme, move from practice to theory. Thus,we have Roderick Lange and Samuel Barclay talking about using a rubric toencourage active participation from students in class, Cameron Romney investigatingthe effect of the teacher using the students’ L1 (Japanese) in the low-proficiencylevel classroom, Evelyn Doman talking about how teachers can use peer reviewin the classroom, Elizabeth Yoshikawa on getting students to speak in class, andDamian Lucantonio on teaching the research paper. We also include papers thatdiscuss theories that are being tested in the classroom, such as Huei-Chun Teng’sanalysis of EFL learners’ task strategies for the listening comprehension test.It is our pleasure to present to you this volume of KOTESOL Proceedings 2013We would like to thank the authors of the papers collected here for theircooperation and patience with the editing process, and of course, for making theircontributions to this volume. We would also like to thank our editors: LindsayHerron, Elliott Walters, and Sarah Emory, for their sterling work and quickturnover times. We hope that you will enjoy reading the papers in this publication.Maria Pinto & David E. ShafferEditors-in-Chief6
KOTESOL Proceedings 2013Exploring the Road Less Traveled:From Practice to TheoryProceedings of the 21st Annual KOTESOL International ConferenceCONTENTSPlenary SpeakerTheorizing “Down” Instead of “Up”:The Special Contribution of Exploratory PracticeDick AllwrightFeatured SpeakersTeacher Education at the Crossroads: The Role of Theory and PracticeGabriel Diaz Maggioli1129English for Global Communication: What Matters?Jihyeon Jeon35Understanding Language Learning by Looking at Faulty MemoryCurtis Kelly47Developing Principles and Strategies for Communication-OrientedLanguage TeachingBill Littlewood55PresentationsCollaborative Writing in a Korean EFL ContextIan Baddon69Development of a Teacher-Generated Curriculum at a Korean UniversityGeoffrey Butler, Simon Heslup, and Lara Kurth83Data-Driven Learning Made EasyBrian Carlstrom95Language Anxiety in Second Language Writing:Is It Really a Stumbling Block?Sujeong Choi103Discourse Markers in the Spoken Discourse of Korean UniversityStudents in ManilaSelwyn Cruz and Roger Bingculado1177
How EFL Teachers Can Effectively Use Peer ReviewEvelyn Doman129The Road to a Successful Curriculum: From Practice to TheoryNeil Heffernan141Teaching Collocations in Asia: How Can the Lexical Approach Work?Trevor Ho151Linking Thinking on Reading in English: Vocabulary and Phonemic Awareness 159Anne IhataUsing a Rubric to Encourage Active ParticipationRoderick Lange and Samuel Barclay165Teaching the Research PaperDamian Lucantonio177Primary School Foreign Language Activities: Teacher Responses toJapan’s First StepsSean Mahoney187Training Sessions on Classroom English for Pre-service Teachers in Japan 195Mai MatsunagaReturnee and Non-returnee Narratives for Intercultural UnderstandingKevin Ottoson205Teach Bilingually or Monolingually? Teacher Use of the Students’L1 in the ClassroomCameron Romney217Analysis of EFL Learners’ Task Strategies for Listening Comprehension TestHuei-Chun Teng225A Content Creation Tool for SLA: An Introduction to MachinimaGreg Thompson and Jonathan Loh235Relative Impact of Pronunciation Errors in Non-native Speech onNative Listeners’ Perceptual JudgmentsYen Thi Hoang Vo245From Learner Autonomy in Practice to Language Proficiency in TheoryStacey Vye253Getting Students to Speak on Topics of InterestElizabeth Yoshikawa261Conference OverviewPresentations at the 21st Korea TESOL Conference8271
Plenary Speaker
Proceedings of the 21st Annual KOTESOL International Conference, Seoul, Korea10
KOTESOL PROCEEDINGS 2013Theorizing “Down” Instead of “Up”:The Special Contribution of Exploratory PracticeDick AllwrightLancaster, UKStarting with the example of Exploratory Practice work in Brazil, I will arguethat we need to re-think the awkward relationship between theory andpractice. Science typically works by theorizing upwards, by abstracting frommessy real world “practice” to a higher realm where “theory” can help usunderstand that world. In principle, we can then use our theoreticalunderstandings to cope better with the world. Unfortunately, abstractingaway from the world makes getting back to that real world highlyproblematic because you now have to deal with all the complexities thetheorizing got you away from.Theorizing downwards instead can be a practical and productive alternative.“Theorizing downwards” means accepting life’s complexities and diggingdown into them to develop understandings that will help us live moreproductively. Exploratory Practice is a form of practitioner research that doesjust that, bringing teachers and learners together in a common search forunderstandings that may be “too deep for words,” but that will neverthelesshelp them develop a relationship of mutual trust and get more out their livestogether as practitioners of teaching and learning.INTRODUCTIONOur conference theme does something that is quite unusual and potentiallyextremely powerful: it puts “practice” before “theory.” This suggests that, insteadof practice coming from theory, which is the traditional view of thetheory/practice relationship, theory can and perhaps should come from practice. Itcan come, I will argue, in the form of understandings that help us makeclassroom life more satisfactory for all concerned.So this paper is precisely about putting language classroom practice first. Butthe term “classroom practice” probably suggests a focus on what teachers do inthe classroom. I want the term “classroom practice,” more radically, to cover notjust what teachers do but what learners do. This paper is about doing teachingand learning, and about being a teacher or a learner.Above all, I want to persuade you that classroom practice is itself, in a veryimportant sense, for learners as well as teachers, a sort of “theorizing.” This isbecause theorizing is essentially a matter of trying to understand something. Inour field, this means trying to understand the language classroom – how it works,or does not work, to help learners to develop competence in another language.Working to understand the language classroom is central to what it means to doteaching and to be a teacher. It is also central, I will argue, to being a learnerand doing learning.Dick Allwright11
Proceedings of the 21st Annual KOTESOL International Conference, Seoul, KoreaI will put practice first, myself, by putting before you, in words and pictures,a particular form of language teaching practice that I have been involved indeveloping over the last twenty or more years, in Brazil. I hope these words andpictures will help me make clear, and attractive, what I mean by the term“theorizing down” in my very unfortunately “dry as dust” title.I will contrast all this to the “normal” scientific model of “theorizing up” –academics developing high-level understandings that are then brought “backdown” to produce proposals for classroom practice. I will argue that “theorizingup” by academics, however “normal,” and however apparently sensible andwell-intentioned, has not served teachers and learners well, and is not likely everto serve teachers and learners well. We practitioners (again teachers and learnersboth) need, I will propose, to develop deep understandings that we can live, evenif we can’t express them fully. This will be more productive in the long run thanhaving academics develop high-level ones that they can certainly find words for,but which only serve to impoverish our practice, not to enrich it.I will propose Exploratory Practice, the model of practice I illustrate fromexperience in Rio de Janeiro, as a way forward to enable all practitioners(teachers and learners alike) to “theorize down” and develop their own livable andproductive understandings of their own practices. I will emphasize what I see asthe special contribution of Exploratory Practice in our field: the establishment, asan unintended but hugely welcome consequence, of mutual trust in the languageclassroom.Finally, I will argue: if theorizing means working for understanding, then thatis far too good a thing to be left to academics alone. Let’s all do it, learners aswell as teachers.A sort of apology before I go further. Why should classroom practitionerstake any notice of anything I, a career academic, might say about languageclassroom practice? I worked as a university academic for thirty-five years,after only two years as a full-time language teacher. My excuse is threefold:firstly, as a university academic, I was also a classroom practitioner (if only ofacademic pedagogy); secondly, some twenty or more years ago, I began tounderstand the problems the academic approach was potentially causing forother, language classroom, practitioners; and thirdly, I have been retired for tenyears now, and so have had plenty of time to distance myself from the academicworld I used to inhabit.A STORY OF CLASSROOM PRACTICE IN BRAZIL: TEACHERLEARNERS WORKING TOGETHER FOR UNDERSTANDINGANDAline Santiago first published the following brief but telling story in the“Exploratory Practice Corner” of a professional newsletter in Brazil (Santiago,2006). Her “eighth-grade group” would have been about 15 years old at the time.ALINE SANTIAGO’S STORYIn the beginning of this year, I was in a quite difficult situation because I had toface an eighth grade group that has been seen as the worst at school, principallyin relation to discipline. After some bad moments together, I was quite irritated12Theorizing “Down” Instead of “Up”: The Special Contribution of Exploratory Practice
KOTESOL PROCEEDINGS 2013and could not stand the situation. So I decided to start some work based on anExploratory Practice principle using the subject I was dealing with according tothe course plan (“must” X “should”). The starting point was a brainstormingconsidering “Quality of Life” immediately linked to “Quality of Life in class” – oneof the EP principles. The following moment was to write sentences using “should”or “must” regarding the role of students and teachers in class. I collected thesentences made in groups and, in the following class, the sentences were sharedwith the whole group. On that day, they had the chance to write their commentsabout our work and future life in class, taking into consideration the sentencesmade by them. In addition, they could try to guess what my initial puzzle was:“Why am I so irritated when I have to face the 807 group?”To my surprise, my terrible group was able to understand that it was necessary toimprove our life in class and really took part in the talk and process ofunderstanding what was happening. They realised that the responsibility of havinga pleasant class needed to be shared, it was not only my own concern.Aline adds:Also, they helped me realise that I was partially responsible for our badrelationship, because I was unable to listen to them. After three classes sharingideas, we could understand that respect from both parts was necessary. Alsolistening was part of our life in class, although we were not exercising this ability.I can say that we have grown with this simple way of understanding somethingthat has made us so uncomfortable in class. Now, we really are a group! Our lifein class is much better!(Santiago, 2006. Aline’s story can also be found in Allwright & Hanks, 2009: 191)Aline, faced with a very unpleasant situation, took the plunge, and found away of working for understanding with her learners, in spite of their being sodifficult. It took class time, but she did not need to depart from her curriculum,and it was not time wasted. Together they seem to have reached a livableunderstanding that has helped them become a “real group,” in Aline’s terms. Partof reaching that understanding meant talking about the problem, but it did notinvolve coming to an explicit explanation of the situation. Rather it meant talkingabout the situation so that people could realize, without having to put it all intowords, what was going wrong, and what it would take to sort it out. Nor did theyhave to explicitly decide what to do about it. They (including the teacher) justfound themselves acting differently in later lessons. Just explicitly working forunderstanding actually served to help it get better. This is something we haveseen countless times now in classrooms, and it has become central to ourthinking. But before I describe the development of Exploratory Practice in Brazilany further, I should make the connection with S”Theorizing, for me, is a matter of trying to understand something.Theorizing UP is looking for understanding that can take the form of anexplanation. An explanation is something you can put into words and then you,Dick Allwright13
Proceedings of the 21st Annual KOTESOL International Conference, Seoul, Koreaand other people, can apply it to other similar situations.Theorizing DOWN is looking for an understanding that will help you live inyour current situation, even if you cannot put it into words: asking why things arethe way they are, and doing your best to find out. That was what Aline Santiagowas doing in her classroom, with her learners.Theorizing UP is what “scientists” do. Science’s ultimate goal, in principle, isto find an explanation for everything, preferably one explanation that coverseverything. The ultimate logic of this position is that, if we could find the oneexplanation that covers everything, there would be no more need for this sort ofscience at all.Theorizing DOWN is what we all do. We have to. Our goal, if we arereasonable, normal people, is not to be able to explain everything, once and forall, but at least more or less to understand life as we experience it so that we canmanage to live our own reasonably successfully, without spoiling the lives ofothers.The major problem with the theorizing UP position is that it assumes theworld is not going to change. The laws of physics, if we can find them, will betrue for all time.It may be true that the laws of physics are universal and unchanging, but lifeas we humans experience it presents us with a constantly changing situation, sothat trying to understand it has also to be a constant process. Over time, we dobuild up a repertoire of more or less reliable understandings of how the worldworks, especially in physical terms. But we cannot absolutely rely on our “old”understandings, especially in terms of our human relations. We have to constantlybe on the lookout for new understandings.This is something we do as individuals, of course, each in our own uniqueways, but it is also something that is profoundly social, something other peoplecan help us with, and that we can help other people with.It is also something that we do all the time, whether we do it consciously ornot, and whether we do it successfully or not. I call it “working forunderstanding.”But it is perhaps also something we can learn to do more successfully, if wetake the trouble to pay attention to it and look for ways of putting “
Exploring the Road Less Traveled: From Practice to Theory Proceedings of the 21st Annual KOTESOL International Conference Seoul, Korea October 12-13, 2013 Published by Korea TESOL KOTESOL Publications Committee Chair: Dr. David Shaffer Proceedings Editors-in-Chief Maria Pinto Universidad Tecnologica de la Mixteca, Oaxaca, Mexico Dr. David Shaffer
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