USING FLEXIBLE GROUPING EFFECTIVELY IN THE EFL CLASSROOM

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (600.38 KB, 38 trang )

Trang 1<div class="page_container" data-page="1">

Korea Teachers of English to Speakers of Other Languages July 1997 Volume 1 Issue 2

To promote scholarship, disseminate information, and facilitate cross-cultural understandingamong persons concerned with the teaching and learning of English in Korea

Also in this issue:

Teacher Education Group meeting in Taejon... 55Getting students to speak English... 77

What does training do?... 1111

An interview with Let's Go author, Barbara Hoskins... 1515Korean high school teachers' workshop in reading... 2323

Prof. JoAnne D. Bradley,

Hoseo University Chonan, S. Korea

W

e want to provide a comfortable and confident classroom atmosphere. It is afallacy that the numbers should be few in the EFL classroom, particularly in Asia.The students' previous academic experience has been in large classroom group-ings, which remove the individual pressure to be constantly speaking. In this environment,students have time to consider a response and to listen to others. To maximize studentcomfort and confidence, I suggest that larger general class sizes are a more favourable situ-ation. This allows the instructor to form pairs, teams, or other flexible groupings accordingto the content and the skills to be encouraged. It requires accurate labeling of the skillsemphasized in each lesson, and an understanding of the types and functions of groups inorder to maximize confidence and comfort and, therefore, learning.

Using Flexible Grouping Effectively in the EFL Classroom

-continued on page 19

</div>Trang 2<div class="page_container" data-page="2">

Is a Publication ofKorea Teachers of Englishto Speakers of Other Languages

Kim, Jeong-ryeol,Publications Committee Chair

Steve Garrigues (FAQs),Gina Crocetti (Book Reviews),

Robert J. Dickey (Calendar),

Kyongsang Printing, Masan, Republic of Korea

THE ENGLISH CONNECTION, published six times a year, bimonthly, is the official letter of Korea Teachers of English to Speakers of Other Languages (KOTESOL) (a member-ship organization) and is distributed as a service to the members of KOTESOL.

news-Advertising is arranged through Kim, Jeong-Ryeol at Korea National University of tion Department of Elementary Education Tarak-ri, Kangnae-myeon, Chungwon-gun, Chungbuk363-890.(phone; 0431-230-3537) (fax; 0431-232-7174) (e-mail; ).All material contained within THE ENGLISH CONNECTION is copyrighted by the indi-vidual authors and KOTESOL. Copying without permission of the individual author andKOTESOL beyond that which is permitted under law is an infringement of both law and ethicalprinciples within the academic community. All copies must identify Korea Teachers of Englishto Speakers of Other Languages (KOTESOL) and THE ENGLISH CONNECTION, as well as the author. The ideas andconcepts, however, are presented for public discussion and classroom use. Please write to the editors and individualauthors and let them know how useful you find the materials, and how you may have adapted them to fit your ownteaching style or situation.

Educa-The articles and opinions contained herein are solely those of the individual authors, and do not necessarily reflect thepolicies of Korea Teachers of English to Speakers of Other Languages (KOTESOL), or the opinions of the editors,officers of KOTESOL, or individual members.

The English Connection is accepting submissions on matters related

to the teaching of English as a second or foreign language.Appropriate topics include, but are not limited to, classroomresearch, methodology, reports of events in Korea and commen-tary on issues facing the TESL profession.

The English Connection welcomes any previously unpublished

article in the following categories:

Feature articles; should be 1000-4000 words and should present

novel ESL/EFL methodology, materials design, teacher education,classroom practice, or inquiry and research. Feature articlesshould be lightly referenced and should present the material interms readily accessible to the classroom teacher. Findings shouldbe practically applicable to the ESL/EFL classroom. The writershould encourage in the reader self-reflection, professionalgrowth and discussion.

Reports; should be 500-1500 words and should highlight events of

interest to TESL professionals. Commercial submissions arediscouraged.

Guest Columns; should be limited to 750 words. The English

Connection publishes columns under the following banners:

"Cultural Corner", submissions should discuss culture as it relatesto the learning or teaching of English; "Name That Member!",submissions should introduce members of the KOTESOLorganization; "Teachniques", submissions should present noveland easily adopted classroom activities or practices with firmtheoretical underpinning; and "FAQs", questions about the TESLprofession or about the KOTESOL organization.

Reviews of books and teaching materials should be 300-700 words

in length. Submissions should be of recent publications and not of

a book of other material previously reviewed in The EnglishConnection.

Calendar submissions should be less than 150 words for

Confer-ences and Calls for Papers, less than 75 words for Events.

Submissions should have wide appeal among ESL/EFLpractitioners.

Your submission should follow APA (American PsychologicalAssociation) guidelines for source citations and should include abiographical statement of up to 40 words.

Contact information should be included with all submissions.

Submissions can not be returned. The English Connection retains

the right to edit all submissions that are accepted for publication.Submissions will be acknowledged within two weeks of theirreceipt.

</div>Trang 3<div class="page_container" data-page="3">

July 1997Volume One

Using flexible grouping effectively in the EFL classroom

Prof. JoAnne D. Bradley, Hoseo University

Teacher Ed. Group meets, discusses primary English... 5

Greg Matheson, Soonchunhyang University

Getting students to speak english... 7

Barbara Hoskins

Mini-conference brings maxi-confidence at Pusan KOTESOL... 9

Cho, Sook Eun, Saemyung Institute

Mood at mini-conference positive... 9

Kimberlee Rasmusson, Kyungil University

What does training do?... 11

William Snyder, Korea University

An interview with Let's Go author, Barbara Hoskins... 15

Jeanne E. Martinelli, Pusan Chapter Secretary

Students win at '97 drama fest... 18

Kirsten B. Reitan

What's in a speech contest? Something new... 18

Carl Dusthimer, First Vice President

Korean high school teachers' workshop in reading... 23

Barbara Wright, Korea University

President's Message... 4National Conference... 6

Cultural Corner; Cross-cultural couples... 10Pan Asia... 12

Name That Member!... 14

Teachniques; Alphabet Clap; chanting minimal pairs... 27FAQs; How is the money spent by KOTESOL... 28

Book Reviews; Roleplay by Gillian Porter Ladousse... 29

Chapter Reports

Taejon... 16; Cheju... 16; Taegu... 17; Pusan... 17

For Your Information

Contributor's Guidelines... 2Calendar... 30

Call for nominations for Executive Council positions... 32National Conference pre-registration... 33

Who's where, in KOTESOL... 34

Membership application/Change of address form... Back Cover

</div>Trang 4<div class="page_container" data-page="4">

Along with the Cholla Chapter Annual Mini-conferencewhich is held in January, the Pusan Chapter conference isone good example to show us the way an organization likeKorea TESOL can achieve its organizational development.The power and the strength of an organization can be builtonly when the supporting system runs well top down andbottom up simultaneously. The national organizationshould support the local chapters to strengthen themselvesand in return the local chapters should cooperate with oneanother to make their mother organization a solid one. Andthat's what we are pursuing now, I believe.

At several different events and conferences I attendedduring this spring semester, I have heard from manypeople that Korea TESOL is the most active organizationfor English teachers in Korea, and in short, it's ALIVE! Iwould like to take their comment as a genuine compliment,not as flattery made simply to make me happy. Yes, we areyoung and energetic, and restlessly hard working. We arealso going through odds and ordeals, our growing pains.However, even that is good because that makes uschallenged to think things out and make a difference.

In order to realize some organizational development, weare doing several projects: First, Korea TESOL publica-tions, bi-monthly newsletters and an annual academicjournal. The first issue of our newsletter has been sent outto the members in May and provided them with theupdated news and information, an incentive and a pride forbecoming a part of Korea TESOL. It was quite impressive.Thanks, publication folks! It will expand its contents andvolume offering more issues and cures as it continues. Istrongly encourage all of you to contribute your thoughtsand ideas to the newsletter.

The journal is in the process of shaping itself in order tomeet the needs and expectations of our members. We areaiming high to publish a quality journal and it requireshighly-skilled ELT professionals. We have been fortunate

to have Dr. Caroline Linseas our editor-in-chief andher task force. Wepublished our first journalin January, which was alittle light but showedgreat potential to becomea good one. I am verysorry that she is leavingher position (and this country) due to her new career backin the States. Best wishes to you, Caroline. Now KoreaTESOL is searching for her successor who will have anexpertise in editing an ELT journal and a willingness anddedication to share her or his expertise with us. Pleasenominate someone or yourself.

Our second project is to strengthen our existing chaptersand Special Interest Groups (SIGs) and establish newchapters and SIGs upon our members' demands. We havesix local chapters, including Seoul, Pusan, Cholla, Taejon,Taegu, and Cheju. According to the May issue of theCheju Chapter Newsletter, they have outreached thenumber of members to be named as an official chapter ofKorea TESOL. Congratulations to Cheju and thanks to theCheju leaders for your hard work!

Not many national SIGs are actively working in KoreaTESOL now, except the Teacher Ed/Development SIGthanks to ever-passionate Greg Matheson and his groupmembers. However, I can easily anticipate that all our N-SIGs will fully blossom soon because people are talkingabout the needs and wants of sharing things with thosewho have common ground. Our profession, TESOL,continuously challenges us to develop our professionalism.Working in SIGs will give you an opportunity to expandyour professional capacity.

Our last but not the least project is to make our annualconference a success. As I mentioned in our last newslet-ter, Korea TESOL is getting ready for two big events: First,the 1997 Korea TESOL International Conference with thetheme "Technology in Education: Communicating beyondtraditional networks". It will be held at Education andCultural Center in Kyoung-ju, Korea, on October 3-5,1997; Second, the 2nd Pan-Asia Conference in 1999, withthe theme "Teaching English: Linking Asian Contexts andCultures." The Pan-Asia venue will be announced shortly.

The annual conference serves as our final product of ourwork and efforts throughout the year as well as a newstarting point for the next year. (The term of the KoreaTESOL national officers and the fiscal term start and finishwith the conference.) It reflects our current state of ELT inKorea and abroad, and provides a new direction for us tobe geared toward, in order to better our research andteaching. You will not only have a great learning experi-ence by attending others' presentations but also you canbuild your professional credentials by presenting your ownperspectives, which is one of the things our demandingsociety wants us to do. Oh, well, after all, we are allprofessionals, aren't we!

Korea TESOL's Second Mission: Organizational Development

</div>Trang 5<div class="page_container" data-page="5">

by Greg Matheson,

Soonchunhyang University

T

he first cross-country meet ofthe Teacher Development/Teacher Education group washeld at Hannam University on Sun-day April 20 and featured a numberof papers on the theme of the prepa-ration of elementary school teachersfor the teaching of English in thepublic school system from this year.

KOTESOL President Park, kyung's paper gave an overview ofthe situation and emphasized the im-portance of making goals clear andthe need not to deskill the LimitedEnglish Proficiency teacher. She alsocalled on parents to work with teach-ers rather than criticize them. Shenoted that teachers need to be able tomaintain control of the anxiety levelsto which they are subjected. Just aslearners of English cannot learn if theaffective filter is too high, teacherscannot become better teachers if theyare too anxious. She also suggestedappropriate methodology for the LEPteacher and discussed the importanceof teachers' organizations likeKOTESOL.

Joo-Hwang Pyung-young (Pusan tional University) re-

Na-ported the answersto some sensitivequestions that teach-ers on a trainingcourse with nativespeakers and bilin-gual teachers wereasked. They saidwhat they wantedwas pronunciation,

conversation, classroom English, aridding of inhibitions, culture andteaching methods, among otherthings. Included among what wasmost useful were the games, conver-sation with NS, listening with thebilinguals, pronunciation and discus-sions. What they missed was actualteaching practice, classroom visits andgreater understanding by the NS. She

also showed a video made for pants on the course featuring teach-ers as actors performing a drama. Pe-ter Nelson of Chung Ang University(Seoul) spoke on the need for profes-sional ESL training regardless of one'sacademic or teaching background.His presentation outlined the CELTA(Certificate of English Language

partici-Teaching to Adults) program offeredby International House in England,and in particular its emphasis on"hands on" teaching methods and theuse of tutor feedback. Dr. Nelson pre-sented a wide range of teaching ma-terials used by IH and showed howthey could be applied in the class-room. His talk was repeated in thePusan mini-conference on Saturday,24 May at 9:30 am.

Past President Kim Jeong-ryeol talkedabout the varying emphases whichEnglish departments at national uni-versities of edu-cation are placingon traditionalacademic con-cerns, on meth-odological prepa-ration and on lan-guage skill im-provement in thepre-service train-ing of elementaryschool teachers, as the Ministry ofEducation seeks to lower credit hoursfrom 150 to 140 to allow double ma-jors in areas beside elementary edu-cation. The two poles appeared to bea continuation of traditional concernsand a progressive attempt to give newteachers the methodological tools tocope with the new demands. He alsosuggested teachers in the future may

be expected to acquire their Englishskills outside the university and toshow a certain level of skill in testsgiven when they seek certification.

Barbara Wright (Korea University)noted the current controversy in Ko-rea about which methods are best forteaching foreign language to children.

After discussing her personal ence learning French as a child inAmerica, teaching Spanish as a Sec-ond Language to American childrenin Mexico, and Training ElementaryTeachers in America, the presenterconcluded that the Natural Approachto language acquisition (Krashen andTerrell, 1983) is the best one for chil-dren under the age of 11 or 12. Sheshowed a portion of a video entitledThe Natural Approach (Brauer, 1995)which illustrates a multilevel foreignlanguage classroom with students atvarious levels of language acquisition:Preproduction Stage, Early Produc-tion Stage, Speech Emergence Stage,Developing Fluency Stage. The filmshows that it does not matter whetherthe teachers are native speakers them-selves so long as they supply as muchinput as possible at the appropriatelevel for their students and so long asthey do not force students to speakuntil they have reached their produc-tion level of acquisition.

experi-Greg Matheson, former Seoul ter President, is a founding memberof the Teacher Development andEducation special interest group. Heworked at the Korea Times for 10years before joining SoonchunhyangUniversity. He can be contacted byemail at

Chap-Teacher Ed. group meets, discusses primary English education & training

It does not matter whether the teachers arenative speakers themselves so long as theysupply as much input as possible at theappropriate level for their students.

What they wantedwas pronuncia-tion, conversa-tion, classroomEnglish,

</div>Trang 6<div class="page_container" data-page="6">

Technol-held on the weekend of tober 3-5, 1997at the Educa-tional and Cultural Center in

Oc-the Pomun Lake Resort area in historic Kyoung-ju.

With this change in venue, the 1997 Korea TESOL ference promises to provide greater opportunities to ex-change ideas. In taking the conference out of a universityin Seoul and having it at the world class Kyoung-ju Edu-cational and Cultural Center, all conference participantswill be spending two and a half days gathered together atone self- contained site. Participants will not have to fightSeoul traffic and the uncertainties of getting a yogwan ora hotel room. Members have requested more time at con-ferences for both structured and informal socializing anddiscussion with people having similar interests. The pos-sibility for this will now be maximized as members willnow be attending presentations and staying and eating inone central location.

Con-The conference committee has agreed to rent a block ofrooms from the center in exchange for free use of the con-ference rooms. Therefore members are asked to supportthe conference by taking a room at the conference site.And as transportation to Kyoung-ju is limited but in heavydemand on a holiday weekend, the conference co-chairsare currently negotiating with a travel agent to provide aneconomical, convenient and comfortable group packagewhich will include transportation, lodging, meals and anoptional tour of Kyoung-ju. Details on this will be forth-coming. Please wait to make travel plans until you re-ceive this information.

The conference program will truly be international andwill provide the finest opportunity for professional growthavailable in Korea. There will be notable speakers fromthirteen countries: Singapore, Hong Kong, New Zealand,the USA, Canada, Mexico, Australia, China, Japan, Ma-laysia, Taiwan, Thailand and the UK. In keeping with thetheme there will be technical presentations on usingInternet and videos in the language classroom. There willalso be numerous nontechnical presentations. For thoseteaching at the secondary, college and adult levels therewill be presentations on the use of drama in the class-room and cross cultural communications. For those teach-ing at the elementary level there will be presentations onthe use of games, motivational activities and communica-tive activities. You can be certain that this conference willstimulate you to try new ideas in your classroom this fall.

One of our plenary speakers will be Former IATEFL Chair

Alan Maley (1988-1992)who teaches in theMaster's Program at theNational University ofSingapore. He has beenin the TESL field for overthirty years and workedfor the British Council insix countries from 1963-1988. He will deliver a paper entitled "Technology: Baneor Boon?" This presentation will examine the role of in-formation technology in language learning and assess theviability of advanced technology in particular cases.

David Nunan, another plenary speaker will be sponsoredby International Thomson Publishing. Perhaps bestknown in Korea as the author of the textbook series,

Atlas: Learning-Centered Communication published by

Heinle & Heinle, David Nunan is currently Professor ofApplied Linguistics and Director of the English Centre atthe University of Hong Kong. In 1995 he served on theExecutive Board of TESOL International. In his presen-tation "Beyond Traditionalism: What We Have Learnedfrom Twenty Years of Research and Practice in ForeignLanguage Teaching" he develops the idea that, "currenttrends are basically evolutionary rather than revolution-ary in nature..."

The 1997 KOTESOL Conference will also have other

ex-citing speakers. Jack Richards, author of the series change will be presenting. The 1997 Conference will alsofeature Angela Llanas, co-author of the Kid's Club series.

Inter-She is coming from the Anglo Mexican Cultural Institutein Mexico City, Mexico to do presentations on elemen-tary classroom methodology. Julia ToDutka and IrwinKirsch from Educational Testing Services, makers of theTOEFL Test will be coming to demonstrate TOEFL 2000.To address the need to develop an awareness of globalissues in the language classroom, Kip Cates from Japan

and Tim Grant, Co-Editor of Green Teacher will be

giv-ing presentations.

October 3-5 is a weekend in Kyoung-ju that you will notwant to miss! At no other place or time this year in Koreawill you have an equal opportunity for professional de-velopment! We look forward to seeing you in historicKyoung-ju, capital of the Shilla Dynasty where the presentexists side-by-side with a one thousand year old history!

Kari Kugler, 1997 KOTESOL Conference Co-Chair, withDemetra Gates, can be contacted by email ; by fax at 53-628-3340; or byphone at 53-653-5416. Demetra Gates can be contactedby email at ; by fax at53-559-4293; or by phone at 53-559-4292.

National conference slated for Kyoungju; October 3-5

</div>Trang 7<div class="page_container" data-page="7">

by Barbara Hoskins

G

etting students to speak in glish class is rarely a problem.Students love to talk aboutschool, about their clubs, about theirfriends, about their interests. Getting tospeak English is sometimes more diffi-cult. Students most often revert to theirfirst language during activities and otherless-structured language practice. Theyrevert to their L1 when faced with ac-tivities that are are beyond their lan-guage level, inadequately explained, orprovide no real reason to speak.

En-We can not force our students to speakEnglish. However, we can make it easierfor them to stay in English by ensuringthat students always 1) know the lan-guage necessary for the activity; 2) un-derstand what they are expected to doin the activity; and 3) have a reason tospeak.

To meet the first requirement, alwaysexamine activities before using themto see exactly what language will benecessary and be sure that studentshave already learned that language.Then, give students some sort of lan-guage reference (like a grammar box)to use during the activities. Activities arenot a very good means of teaching new

language. They work best in the tice that comes after students are com-fortable using a new structure.

prac-We can meet the second requirementby modelling activities before askingstudents to do them. Making sure that

Getting Students to Speak English

all students understand what is pected of them can take a lot of time, atleast the first time an activity is intro-duced. However, if you use the sametypes of activities often, to practice newlanguage, then the time is well-spent.

ex-To give our students a reason to speak,we need to make activities communi-cative, dividing information in such away that students have to share theirinformation in order to complete anactivity or "task." There are three basictypes of communicative activities, orways of dividing information. The ex-amples I havve listed under each cat-egory are all activities taken from vari-

ous Let's Go teacher's books, but as

models for creating activities, they canbe used with any textbook.

I. J

IGSAW

In a jigsaw activity, every student hasone piece of information. Students haveto work together and share informationin order to complete a task. Typical jig-saw activities include Living Sentences,Strip Stories and Find Your Partner.

L

IVING

S

ENTENCES

.

The class is divided into groups of asmany students as there are words in asentence. Each student has one wordof a sentence, and students may not

show each other their words. Studentsstand, and by repeating their words, putthemselves in order to form a sentence.They may not speak except to repeattheir words.

S

TRIP

S

TORIES

.

Each student gets a line of a dialog orreading passage, and the group workstogether to put the dialog or passage inorder.

F

IND

Y

OUR

P

ARTNER

.

Students each receive half of a set: twoidentical pictures, two halves of a sen-tence, or a question and answer. By re-peating the target question or sentence,students try to find their partners (thestudent holding the matching card).

II. T

RANSFER

In a transfer activity, one student has allof the information and transfers it (usu-ally by telling, or asking questions) toother students who then do somethingwith the information. Typical activitiesinclude Bingo, Picture Game, and Cha-rades.

P

ICTURE

G

AME

.

Write 5-10 vocabulary words or phraseson a list (for younger children, use Stu-dent Cards or other picture cues). Di-vide the class into teams. Show the firstitem on the list to one student from eachteam. Check to make sure that all stu-dents understand the word or phrase.Then, students go back to their groupsand try to get the other members to saythe item. There are only two rules: stu-dents can not use the tar-get word and they cannotuse their L1. For youngchildren, let them drawpictures and use gesturesto communicate the tar-get word. For older chil-dren (and adults) allowthem to also talk aroundthe word, using other vo-cabulary to communicatethe word.

One team member uses gestures andactions to elicit a vocabulary word orphrase from his or her team. However,if you have students stop during theirmiming, you can also use charades topractice the past continuous (What wasshe doing? What is she doing now?Living Sentences

</div>Trang 8<div class="page_container" data-page="8">

What was she doing when I said"stop"?).

Each student has a nine-square grid,

three rows of three squares each (thetraditional 25 square grid works fine, buttakes more time). Students select nineStudent Cards (based on the lesson) andarrange them at random on the grid, orwrite nine vocabulary words or phrasesin the squares. The caller picks a cardfrom a duplicate set of Student or wordcards and calls out the vocabulary item.If the students have that item on theirgrids, they turn the card over, or coverit with a piece of paper. The winner isthe first student to cover three squaresacross, down, or diagonally.

III. E

XCHANGE

Each partner has half of the tion, which must be exchanged in or-der to complete a task. Exchange ac-tivities include information gap, Back-to-Back Pictures, and File Grids.

informa-I

NFORMATION

G

AP

.

Information gaps are common in adultclasses, but rarely used with children.They work equally well in children'sclasses, if we makesure that our stu-dents have all thelanguage neces-sary to completethe gap and thatthey clearly under-stand how to do it.This kind of activ-ity is more compli-cated than someof the others, andmay take moretime for model-ling, but the qual-ity of the languagepractice makes itworth the extratime. To make aninformation gapactivity, select 2-3questions to be re-viewed. Names goin the first column,and the answers tothe questions areequally dividedbetween StudentsA and B. To en-sure that studentshave all of the lan-guage necessary to do the activity, in-clude a grammar box or language ex-ample with the information gap. Stu-dents take turns asking and answeringquestions to fill in their grids. For olderchildren, it is also a great opportunityfor spelling practice if they have to askeach other how to spell parts of the an-swer.

For younger children (non-readers),you can make an information gap us-ing pictures and Student Cards. Makethe information gap grid large enoughto accommodate Student Cards. Placea notebook or some other object as ascreen so that students can not see eachother's grids. Student A places StudentCards on his or her grid for the first halfof the information. Student B does thesame for the second half. Then, studentsexchange information by telling or an-swering questions. They place Student

Cards in their open spaces based on theinformation they are given. Studentscheck their answers by comparing thegrids; they should be identical.

B

ACK

-

TO

-B

ACK

P

ICTURES

.

Students first draw a simple picture ing familiar vocabulary items. Studentscan also use simple pictures drawn bythe teacher to speed up the activity. Sit-ting back-to-back, students take turnstelling each other what to draw (and af-ter they have learned prepositions,where to draw it) to duplicate the pic-ture. Students check their accuracy bycomparing drawings.

us-F

ILE

G

RIDS

.

This activity uses a nine-square gridsimilar to the Bingo grid, but numbered1-9. Students draw pictures or writewords in each of the nine squares. Al-ternately, students place Student Cardsin each of the squares. Then, studentstake turns telling their partners how torecreate the grid. (Number 1. Two trees.Or What's 1? It's two trees.)

Students compare grids to check theiraccuracy.

Whenever we use communicative tivities with our students, we allow evenbeginning students to use language inthe same way advanced speakers do.They stop thinking about the languageand start using it as a means to do some-thing. In fact, games and activities areprobably the most real way students canuse language in class. But in order to beeffective and motivating, we must al-ways be sure that students have all ofthe language necessary to complete thetask, know clearly what to do, and feelthat there is a real reason to speak. Dothese three things, and you too will ex-perience the day that you have to say"Please stop speaking English for just amoment!"

Hoskins, B., K. Frazier, R. Nakata

and E. Kisslinger (1992-1996). Let'sGo Teacher's Book (Levels 1-6). New

York: Oxford University Press.

Phillips, Sarah (1993). YoungLearners, Oxford: Oxford University

Press.

</div>Trang 9<div class="page_container" data-page="9">

by Kimberlee Rasmusson,Kyungil University

I

magine the smell of fresh sea air, thetouch of cool breezes, and the sightof sun and showers over green hill-sides in. . .Pusan! First-timers com-ing to this port city in mid-May can'thelp but feel invigorated by the air,land, and sea. So it was for over 200participants who came to the 1997Pusan Chapter of Korea TESOLMini-Conference on May 24th atPusan University of Foreign Studies.

The Pusan Chapter representatives,namely Naun Hwang, Les Miller,Robert Dickey, Jeanne Martinelli, andMike Hughes, along with the faculty,administrators, staff, and students ofPUFS could not have done a betterjob in organizing this event. From8:30 a.m.to 8:30 p.m. teaching profes-sionals from around the nation andfrom other countries spent time talk-ing with old friends and making newfriends. Attendees gleaned excitingnew ideas for the classroom in be-tween the catered lunch and dinner,drinks, raffle, and publishers' displaysall for a fee of 5,000won per person.

At the center of this year's conference

entitled, Theory into Practice: ing English in the Asian Classroom,

Teach-stood the three plenary presenters:Greta Gorsuch (Longman), BarbaraHoskins (Oxford University Press),and David Paul (Heinemann). MsGorsuch succinctly described differ-ences between testing methods andhow knowing these differences canhelp make teaching English more in-tentional and goal driven. Shestrongly urged teachers to use pre-andpost-tests designed to measure stu-dent achievement. Ms. Hoskins, onthe other hand, demonstrated com-municative classroom techniques forgetting children to speak English. Shebelieves that, "Children will use En-glish in activities if they 1) know thelanguage necessary for the activity, 2)understand what they are expected todo, and 3) have a reason to speak."Ms. Hoskins recommended specificactivities. David Paul expounded hismethods for teaching Asian students-- begin with a game, continue withgames, and end with a game. For him,the role of the game is central whentraining students to speak out.

Of course, there wouldn't have beena 1997 Pusan Mini-Conference with-out the 23 session presenters whovolunteered their time and expertise.The mood throughout the day was sopositive that many sessions ran over.Overall, participants left the confer-ence feeling enlightened and edified.

by Cho, Sook Eun,Saemyung Institute

O

n the bright, breezy morning ofMay 24th, the Pusan Chapterof Korea TESOL started it's first con-ference at Pusan University of ForeignStudies. Even before the opening ad-dress took place at 10:30, the class-rooms of the University's LanguageCenter were full for a set of concur-rent sessions.

There were 5 presentations at 9:30, forthe first session of the day. One of thepresenters, Barbara Hoskins, co-au-

thor of Let's Go, was one of those

early morning presenters. It workedout very successfully, as the book hasalready become one of the mostpopular English courses for childrenin Korea.

Most of the attendees knew about thebook and responded perfectly to herguidance. She showed multiple waysof using her books, cards and evensmall details on each page. But be-cause of the limited time, she con-centrated on level 1, and couldn'tspare much time on the higher levels.Anyway, her presentation was full ofideas with joyful methods, with manynew ideas to try.

And an afternoon session by formerPusan Chapter President, MichaelDuffy, was also joyful, with popularsongs for the classroom. We learnedvocabulary, idioms, grammar, andeven culture in different songs, includ-ing a Korean one.

Barbara Hoskin's afternoon plenaryentitled "Getting Children to SpeakEnglish" focused on ways of structur-ing tasks so as to steer young learn-ers away from speaking Korean to gettheir point across.

The opening plenary talk was givenby Greta Gorsuch of Mejiro Univer-sity, Japan, co-author of the Lingual

House, Impact series. Her subject

was not the textbook, but student

as-Mini-conference brings maxi-confidence at Pusan KOTESOL

sessment. She argued that testing,rather than being just an unwelcomeburden, should be a central part ofteaching. She stressed the importanceof testing students' mastery of whatthey have been taught, rather thantheir overall proficiency, as measuredby TOEFL or TOEIC tests.

Another perspective on teaching dren was offered by an old friend ofthe Chapter, David Paul, in the clos-ing plenary. He stressed that one ofthe essential roles of the teacher is tocreate confusion in the mind of stu-dents, in order to ask questions. Drills

chil-can be initiated by presenting a set ofseemingly unrelated phrases, or byposing as an alien who needs tohave even the most common placethings explained.

All the attendees, teaching English inschools, colleges or institutes,showed an enthusiastic response tothe various sessions. They seemed tobe very pleased having a high levelconference here in Pusan. The teach-ers I spoke to were interested aboveall in getting new materials, methodsand guidance in using books from theauthors.

Mood at Mini-conference Positive

</div>Trang 10<div class="page_container" data-page="10">

Corneredited byJeanne E. Martinelli

by Kang, Yun Jong;Kim, Sun Jung;Park, Eun Jung;and Jung, Dong Ho

editor's note: Cultural ner is a sharing corner:

Cor-resources, comments, feedback to pearing articles, any passingthoughts or ideas that one KoTESOLmember thinks might be helpful toanother KoTESOL member. Bereflective. Hold cultural dialogues. .. Last issue we heard about Humorin the Classroom; this edition welook at cross-cultural love. Com-ments and column ideas to:"Culture in language learning is notan expendable fifth skill, tacked on,so to speak, to the teaching of speak-ing, listening, reading, and writing.It is always in the background, rightfrom day one, ready to unsettle thegood language learners when theyexpect it least, making evident thelimitations of their hard won com-municative competence, challengingtheir ability to make sense of theworld around them." --ClaireKramsch

As noted languageand culture linguistexpert, ClaireKramsch, points outabove, we are becom-ing more and moreaware of the influence(no matter howappearingly subtle) ofculture in foreign lan-guage learning. Whathappens when thesecross-cultural issuesleave an academic

realm, and enter matters closer to theheart: cross-cultural love relation-ships?

A group of students at Pusan tional University wanted to find outjust that. They developed a question-

Na-naire which they used to intervieweleven different "cross-cultural" mar-ried couples. Their subjects were avariety of Korean, Japanese, Austra-lian, American, Canadian, and En-glish mixed married folks. Followingis a brief summary of some of theirfindings, which may not be surpris-ing to those involved in biculturalcommunities for any length of time.But for these young adults, eager todefine just what exactly "globaliza-tion" means in their country, on apersonal romantic level, and for oth-ers equally curious, it's something tothink about.

A

s the world gets smallerthrough globalization andmore people travelling andliving abroad, more people have op-portunities to meet someone from adifferent cultural background. Todayin Korea, we can see many cross-cul-tural couples. Only a few years ago,it was not uncommon that mixed

couples were stared at and given dirtylooks. But today people seem to ac-cept such couples more and more.

Our questions were divided into threeparts: before marriage, current mar-riage life, and children. Our goal was

to discover how couplesovercome and compromisecultural differences in orderto understand each other.

B

EFORE

M

ARRIAGE

Initially, the main attractionfor our couples was person-ality (and "lust" as one re-spondent said!), rather than culturaldifferences. But they admitted thatcultural difference was the secondleading factor in choosing their part-ners. Most of them met through mu-tual friends, except for one specialcase where one couple was fixed upby the wife's daughter (through a pre-vious marriage).

For foreigner husbands there was nodifficulty in getting permission fromtheir parents, but for Koreans it washard to persuade their parents. How-ever, to our surprise, the parents al-lowed them to marry after meetingtheir "would be son-in-laws." Eventhough they had communicationproblems, they got along with eachother very easily and quickly theysaid.

D

URING

M

ARRIED

L

IFE

Throughout married life, couples perience each other's culture, whichbroadens their pointof view about worldaffairs. However, be-cause of differentlanguage and cus-toms, they oftenmust explain everydetail. This can be alittle frustrating.Some suggestionsoffered by somecouples were thatthose who are afraidof the difficulties,keep communicating with each otherin order to overcome the differencesand try to see their partners as humansand not as foreigners. Most of thepeople we talked to have not yet hadany serious arguments, but they do

ex-Cross-cultural couples: surprises? No surprises?

For foreigner husbands there was nodifficulty in getting permission fromtheir parents, but for Koreans it washard to persuade their parents. How-ever, to our surprise, the parentsallowed them to marry after meetingtheir "would be son-in-laws."

-continued on page 27

</div>Trang 11<div class="page_container" data-page="11">

by William Snyder,Korea University

K

orea is awash with Englishteachers. You can meetpeople who are plying thistrade every day, everywhere you goin Seoul. And every day, you can readand hear the complaints: the qualityof English teaching is low; too manyteachers aren't qualified to teach anddon't know what they are doing in theclassroom; too much money is beingspent on too little value. These aregenuine matters of concern, both forthe sake of any students affected andfor the reputation of the profession.

At the same time, we also have toclear up the difference between beingqualified and being a good teacher. InKorea, the minimal qualification fora native speaker to receive a work visafor teaching English is a B.A.. I knowmany people who would argue thatanyone without some kind of profes-sional training is unqualified. Buthere's where things begin to get fuzzyfor me. I've met a lot of people whoonly have B.A.'s, who don't have pro-fessional training, and who I think aregood teachers. Not just here, but inAmerica, as well. I'm sure the samesituation exists in other places. Allaround the world, people without pro-fessional training are acting as Englishteachers. A number of them are goodat it and make a career of teachingEnglish. Some even go on to acquireprofessional training. If professionaltraining isn't a prerequisite to being agood teacher, then why do it? Thepeople who enter professional train-ing programs generally expect that theprocess will make them better teach-ers, that it will add to or expand theirability to function in the classroom insome way. But how? What doestraining do? I'd like to present someideas and put forth a proposal for re-search that may help us understandthe role of training more clearly.Teachers' participation in the class-room is shaped by their frames of ref-

erence, the personal and professionalexperiences that affect how they ap-proach the learning process. 1) Thepersonal experiences are their life sto-ries, especially their experiences aslearners (of languages). Their profes-sional experiences encompass boththeir experience in the classroom asteachers and any training they mighthave. Each of these influences thedecisions individual teachers make inplanning and managing the learningprocess; each of them teaches theteacher something about how to makelearning possible.

The rest of this article will focus onthe role of professional training alone,leaving classroom experiences, fromboth sides of the desk, aside. Profes-sional training really comes in twoparts: a theoretical education whichprovides teachers with backgroundknowledge about their subject matterand practical training in methodologyand classroom management.2) Whilemost American M.A. programs offerboth kinds of training in a package, itis possible to separate them. For ex-ample, my degree is in linguistics, butI went through a program that did notprovide teacher training courses. Ihave a good understanding of secondlanguage acquisition processes and ofthe structure of English as a result, butwhat I know of classroom manage-ment and teaching methodology hascome through my experience as ateacher and searching by myself foranswers to questions I had.

Here are some thoughts as to whateach contributes to shaping a lan-guage teacher, based on my experi-ences and informal talks with otherteachers. The theoretical educationprovides teachers with a richer under-standing of what is happening to thelearner. When teachers can recognizedevelopmental patterns in their stu-dents' acquisition of language, theyare better able to adapt the classroomprocess to the learner and providethem with focused lessons that buildon what they have shown they know.Part of creating these lessons is mak-

ing use of the knowledge of languageprovided in the theoretical education.This knowledge also allows teachersto answer student questions aboutlanguage with accuracy and confi-dence. The practical training expandsthe menu of choices teachers have forconstructing lessons and presentingthe language to the learner. Whenteachers have options, they can ad-just their lessons to use methods thatare most effective with their students,even during the course of a lesson.They also gain flexibility in the rolesthey can present themselves in tolearners, being a facilitator of languageuse at one time, a resource for lan-guage structures another. Lastly, botheducation and training provide teach-ers with a professional vocabularythat allows them to communicate withone another and enhance their abili-ties through those interactions. As Isaid earlier, these are thoughts, bestguesses, based only on informal self-observations of teachers. (And in pre-senting them, I want to make it clearthat the results of professional train-ing can only be wholly understood interms of its interaction with the othertypes of experience that make up theteacher's frame of reference.) Theseobservations are the foundation for aresearch project I am beginning inorder to better understand the effectsof professional training.

I would like to interview experiencedteachers, who have worked at leastone year, but do not have professionaltraining, about their approaches toteaching, what they have learned fromtheir experiences, and how they feelprofessional training might be of useto them. These teachers are a resourceto help us begin to understand howexperience and training shape teach-ers. If you meet these qualifications,please contact me via e-mail or by phone at2-920-2226 (work) or 2-921-4102(home).

William Snyder has a PhD in tics, specializing in Second Lan-guage Acquisition from Northwest-ern University. His current researchfocuses on non-professional teach-ers' theories of teaching and class-room communication.

Linguis-What does training do?

</div>Trang 12<div class="page_container" data-page="12">

AsiabyKari Kugler

T

he First Pan AsianConference, thetheme of which was"New Perspectives onTeaching and Learning En-glish in Asia" ended onJanuary 5, 1997. The confer-ence was a success. Thai

TESOL gave an excellent tion on how to organize and host aconference. For three days, hundredsof English teachers from Thailand,Japan, Malaysia, Indonesia, Korea,Taiwan, Hong Kong, Singapore, andother Asian countries gathered to-gether in Bangkok to discuss and de-fine the common goals and issues ofteaching and learning English in Asia.

demonstra-The initial excitement resulting fromthis event has abated. The 45 partici-pants from Korea have returned andare now completing another term ofteaching. But as summer plans arefirmed up, the term ends and anothernewsletter is published and distrib-uted, two questions need to be asked.The first is how to maintain the mo-mentum of discussing the issues thatemerged from the First Pan AsianConference? The second is what is-sues emerged from the first confer-ence that need to be continued in thenext conference? These are questionsthat need to be examined as plans aremade for the Second Pan Asian Con-ference to be held in Korea in Octo-ber 1999.

To answer these questions it is ful to look back at the issues whichwere identified for the First Pan AsianConference. The first issue was cul-turally relevant techniques and mate-rials. The second was appropriatetechnology relating to education. Andthe last was the effective use of En-glish throughout Asia.

help-The dialogue on culturally relevantteaching techniques and materialscontinued this spring at the PusanMini-Conference. Over two hundredEnglish teachers from Korea and Ja-pan heard presentations on testing,teaching techniques for the elemen-

Looking Forward to The Second Pan Asian Conference

tary classroom, the use of drama,teaching with songs and how im-ported teaching methods often failAsian students. This conference dem-onstrated the interest that Englishteachers have in the identification ofmethods that are successful withAsian learners of English.

The 1997 Korea TESOL Conferencewith the theme "Technology in Edu-cation: Communicating Beyond Tra-ditional Networks" promises to con-tinue the debate on appropriate tech-nology. Speakers from thirteen coun-tries have submitted proposals. AlanMaley will do a plenary which wasoriginally conceived of as an offshootof his paper presented at the first PanAsian Conference, "Myth, Mesmer-ism and Magic". The 1997 KoTESOLpresentation, "Technology Bane orBoon?" examines the role of informa-tion technology and assesses its vi-ability in particular cases of languagelearning . As planning for this confer-ence continues, the momentum for aforum where the issues related to En-glish teaching in Asia can be debatedby English teachers from across Asiais clearly felt.

The third issue identified for the FirstPan Asian Conference was the effec-tive use of English throughout Asia.At the "Agenda 2000 Colloquium"Kim Jeong-Ryeol, as the Korean rep-resentative, called for the recognitionof an Asian English. He asked in avery moving statement that what hasbeen regarded as Konglish be reex-amined as the acculturation of Englishto the culture where it is being used.He gave an example from his ownexperience in learning English in Ko-rea. His first native speaker teachercorrected his use of such phrases asour mother, my alumni friend, my

junior and my senior.From a norm referencedpoint of these phrasescould be regarded as ab-normal or mistakes. Butthey reflect the reality ofthe life experiences of Ko-rean learners of English. Tolabel these terms as mistakes to becorrected not only negates learner'sexperiences, but it also is a subtle wayof implying to students that Englishcannot really be a language for them.

Kim Jeong-Ryeol's call for a tion of Asian English must be seri-ously considered. My senior, my jun-ior, our mother and alumni friend arenot signs of carelessness or incorrectusage. Rather, they are terms that de-note very fundamental cultural valueswhich influence behavior. My seniorand my junior are terms for relation-ships which entail specific duties, re-sponsibilities and behaviors. Ourmother reveals the importance of thegroup in Korean culture as opposedto the importance of the individual inwestern culture. Adherence to thesevalues gives the individual a place androle in society. A language that doesnot evolve to encompass these valuescan only have limited relevance to ourstudents.

recogni-The development, identification anddocumentation of the evolution of anAsian English is an issue that needsto be developed at the next Pan AsianConference. Recognition of suchterms as our mother, my alumnifriend, my junior and my senior willenrich the language because a lan-guage evolves as users contribute theirown cultural values and realities to theEnglish language.

Kari Kugler teaches at KeimyungJunior College in Taegu. She is1997 KoTESOL Conference Co-Chair and co-coordinator of the1999 Pan-Asia conference to beheld in Korea. She can be contactedby fax 53-628-3340 at or via e-mailat

</div>Trang 13<div class="page_container" data-page="13">

Trends and Transitions: JALT97 Trends Lead Us toExplore. Transitions Lead Us to Change

by Jane Hoelker, JALT National Public Relations Chair

J

ALT97, the 23rd Annual JALT International Conference on Language Teaching/Learning and EducationalMaterials Exposition, will take place October 9-12th. The venue is the new, exciting ACT City in Hamamatsuwhich is less than an hour by train from Tokyo Station. The conference theme is "Trends and Transi-tions." Main Speakers include Penny Ur sponsored by the British Council, Chris Candlin sponsored by the

Australian International Educational Foundation and Dr. Devon Woods of Carleton University sponsored by theCanadian Embassy who will also join the 4Corners of Japan Tour.

In addition, Alastair Pennycook of the University of Melbourne is sponsored by AIEF as a 4Corners of JapanTour Speaker. The 4Corners of Japan Tour is a two-week pre-conference tour. The AIEF-sponsored Speaker andthe Canadian Embassy-sponsored Speaker will be joined by Dr. Lilia F. Realubit of the University of The Philip-pines, recipient of the JALT Annual Asian Educator Scholarship. The Tour has brought the Speakers into moreintimate contact with JALT members. This contact adds, as Julian Edge 1996 Tour-Conference Speaker andSandra Savignon 1995 Tour-Conference Speaker said, a special and rich dimension to their contributions twoweeks later at the conference.

The Conference starts Thursday, October 9th, with a special program of Featured Speaker Workshops lead bythese respected language educators: Dave Willis, Adrian Underhill, Aleda Krause, Michael Swan, David Nunanand Jack Richards. Each speaker has been sponsored by one of the Associate Members of JALT. For more

information on these exciting workshops, see the June issue of The Language Teacher.

During the next three days there will be more than 400 hours of plenary speeches, workshops, lectures, strations, colloquia, roundtable discussions, and poster sessions. In the exhibition area the Associate Memberswill display the most recent texts, software, and services to help you in your classes. The extensive "AustralianFair," a special event for 1997, will have the latest in educational materials from Australia. The N-SIG exhibitionswill show you the research and other activities they are involved in. In addition, there will be a host of socialevents such as the traditional Conference Banquet and the Prentice Hall "One-Can-Party."

demon-For updated information about JALT97 check conference information at< JALT World Wide Web page is at<http:/langue.hyper.chubu.ac.jp/jalt>.

The Language Teacher is on-line at <http:/langue.hyper.chubu.ac.jp/jalt/pub/tlt>.

Information and application forms can be found with the June issue of The Language Teacher.

See You in Hamamatsu!

If you have any questions about JALT97, please contact the JALT Central Office, Urban Edge Bldg, 5thFloor, 1-37-9 Taito, Taito-ku, Tokyo 110, JAPAN Tel: +81-3-3837-1630 Fax: +81-3-3837-1631

</div>Trang 14<div class="page_container" data-page="14">

col-This month's "Name That Member!"column looks at a couple of faces whohave been around for a loooonnnggtime in KoTESOL; from its foundingdays. Both are actively working tomake KoTESOL a "happening" kindof professional teaching organizationfor all its members today.

But, first, a reminder of a face thatgoes with one of the names of the twomembers highlighted in last month'sedition: from Cheju: Carol A. Binder.

And now for this June/July's bers Feature. He's fondly known as"Mr. TOEFL" by those who haveknown him over 14 years of teachingTOEFL, and 10 years of teaching En-glish.

Mem-He firmly believes that middle andhigh school teachers in Korea needmore involvement in an "integrated"approach: reading, grammar, listen-ing, speaking, and conversation.

Currently the administrator at YoungMi Foreign Language Institute inTaejon, he attended Yongsei Univer-sity in Seoul. "I love scholarship," hesays, and "I'm interested in methods".So he searched for a method to care-

fully explain TOEFL to his students,who "liked me, stayed with me, andlearned English."

He was a missionary for four years,and travelled to Canada, the UnitedStates, and parts of Asia. He went toAustralia in 1995 for ten weeks to ob-serve teachers at the Melbourne En-glish Center.

A former Vice-President of KATE(Korea Association of Teachers ofEnglish), and Vice-President of theTaejon Chapter, he is currently againthe Vice-President of the TaejonChapter and he is hard at work asCommercial Liaison for KoTESOL.He negotiates with the publishers con-cerning displays at the national con-ference, and advertisement placementin publications.

"This new commercial policy is ferent from what we've had before,"he says, "it may fail or it may suc-ceed." But, with this KoTESOL mem-ber behind it, we're sure it will SUC-CEED!

dif-Name That Member!: Joo Hyun Chul;Tony Joo.

He's another long-termer ofKoTESOL, there from thestart, working with KATE,as the Chairman of the "Um-brella" Committee to findways to merge with AETK(Association of EnglishTeachers in Korea) and be-come KoTESOL.

He organized the first Cholla(and KoTESOL) chapter. Hewrote the original financialpolicy papers and chapterelections guidelines forKoTESOL.

He's an assistant professor inthe Department of EnglishEducation at WonkwangUniversity in Iksan and hasbeen bringing drama teamsregularly to the annual Taejon DramaFestival. His six year old daughter isAeRa Lee, and his wife Ae Kyoungwas KoTESOL treasurer for threeyears, and is currently the FinanceCommittee Chair.

He has a MA degree in Anthropology,with an emphasis in linguistics, fromIdaho State University. His publica-tions include the article "A ParadigmShift for English Teaching Associa-tions," and a textbook on video En-glish. He was the managing editor of

Language Teaching: the KoreaTESOL Journal from 1994-95.

He's currently the KoTESOL mation Systems Management Chair,and is organizing the membership list.

"I've been one of the strongest ponents of a cross-cultural balance inKoTESOL," he says, and continuesto work towards his goal ofKoTESOL positively meeting BOTHexpatriate and Korean teacher Englishteaching needs.

pro-Name That Member!: Jack Large

Taejon Chapter Vice-President, Mr. TOEFL;and Cholla founding member now info guru

Carol Bender Jack Large

</div>Trang 15<div class="page_container" data-page="15">

by, Jeanne E. Martinelli

B

arbara Hoskins is co-author ofthe very popular children's

series Let's Go (teacher's book,

levels 1-4; students' book, levels 5-6).She gave a workshop and was a fea-tured plenary speaker at the very suc-cessful Pusan Chapter Mini-Confer-ence held recently at the Pusan Univer-sity of Foreign Studies, May 24, 1997.Pusan Chapter Secretary, Jeanne E.Martinelli, asks her a few questions byemail:

Jeanne Martinelli; Barbara, how did

you first become involved in the glish as a Foreign Language Teachingfield? Why Asia?

En-Barbara Hoskins; As far back as I can

remember I wanted to be a teacher. MyBachelor's degree was in SecondaryEnglish Education (Western OregonState College), and then I went on toget a MATESOL at Northern ArizonaUniversity. The best job that I was of-fered happened to be in Sendai, Japan,so that is where I went. I'm afraid I didn'thave any burning desire to be in Asia--I didn't even know much about this partof the world. But, I ended up in theright place for me. I'm still around after12 years, and still enjoying myself, andstill proud to be part of the EFL profes-sion.

J. M.; Your very captivating plenary

address encouraged and illustrated theuse of "communicative activities" to getchildren talking in ENGLISH in theclassroom. Would you please defineexactly what you mean by a "commu-nicative activity?" And explain this alittle more.

B. H.; Simply put, I think that the best

activities are designed so that studentswant to, or have to talk to each other inorder to complete the activity. Whenstudents stop focusing on language asa subject, and start using it to do some-thing (e.g., get information, give infor-mation, complete a task), they are com-municating. For example, on my first

An Interview with Let's Go Author, Barbara Hoskins

night in Pusan, I went out with threefriends, who were also presenting at theconference. We wanted to eat Koreanfood and go shopping. Unfortunately,our combined knowledge of Koreanwas way below the survival level. But,with a map and a small phrasebook, weset out. Our goal was not to produceperfect Korean sentences, but simplyto be understood. We were using a for-eign language to do something. (Andyes, we did actually get some food, de-licious. And bought a few things!) Ac-tivities with some built-in goal recreatethis situation to some extent. Especiallyfor our lower level students, being ableto use English to do something is a greatfeeling.

J. M.; What would you define as the

number one obstacle to teachers andchildren using "communicative activi-ties" in the classroom today?

B. H.; Lack of understanding and lack

of time. First, there's some perceptionthat activities take away from actual timespent learning (e.g., "Activities are fun,but don't actually teach anything"). Tosome degree, this perception comesfrom teachers who try to use activitiesto teach new language. Communicativeactivities are a very inefficient way ofintroducing new language; however,they are one of the most efficient waysof practicing it. For example, in a typi-cal five minute Find Your Partner activ-ity, students will repeat the target struc-tures at least 20 times. Since studentsare up and moving around, the teacheris also free to move around and listenin and identify problem areas. When ateacher can show supervisors, parentsand even students that activities are aneffective way to acquire fluency, thereis usually more support.

The second major obstacle is lack oftime. Activities take time to plan, andtime is the one thing most teachers lack.That's why I recommend using a fewtypes of activities over and over. Thefirst time you introduce an activity, ittakes longer, as you have to teach stu-dents how to do the activity. The sec-ond time, you don't have to re-teach the

activity; they already know what to do.I also recommend limiting activities tothe practice part of the lesson, after stu-dents already can use the target struc-tures easily and fairly accurately. Morebang for your buck, so to speak.

J. M.; Barbara, when we spoke briefly

at the conference, you mentioned thatyou were quite excited by what you sawin Korea, and quite impressed by theefforts being made here. Would youplease expand on that now?

B. H.; In the short time I was in Korea,

I saw an amazing amount of asm and energy, from teachers, stu-dents, and publishers. The few childrenthat I met were quite eager to use theirlimited English, but I was most im-pressed with the teachers. There was somuch energy from teachers looking fornew ideas for their own classes. And,everyone was also willing to share ideas,activities, and advice. I'm alwaystouched when teachers take a preciousweekend to invest in professional train-ing, and usually pay for it themselves.It says a lot for the professionalism ofour field.

enthusi-J. M.; Any other thoughts or comments

for our KoTESOL TEC (The EnglishConnection) readers?

B. H.; I think we have one of the best

jobs in the world (and at times, the est). Our students form opinions aboutEnglish, and in some cases about ourhome countries, based on their experi-ences with us. I don't know how manytimes I've met an adult who eitherlearned to love English or hate it becauseof one English class attended as a child.It's a fairly awesome responsibility. Butif the enthusiasm I felt in Pusan is anyindication of effort, I would say that alot of Korean children will grow up en-joying English. Keep up the good work.

hard-Jeanne E. Martinelli, Pusan ChapterSecretary, earned her MA from theSchool for International Training inBattleboro, Vermont and teaches atPusan National University.

</div>Trang 16<div class="page_container" data-page="16">

And speaking of handouts, we all gotmore from Mr. Kim, Won Myung,who informed us about the KoreanEducation during his presentation.Everyone concerned with the currentchanges in Korean Education cameaway well-informed. Along with thatwe all got a nifty little idea of some-thing we could use in class. Mr. Kim's"Exercises that Work for Me" was apresentation of how Korean Englishteachers and native speaking English

teachers cancomplementeach other.

The annualK O T E S O LDrama Festi-val hosted byHan Nam University turned out to bethe big event of the month. Mr. Joo,Hyun Chul and Carl Dusthimer pre-sided. Five dramas were presented,each with it's own colorful theme pre-sented by enthusiastic and talentedcasts. In addition to the excellent per-formances was

Forever a solo

by La, SungChul accompa-nied on the gui-tar by Kim, JinHo, both ofHan Nam Uni-versity. EvenYanni made ana p p e a r a n c eand was inter-viewed by an-

chorman Carl Dusthimer. The dramaswere entertaining, earning prizes fromMs. Kim, Mi Soo, Kidari EnglishShop and Oxford University Press. Agood time was had by all.

We are looking forward to a tation from the always exciting andinformative Andrew Todd on June21st at Hannam University. See youthere.

by Carol Binder

T

he Cheju Chapter is small, but itis growing! We have decided atthis point mostly to focus in using ourown talent for presentations and otheractivities, and we have had a goodvariety of presentations the past twomonths.

At our April meeting in Cheju-shi,

Serge Babin, who teaches at Sisa guage Institute, shared a number ofgames and other activities that he likesto use in class. In particular, he shareda game called Tic-Tac-Tense, which he

adapted from the book Games guage People Play by Jerry Steinberg.

Lan-He also led a spirited discussion onthe use of English names in our class-rooms. In addition to Serge's presen-tation, Oh Eun Ja, who teaches atKyoyuksarang Institute, presented aversion of the Rock, Sissors, Papergame that she uses for demonstration.

In May, we met at Namju High Schoolin Sogwipo. Our first presentation wasby Jeong Won-seok, who teaches 3rdgrade at Kwang Yang ElememtarySchool. He shared a TPR activity thathe often uses in the first class of theyear called The Frog Family. ThenWilliam Tweedie gave us some of thehighlights from the Pan Asia TESOLconference and the internationalTESOL conference, both of which heattended. He also shared part of hisown presentation from the Pan Asiaconference. Finally, he demonstratedtwo computer programs that he usesin class, Triple Play Plus! and EnglishDiscoveries.

Our second newsletter came out in themiddle of May. Oh Eun Ja is the lead-ing force behind our newsletter, butshe has had plenty of assistance fromJuhn Ostapeic, a teacher at SehwaMiddle and High School, and the edi-

tor of The Islander, Cheju National

University's English language paper. Our newsletter is bi-monthlyand is sent to all public and privateschools and institutes on Cheju-dofree of charge with the goal of shar-

news-Kirsten Reitan gave an tive presentation on discussionsusing a talk show format that shehas found successful with herReading Classes.

informa-Serge Babin, whoteaches at SisaLanguage Institute,shared a number ofgames and otheractivities that helikes to use in class.

</div>Trang 17<div class="page_container" data-page="17">

ing information and increasing est in our KOTESOL chapter.

by Steve Garrigues

T

he May speaker for the TaeguTESOL Chapter was Prof. Rob-ert Dickey from Miryang NationalUniversity, who presented a work-shop on the subject of "What are wedoing and why? Goals and objectivesfor teachers of English in Korea." Hispresentation opened with a series ofself-reflective questions which allEnglish teachers, whether Korean orforeign native speakers, should askthemselves, focusing on the teacher'sown strengths and goals, as well asthe relationship between the teacher'sobjectives and those of the studentsand their educational institution. Theaudience was then divided up intosmall groups to consider the questionsin detail. Each group became so en-thusiastically involved in their discus-sions that it was difficult to get every-one back together again for a closingsummary. Everyone agreed that thisapproach would be ideal for a week-end workshop sometime.

Ms. Autumn Riddle, a teacher-trainerat Kyongbuk Teachers Training Insti-tute in Kumi, was the featured speakerat the June meeting. She spoke abouther experiences, both funny and frus-trating, working with Korean elemen-tary and secondary school teachers.Provincial school teachers who cometo the Training Institute for a three-week in-service training session oftenfind themselves interacting with a "na-tive" speaker for the first time. Someare nervous and reluctant to speak,and others are especially worriedabout "failure". Issues of cultural dif-ferences in learning styles and teach-ing methods surface quickly in sucha context. Ms. Riddle shared her ex-periences and insights in hopes ofshedding light on some of the prob-lems that others may encounter. Herpresentation included not only illumi-

nating and entertaining "war stories"but also helpful materials and meth-ods she has developed in her work.

by Jeanne E. Martinelli

A

pril was a challenging chaptermeeting, as Jon Marshall sharedsome insights on "discipline" in thehagwons. "Setting limits", and "beingconsistent" were a couple of mainpoints made. Attendees entered intolively discussion regarding these con-cerns. Jon had kindly stepped in at thelast minute to present at this April 26meeting, after learning of a conflict forour previously scheduled session onElementary Education for April 26,with the government who was run-ning an all day conference on thatsame day, and our

two elementaryteachers whowould have pre-sented as part of apanel, were un-able to attend (aswell as other el-ementary teach-ers being unableto attend).

And then inMay,Pusan was amecca of EnglishTeachers and re-lated profession-als, as approxi-mately two hun-

dred attendees (and more, countingstudent volunteers and publishers)swamped the Pusan University ofForeign Studies on May 24th for thePusan Chapter Mini-Conference

"Theory into Practice: Teaching glish in the Asian Classroom". The

En-day's events included three plenary

sessions (Greta Gorsuch, High pact Series; Barbara Hoskins,Let's GoSeries; and David Paul, Finding Out

Im-Series), a complimentary lunch, and

concurrent sessions running from9:30 a.m. until 5:15p.m. A lavish re-ception, sponsored by the Pusan Uni-versity of Foreign Studies, closed theday's festivities, at 6:30 p.m. And thatwas after the exciting raffle wherelucky winners walked away withfabulous prizes!

From there many KoTESOLers andfriends went out to more informallysolidify their new or re-acquaintedfriendships made with colleagueswho had also participated in thestimulating sessions of the day. Top-ics ranged from reading, writing, popsongs, video, drama and discipline.From all accounts heard, and the en-thusiasm charging the air, participantsand presenters alike were pleased withthe day, and happy to have been a partof such a smoothly run event. A hugeand gracious THANKS! goes out toall the student volunteers, presiders,publishers, participants, and present-ers who made the day what it was! Afollow-up evaluation of the confer-ence will be going out to attendees,so we can shareinformation withnational confer-ence plannersabout the mini-conference work-shop sessions(presenters) espe-cially liked by par-ticipants, and wecan continue towork for an evenbetter conferencenext year.

June and Julypromise to be in-teresting meetingsas well, held asusual, on the last Saturday of themonth at ESS Institute inNampodong. Doors open at 2:30, andthe meeting begins at 3:00. Augustwill be "summer break", no meetingheld, so we'll see you again then inSeptember!

Each groupbecame so en-thusiasticallyinvolved in theirdiscussions thatit was difficult toget everyoneback togetheragain for a clos-ing summary.

Give The English tion to a colleague.

</div>Trang 18<div class="page_container" data-page="18">

Connec-by Kirsten B. Reitan

O

n Saturday, May 17th, theTaejon KOTESOL chapterheld their annual Drama fes-tival. Five groups from all over Koreacompeted for various honors.

We were treated to performances bytwo young groups. Goldilocks and theThree Bears was performed by En-glish Land Drama Club, an elemen-tary school group from Chongju. Thegroup Sweet Dreamers, from NajuGirls' Middle School, acted out a tra-

ditional Korean folktale, The Rabbit'sJudgement.

We also had three university groups:Waterfall from Wonkwang Universityin Iksan, who preformed Aliens LiveAmong Us (an adaptation of the USTV show, Third Rock from the Sun);ET( English Training) from TaejonJunior College, who performed TwoHappy Brothers (an original script setin old Korea that tells the story of twobrothers); and 015's from Pusan Na-tional University, who performed Be-yond the Culture (an original scripttelling the story of cross-cultural ro-mance and family values).

"Tony" Hyun Chul Joo was the ter of ceremonies, and the team ofCarl "Dusty" Dusthimer, Jim Query,Jin-ho Kim, and Sung-chul La pro-vided special entertainment after thegroups had performed.

mas-The judges, Shaun Ruse, DeannaFuhlman, Chulwoong Bag, Dr. NamSoon Kim, and Kirsten Reitan, hadsome very difficult decisions to make.Overall, more than 30 prizes wereawared thanks to the generosity ofOxford University Press and Kim andJohnson's Kidari Book store, whoboth donated textbooks and dictio-naries.

In the various traditional categories,052's Won for best senior perfor-mance and Sweet Dreamers won thegrand prize for best performance. Bestactor went to Dong-ho Go whoplayed Hyun-ju in Beyond the Cul-ture. For best actress, Seo-hui Na,won for her roles as the tiger from TheRabbit's Wisdom. English LandDrama Club won awards for beststage set and excellent pronunciation,Waterfall won awards for most origi-nal performance. We had a tie for fun-niest actor: Hui-jung Kim, the rabbitin The Rabbit's Judgment, and Su-yeon Kim, the rabbit in Two HappyBrothers. One special category awardwas given for best macarena, per-formed by the members of SweetDreamers.

Overall, the performances were derful and impressive. A lot of hardwork had been put into all five per-formances and the audience really en-joyed the show.

won-The next KOTESOL drama contestwill be held in Kwangju sometime inthe fall. If you missed the Taejondrama festival, make sure you don'tmiss the next one. We're sure it willbe just as wonderful. Look for details

in the next edition of The EnglishConnection.

Students win at '97 drama fest

by Carl Dusthimer

H

ave you ever witnessed or participated in a speech contest? Ifyou have, you know all too well thepressure there is to memorize thespeech, word for word, pause for pause,and gesture for gesture. When all is saidand done however, what one has is aspeech in one's brain with no realisticplace to put it to good use. This is notto say that one does not learn some-thing in an academic sense, as the ma-terial studied in preparation may be in-trinsically valuable. But the usefulnessof the contest to one's foreign languagedevelopment and one's ability to func-tion in an environment where the for-eign language is the primary languageof communication is questionable.

What if, on the other hand, someonedeveloped a contest that would callupon, reveal the contestant's ability tofunction in a realistic environment; asituation that we all, as foreign languagelearners face (hope to face): that is us-ing the target language in real world situ-ations. It is` virtually impossible to onehundred percent accurately measure acontestant's ability to speak the targetlanguage in an authentic environment.Perhaps it is the same idea we find in

the Heisenberg Uncertainty Principle,where the act of measuring somethinginherently causes inaccuracy in themeasurement. In the case of Englishcontests, we shouldn't just give up theghost though. We should strive to de-velop a contest that approximates asclose a natural environment as possible.

There is such a contest that attempts justthis. It is the IPEC (International Prac-tical English Contest). Here contestantsare put in practical situations with na-tive speakers and must initiate and carryon a conversation for three minutes.The contestants are then evaluated ac-cording to certain criteria such as in-volvement, fluency, accuracy, pronun-ciation, gesturing and others. The prizesthat are awarded also reflect an empha-sis on furthering one's language devel-opment; study trips to the US andCanada.

All in all it is a very positive ment to reach beyond rote memoriza-tion and make the time and energy spentin preparation pay off in a practical way:increased functional language ability.

develop-Carl Dusthimer is KOTESOL FirstVice President. His interests lie in Glo-bal Issues and he is a formerNationalConference Chair.

What's in a Speech Contest? Something new.

</div>Trang 19<div class="page_container" data-page="19">

C

ONCERNSIN

EFL

1. Reticence: Shyness or"unforthcomingness" may be a cul-tural pattern.

2. Confidence: Students may havehad few chances to speak so their self-esteem is low in this regard.

3. Previous "programming": ous educational experiences may bein conflict with a classroom for con-versation and "unlearning" may beneeded.

previ-4. "Unlearning": prior to the sity level, students have prepared forperfect grammar (TOEIC, etc),whereas conversation taps a differentprocess requiring fluency first, perfec-tion later.

univer-5. Learning-to-learn: It is possible tolearn various useful strategies to fa-cilitate EFL learning.

Conversational emphasis should notbe on grammar or even perfect dic-tion initially but on:

1. Fluency / pace: ease and speed ofexpression should aim to be as natu-ral as possible without pauses and ter-minations.

2. Confidence: students should cometo feel comfortable expressing theirown ideas even though they may notbe perfectly spoken... and HAVEFUN! At first corrections should beheld to a minimum.

3. "Gross" meaning: encourage dents to find a way to communicatetheir ideas and worry about finepoints later.

stu-4. Tone/intonation/body language:these are as much a part of languageacquisition as speech itself so that stu-dents can be coached to notice theseaspects of language and to develop anintuitive "feel."

Using Flexible Grouping Effectively in the EFL Classroom

There are two general types of groups:

1. Fixed groups: Students are placedin an established order or groupingwhich will not change over the semes-ter. An example of this type is theuse of a seating plan for attendancepurposes, or study team groups.

2. Flexible groups: As the name dicates, the size will vary from pairsto ten (maximum). The location willvary depending

in-on the activity.For example,groups practis-ing drama maybe dispersed tocorners or hall-ways so they donot interfere witheach other. Theinstructors' skillcomes into playhere in sensinghow big thegroup should befor each task. Formost tasks, fiveto seven is ideal.

One person is chosen as leader to port to the instructor or to the class.The group can rotate leadership if theyso desire.

re-U

SING

F

LEXIBLE

G

ROUPING

In most courses there are several els of goals knowledge, critical think-ing, and attitudes toward learning. Aprofessor's task is to find methodsthat will achieve an optimal balanceof all these. Different methods areeffective for different objectives sothat professors need to be able to usean optimal combination of thesemethods. More time is often devotedto lecturing, particularly in largerclasses, but this may be a major wayin which large classes are likely tosabotage education. Goals such ashigher level thinking, application,motivation, and attitude change aremost likely to be achieved in smallergroups. Moreover, both students and

lev-faculty members may feel that ing is more effective in smaller groups.Of even more significance than classsize is its relation to the teachingmethod used. For example, class sizeis of minimal relevance in televisionteaching, of slight importance in lec-turing, and of much importance fordiscussion. In general!

Larger classes are simply not as fective as smaller ones for retentionof knowledge, critical thinking, and at-

ef-titude change.

In lower levelcourses, economicsand feasibility usu-ally dictate largerclasses. As a com-promise solution,large courses can besplit into a lecture tothe group as awhole, and a smallgroup discussion.The assumptionhere is that lecturesare valuable for cer-tain purposes, suchas communicatinginformation, and that the effectivenessof the lecture method is not greatlyaffected by class size. Further, largergroup class meetings are economicalfor test administration, guest lectures,and films. By teaching the studentsin large sections part of the time, itbecomes economically feasible tokeep the discussion sections smallenough to permit wide student par-ticipation. Examples of such tech-niques might include learning "cells,"problem posting, role playing, studyteams, and other forms of flexiblegrouping that will vary in size, func-tion, and composition according togoals. Better success is assured if theprofessor prepares and supervises thestudent-led discussion groups.

A highly structured approach wouldbe the ETSI (Education Through Stu-dent Interaction) method to renderstudent-led discussion groups moreeffective. A student manual guides

More time isoften devoted tolecturing, par-ticularly in largerclasses, but thismay be a majorway in whichlarge classes arelikely to sabotageeducation.

-continued from front cover

</div>

USING FLEXIBLE GROUPING EFFECTIVELY IN THE EFL CLASSROOM

Korea Teachers of English to Speakers of Other Languages July 1997 Volume 1 Issue 2

To promote scholarship, disseminate information, and facilitate cross-cultural understandingamong persons concerned with the teaching and learning of English in Korea

<b>Also in this issue:</b>

Teacher Education Group meeting in Taejon... 55Getting students to speak English... 77

What does training do?... 1111

An interview with Let's Go author, Barbara Hoskins... 1515Korean high school teachers' workshop in reading... 2323

<i><b>Prof. JoAnne D. Bradley,</b></i>

<i><b>Hoseo University Chonan, S. Korea</b></i>

W

<b>Using Flexible Grouping Effectively in the EFL Classroom</b>

July 1997Volume One

<b>Chapter Reports</b>

<b>For Your Information</b>

<b>Korea TESOL's Second Mission: Organizational Development</b>

<i><b>by Greg Matheson,</b></i>

<i><b>Soonchunhyang University</b></i>

T

<b>Chap-Teacher Ed. group meets, discusses primary English education & training</b>

<b>It does not matter whether the teachers arenative speakers themselves so long as theysupply as much input as possible at theappropriate level for their students.</b>

<b>What they wantedwas pronuncia-tion, conversa-tion, classroomEnglish,</b>

<b>National conference slated for Kyoungju; October 3-5</b>

<i><b>by Barbara Hoskins</b></i>

G

<b>Getting Students to Speak English</b>

<b>I. J</b>

<b>L</b>

<b> S</b>

<b>.</b>

<b>S</b>

<b> S</b>

<b>.</b>

<b>F</b>

<b> Y</b>

<b> P</b>

<b>.</b>

<b>II. T</b>

<b>P</b>

<b> G</b>

<b>.</b>

<b>III. E</b>

<b>informa-I</b>

<b> G</b>

<b>.</b>

<b>B</b>

<b>-</b>

<b>-B</b>

<b> P</b>

<b>.</b>

<b>us-F</b>

<b> G</b>

<b>.</b>

<i><b>by Kimberlee Rasmusson,Kyungil University</b></i>

I

<i><b>by Cho, Sook Eun,Saemyung Institute</b></i>

O

<b>as-Mini-conference brings maxi-confidence at Pusan KOTESOL</b>

<b>Mood at Mini-conference Positive</b>

Corner<sup>edited by</sup>Jeanne E. Martinelli

<i><b>by Kang, Yun Jong;Kim, Sun Jung;Park, Eun Jung;and Jung, Dong Ho</b></i>

A

<b>B</b>

<b> M</b>

<b>D</b>

<b> M</b>

<b> L</b>

<b>ex-Cross-cultural couples: surprises? No surprises?</b>

<b>For foreigner husbands there was nodifficulty in getting permission fromtheir parents, but for Koreans it washard to persuade their parents. How-ever, to our surprise, the parentsallowed them to marry after meetingtheir "would be son-in-laws."</b>

<i><b>by William Snyder,Korea University</b></i>

K

<b>Linguis-What does training do?</b>

Asia<sup>by</sup>Kari Kugler

T

<b>Looking Forward to The Second Pan Asian Conference</b>

<b>Trends and Transitions: JALT97 Trends Lead Us toExplore. Transitions Lead Us to Change</b>

<i><b>by Jane Hoelker, JALT National Public Relations Chair</b></i>

J

See You in Hamamatsu!

<b>Taejon Chapter Vice-President, Mr. TOEFL;and Cholla founding member now info guru</b>

<i><b>by, Jeanne E. Martinelli</b></i>