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The English ConnectionIs a Publication ofKorea Teachers of Englishto Speakers of Other LanguagesEditor-in-chief,Kim, Jeong-ryeol,Publications Committee ChairSection Editors:Robert J. Dickey (Articles),Carl Dusthimer (Chapter Reports),Column Editors:Park, Joo-Kyoung (President's Message),Demetra Gates (National Conference),Jeanne E. Martinelli (Cultural Corner,Name That Member!),Kari Kugler (Pan Asia),Kiama Robinson (Teachniques),Steve Garrigues (FAQs),Gina Crocetti (Book Reviews),Robert J. Dickey (Calendar),Advertising,Kim, Jeong-RyeolGraphic Design:Everette Busbee (cover),Greg Wilson (layout)Printing,Kyongsang Printing, Masan, Republic of KoreaContributor's GuidelinesThe English Connection is accepting submissions on matters relatedto 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 commentaryon issues facing the TESL profession.The English Connection welcomes any previously unpublishedarticle in the following categories:Feature articles; should be 1000-4000 words and should presentnovel 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 ofinterest to TESL professionals. Commercial submissions arediscouraged.Guest Columns; should be limited to 750 words. The EnglishConnection 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 wordsin length. Submissions should be of recent publications and not ofa book of other material previously reviewed in The EnglishConnection.Calendar submissions should be less than 150 words for Conferencesand 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 retainsthe right to edit all submissions that are accepted for publication.Submissions will be acknowledged within two weeks of theirreceipt.THE ENGLISH CONNECTION, published six times a year, bimonthly, is the official newsletterof Korea Teachers of English to Speakers of Other Languages (KOTESOL) (a membershiporganization) and is distributed as a service to the members of KOTESOL.Advertising is arranged through Kim, Jeong-Ryeol at Korea National University of EducationDepartment of Elementary Education Tarak-ri, Kangnae-myeon, Chungwon-gun, Chungbuk363-890.(phone; 0431-230-3537) (fax; 0431-232-7174) (e-mail; jrkim@knuecc-sun.knue.ac.kr).All material contained within THE ENGLISH CONNECTION is copyrighted by the individualauthors 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.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.

CONTENTSJuly 1997Volume OneIssue TwoEnglishheConnectionTKorea Teachers of English to Speakers of Other LanguagesCoverUsing flexible grouping effectively in the EFL classroomProf. JoAnne D. Bradley, Hoseo UniversityArticlesTeacher Ed. Group meets, discusses primary English... 5Greg Matheson, Soonchunhyang UniversityGetting students to speak english... 7Barbara HoskinsMini-conference brings maxi-confidence at Pusan KOTESOL... 9Cho, Sook Eun, Saemyung InstituteMood at mini-conference positive... 9Kimberlee Rasmusson, Kyungil UniversityWhat does training do?... 11William Snyder, Korea UniversityAn interview with Let's Go author, Barbara Hoskins... 15Jeanne E. Martinelli, Pusan Chapter SecretaryStudents win at '97 drama fest... 18Kirsten B. ReitanWhat's in a speech contest? Something new... 18Carl Dusthimer, First Vice PresidentKorean high school teachers' workshop in reading... 23Barbara Wright, Korea UniversityColumnsPresident's Message... 4National Conference... 6Cultural Corner; Cross-cultural couples... 10Pan Asia... 12Name That Member!... 14Teachniques; Alphabet Clap; chanting minimal pairs... 27FAQs; How is the money spent by KOTESOL... 28Book Reviews; Roleplay by Gillian Porter Ladousse... 29Chapter ReportsTaejon... 16; Cheju... 16; Taegu... 17; Pusan... 17For Your InformationContributor's Guidelines... 2Calendar... 30Call for nominations for Executive Council positions... 32National Conference pre-registration... 33Who's where, in KOTESOL... 34Membership application/Change of address form... Back Cover

The English Connection July 1997 Volume 1 / Issue 2Korea TESOL's Second Mission: Organizational DevelopmentIshould start this bygiving kudos to the PusanChapter leaders and membersfor their success inhosting their first Miniconference,held at PusanUniversity of ForeignStudies, on May 24, 1997. Itwas very exciting for me tosee more than 300 faces at theconference beaming with joyand new hopes for theirteaching. All three plenaryspeakers, Greta Gorsuch,Barbara Hoskins and DavidPaul, came in a timely mannerto us with their wisdom toscratch our long-time itches ofassessment and teachingEnglish to children.Thankyou, professors.4President'sMessage byAlong 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 publications,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 fortunatePark Joo-kyungto 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 newsletter,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 experienceby 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!

The English Connection July 1997 Volume 1 / Issue 2What was she doing when I said"stop"?).BINGO.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. EXCHANGEEach partner has half of the information,which must be exchanged in orderto complete a task. Exchange activitiesinclude information gap, Backto-BackPictures, and File Grids.8INFORMATION GAP.Information gaps are common in adultclasses, but rarely used with children.They work equally well in children'sclasses, if we makesure that our studentshave all thelanguage necessaryto completethe gap and thatthey clearly understandhow to do it.This kind of activityis more complicatedthan someof the others, andmay take moretime for modelling,but the qualityof the languagepractice makes itworth the extratime. To make aninformation gapactivity, select 2-3questions to be reviewed.Names goin the first column,and the answers tothe questions areequally dividedbetween StudentsA and B. To ensurethat studentshave all of the languagenecessary to do the activity, includea grammar box or language examplewith the information gap. Studentstake 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 answer.For younger children (non-readers),you can make an information gap usingpictures 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 answeringquestions. They place StudentCards in their open spaces based on theinformation they are given. Studentscheck their answers by comparing thegrids; they should be identical.BACK-TO-BACK PICTURES.Students first draw a simple picture usingfamiliar vocabulary items. Studentscan also use simple pictures drawn bythe teacher to speed up the activity. Sittingback-to-back, students take turnstelling each other what to draw (and afterthey have learned prepositions,where to draw it) to duplicate the picture.Students check their accuracy bycomparing drawings.FILE GRIDS.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. Alternately,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 activitieswith 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 something.In fact, games and activities areprobably the most real way students canuse language in class. But in order to beeffective and motivating, we must alwaysbe 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 experiencethe day that you have to say"Please stop speaking English for just amoment!"REFERENCES:Hoskins, B., K. Frazier, R. Nakataand E. Kisslinger (1992-1996). Let'sGo Teacher's Book (Levels 1-6). NewYork: Oxford University Press.Phillips, Sarah (1993). YoungLearners, Oxford: Oxford UniversityPress.

The English Connection July 1997 Volume 1 / Issue 2Mini-conference brings maxi-confidence at Pusan KOTESOLby Cho, Sook Eun,Saemyung InstituteOn the bright, breezy morning ofMay 24th, the Pusan Chapterof Korea TESOL started it's first conferenceat Pusan University of ForeignStudies. Even before the opening addresstook place at 10:30, the classroomsof the University's LanguageCenter were full for a set of concurrentsessions.There were 5 presentations at 9:30, forthe first session of the day. One of thepresenters, Barbara Hoskins, co-authorof Let's Go, was one of thoseearly 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 becauseof the limited time, she concentratedon 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, includinga Korean one.Barbara Hoskin's afternoon plenaryentitled "Getting Children to SpeakEnglish" focused on ways of structuringtasks so as to steer young learnersaway from speaking Korean to gettheir point across.The opening plenary talk was givenby Greta Gorsuch of Mejiro University,Japan, co-author of the LingualHouse, Impact series. Her subjectwas not the textbook, but student as-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 childrenwas offered by an old friend ofthe Chapter, David Paul, in the closingplenary. He stressed that one ofthe essential roles of the teacher is tocreate confusion in the mind of students,in order to ask questions. Drillsby Kimberlee Rasmusson,Kyungil UniversityImagine the smell of fresh sea air, thetouch of cool breezes, and the sightof sun and showers over green hillsidesin. . .Pusan! First-timers comingto 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 professionalsfrom around the nation andfrom other countries spent time talkingwith old friends and making newfriends. Attendees gleaned excitingnew ideas for the classroom in betweenthe catered lunch and dinner,drinks, raffle, and publishers' displaysall for a fee of 5,000won per person.At the center of this year's conferenceentitled, Theory into Practice: TeachingEnglish in the Asian Classroom,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 teachersI spoke to were interested aboveall in getting new materials, methodsand guidance in using books from theauthors.Mood at Mini-conference Positivestood the three plenary presenters:Greta Gorsuch (Longman), BarbaraHoskins (Oxford University Press),and David Paul (Heinemann). MsGorsuch succinctly described differencesbetween testing methods andhow knowing these differences canhelp make teaching English more intentionaland goal driven. Shestrongly urged teachers to use pre-andpost-tests designed to measure studentachievement. Ms. Hoskins, onthe other hand, demonstrated communicativeclassroom techniques forgetting children to speak English. Shebelieves that, "Children will use Englishin 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 withoutthe 23 session presenters whovolunteered their time and expertise.The mood throughout the day was sopositive that many sessions ran over.Overall, participants left the conferencefeeling enlightened and edified.9

The English Connection July 1997 Volume 1 / Issue 2Cross-cultural couples: surprises? No surprises?by Kang, Yun Jong;Kim, Sun Jung;Park, Eun Jung;and Jung, Dong Hoeditor's note: Cultural Corneris a sharing corner:resources, comments, feedback to appearingarticles, 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. Commentsand column ideas to:jeanne@hyowon.cc.pusan.ac.kr"Culture in language learning is notan expendable fifth skill, tacked on,so to speak, to the teaching of speaking,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 communicativecompetence, challengingtheir ability to make sense of theworld around them." --ClaireKramschAs noted languageand culture linguistexpert, ClaireKramsch, points outabove, we are becomingmore and moreaware of the influence(no matter howappearingly subtle) ofculture in foreign languagelearning. Whathappens when thesecross-cultural issuesleave an academicrealm, and enter matters closer to theheart: cross-cultural love relationships?10CulturalCorneredited byJeanne E. MartinelliA group of students at Pusan NationalUniversity wanted to find outjust that. They developed a questionnairewhich they used to intervieweleven different "cross-cultural" marriedcouples. Their subjects were avariety of Korean, Japanese, Australian,American, Canadian, and Englishmixed married folks. Followingis a brief summary of some of theirfindings, which may not be surprisingto those involved in biculturalcommunities for any length of time.But for these young adults, eager todefine just what exactly "globalization"means in their country, on apersonal romantic level, and for othersequally curious, it's something tothink about.As the world gets smallerthrough globalization andmore people travelling andliving abroad, more people have opportunitiesto meet someone from adifferent cultural background. Todayin Korea, we can see many cross-culturalcouples. Only a few years ago,it was not uncommon that mixedFor foreigner husbands there was nodifficulty in getting permission fromtheir parents, but for Koreans it washard to persuade their parents. However,to our surprise, the parentsallowed them to marry after meetingtheir "would be son-in-laws."couples were stared at and given dirtylooks. But today people seem to acceptsuch couples more and more.Our questions were divided into threeparts: before marriage, current marriagelife, and children. Our goal wasto discover how couplesovercome and compromisecultural differences in orderto understand each other.BEFORE MARRIAGEInitially, the main attractionfor our couples was personality(and "lust" as one respondentsaid!), rather than culturaldifferences. But they admitted thatcultural difference was the secondleading factor in choosing their partners.Most of them met through mutualfriends, except for one specialcase where one couple was fixed upby the wife's daughter (through a previousmarriage).For foreigner husbands there was nodifficulty in getting permission fromtheir parents, but for Koreans it washard to persuade their parents. However,to our surprise, the parents allowedthem to marry after meetingtheir "would be son-in-laws." Eventhough they had communicationproblems, they got along with eachother very easily and quickly theysaid.DURING MARRIED LIFEThroughout married life, couples experienceeach other's culture, whichbroadens their pointof view about worldaffairs. However, becauseof differentlanguage and customs,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-continued on page 27

What does training do?by William Snyder,Korea UniversityKorea 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.The English Connection July 1997 Volume 1 / Issue 2At 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 professionaltraining 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 professionaltraining, 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 professionaltraining 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 trainingprograms generally expect that theprocess will make them better teachers,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 researchthat may help us understandthe role of training more clearly.Teachers' participation in the classroomis shaped by their frames of reference,the personal and professionalexperiences that affect how they approachthe learning process. 1) Thepersonal experiences are their life stories,especially their experiences aslearners (of languages). Their professionalexperiences 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. Professionaltraining 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 example,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 managementand 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 languageteacher, based on my experiencesand informal talks with otherteachers. The theoretical educationprovides teachers with a richer understandingof what is happening to thelearner. When teachers can recognizedevelopmental patterns in their students'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 makinguse of the knowledge of languageprovided in the theoretical education.This knowledge also allows teachersto answer student questions aboutlanguage with accuracy and confidence.The practical training expandsthe menu of choices teachers have forconstructing lessons and presentingthe language to the learner. Whenteachers have options, they can adjusttheir 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 languagestructures another. Lastly, botheducation and training provide teacherswith a professional vocabularythat allows them to communicate withone another and enhance their abilitiesthrough those interactions. As Isaid earlier, these are thoughts, bestguesses, based only on informal selfobservationsof teachers. (And in presentingthem, I want to make it clearthat the results of professional trainingcan 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 teachers.If you meet these qualifications,please contact me via e-mail atwsnyder@net.co.kr or by phone at2-920-2226 (work) or 2-921-4102(home).William Snyder has a PhD in Linguistics,specializing in Second LanguageAcquisition from NorthwesternUniversity. His current researchfocuses on non-professional teachers'theories of teaching and classroomcommunication.11

The English Connection July 1997 Volume 1 / Issue 2Looking Forward to The Second Pan Asian ConferenceThe First Pan AsianConference, thetheme of which was"New Perspectives onTeaching and Learning Englishin Asia" ended onJanuary 5, 1997. The conferencewas a success. ThaiTESOL gave an excellent demonstrationon 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 togetherin Bangkok to discuss and definethe common goals and issues ofteaching and learning English in Asia.The initial excitement resulting fromthis event has abated. The 45 participantsfrom Korea have returned andare now completing another term ofteaching. But as summer plans arefirmed up, the term ends and anothernewsletter is published and distributed,two questions need to be asked.The first is how to maintain the momentumof discussing the issues thatemerged from the First Pan AsianConference? The second is what issuesemerged from the first conferencethat need to be continued in thenext conference? These are questionsthat need to be examined as plans aremade for the Second Pan Asian Conferenceto be held in Korea in October1999.To answer these questions it is helpfulto look back at the issues whichwere identified for the First Pan AsianConference. The first issue was culturallyrelevant techniques and materials.The second was appropriatetechnology relating to education. Andthe last was the effective use of Englishthroughout Asia.The dialogue on culturally relevantteaching techniques and materialscontinued this spring at the PusanMini-Conference. Over two hundredEnglish teachers from Korea and Japanheard presentations on testing,teaching techniques for the elemen-12PanAsiabyKari Kuglertary classroom, the use of drama,teaching with songs and how importedteaching methods often failAsian students. This conference demonstratedthe interest that Englishteachers have in the identification ofmethods that are successful withAsian learners of English.The 1997 Korea TESOL Conferencewith the theme "Technology in Education:Communicating Beyond TraditionalNetworks" promises to continuethe debate on appropriate technology.Speakers from thirteen countrieshave submitted proposals. AlanMaley will do a plenary which wasoriginally conceived of as an offshootof his paper presented at the first PanAsian Conference, "Myth, Mesmerismand Magic". The 1997 KoTESOLpresentation, "Technology Bane orBoon?" examines the role of informationtechnology and assesses its viabilityin particular cases of languagelearning . As planning for this conferencecontinues, the momentum for aforum where the issues related to Englishteaching in Asia can be debatedby English teachers from across Asiais clearly felt.The third issue identified for the FirstPan Asian Conference was the effectiveuse of English throughout Asia.At the "Agenda 2000 Colloquium"Kim Jeong-Ryeol, as the Korean representative,called for the recognitionof an Asian English. He asked in avery moving statement that what hasbeen regarded as Konglish be reexaminedas the acculturation of Englishto the culture where it is being used.He gave an example from his ownexperience in learning English in Korea.His first native speaker teachercorrected his use of such phrases asour mother, my alumni friend, myjunior and my senior.From a norm referencedpoint of these phrasescould be regarded as abnormalor mistakes. Butthey reflect the reality ofthe life experiences of Koreanlearners 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 recognitionof Asian English must be seriouslyconsidered. My senior, my junior,our mother and alumni friend arenot signs of carelessness or incorrectusage. Rather, they are terms that denotevery fundamental cultural valueswhich influence behavior. My seniorand my junior are terms for relationshipswhich entail specific duties, responsibilitiesand 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.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 languageevolves 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 haceta@bora.dacom.co.kr

The English Connection July 1997 Volume 1 / Issue 2Trends and Transitions: JALT97 Trends Lead Us toExplore. Transitions Lead Us to Changeby Jane Hoelker, JALT National Public Relations ChairJALT97, 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 Transitions."Main Speakers include Penny Ur sponsored by the British Council, Chris Candlin sponsored by theAustralian 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 Philippines,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 moreinformation 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, demonstrations,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."For updated information about JALT97 check conference information at.The JALT World Wide Web page is at.The Language Teacher is on-line at .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: +81-3-3837-163113

The English Connection July 1997 Volume 1 / Issue 2Introducing:Remember: This columnis forcelebrating the diversityof our KoTESOLmembership-body! Youmay see a bit of yourselfin someone else, or youmay learn something newabout someone here! Ifyou've got members you'dlike to see featured, send ininformation, including aphoto. To: jeanne@hyowon.cc.pusan.ac.krOr: Jeanne E. Martinelli,Pusan National University,Department of EnglishEducation, San 30Jangjeon-dong,Kumjeong-gu Pusan 609-735.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 MembersFeature. He's fondly known as"Mr. TOEFL" by those who haveknown him over 14 years of teachingTOEFL, and 10 years of teaching English.He firmly believes that middle andhigh school teachers in Korea needmore involvement in an "integrated"approach: reading, grammar, listening,speaking, and conversation.14Taejon Chapter Vice-President, Mr. TOEFL;and Cholla founding member now info guruName thatMemberCarol Benderedited byJeanne E. MartinelliJack LargeCurrently the administrator at YoungMi Foreign Language Institute inTaejon, he attended Yongsei Universityin Seoul. "I love scholarship," hesays, and "I'm interested in methods".So he searched for a method to carefullyexplain 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 observeteachers at the Melbourne EnglishCenter.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 concerningdisplays at the national conference,and advertisement placementin publications."This new commercial policy is differentfrom what we've had before,"he says, "it may fail or it may succeed."But, with this KoTESOL memberbehind it, we're sure it will SUC-CEED!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 "Umbrella"Committee to findways to merge with AETK(Association of EnglishTeachers in Korea) and becomeKoTESOL.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 publicationsinclude the article "A ParadigmShift for English Teaching Associations,"and a textbook on video English.He was the managing editor ofLanguage Teaching: the KoreaTESOL Journal from 1994-95.He's currently the KoTESOL InformationSystems Management Chair,and is organizing the membership list."I've been one of the strongest proponentsof a cross-cultural balance inKoTESOL," he says, and continuesto work towards his goal ofKoTESOL positively meeting BOTHexpatriate and Korean teacher Englishteaching needs.Name That Member!: Jack Large

The English Connection July 1997 Volume 1 / Issue 2An Interview with Let's Go Author, Barbara Hoskinsby, Jeanne E. MartinelliBarbara Hoskins is co-author ofthe very popular children'sseries Let's Go (teacher's book,levels 1-4; students' book, levels 5-6).She gave a workshop and was a featuredplenary speaker at the very successfulPusan Chapter Mini-Conferenceheld recently at the Pusan Universityof Foreign Studies, May 24, 1997.Pusan Chapter Secretary, Jeanne E.Martinelli, asks her a few questions byemail:Jeanne Martinelli; Barbara, how didyou first become involved in the Englishas a Foreign Language Teachingfield? Why Asia?Barbara Hoskins; As far back as I canremember 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 offeredhappened 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 profession.J. M.; Your very captivating plenaryaddress encouraged and illustrated theuse of "communicative activities" to getchildren talking in ENGLISH in theclassroom. Would you please defineexactly what you mean by a "communicativeactivity?" And explain this alittle more.B. H.; Simply put, I think that the bestactivities 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 something(e.g., get information, give information,complete a task), they are communicating.For example, on my firstnight 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 foreignlanguage to do something. (Andyes, we did actually get some food, delicious.And bought a few things!) Activitieswith 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 thenumber one obstacle to teachers andchildren using "communicative activities"in the classroom today?B. H.; Lack of understanding and lackof 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 typicalfive minute Find Your Partner activity,students will repeat the target structuresat 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 studentshow to do the activity. The secondtime, you don't have to re-teach theactivity; they already know what to do.I also recommend limiting activities tothe practice part of the lesson, after studentsalready can use the target structureseasily and fairly accurately. Morebang for your buck, so to speak.J. M.; Barbara, when we spoke brieflyat 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 enthusiasmand energy, from teachers, students,and publishers. The few childrenthat I met were quite eager to use theirlimited English, but I was most impressedwith 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 training,and usually pay for it themselves.It says a lot for the professionalism ofour field.J. M.; Any other thoughts or commentsfor our KoTESOL TEC (The EnglishConnection) readers?B. H.; I think we have one of the bestjobs in the world (and at times, the hardest).Our students form opinions aboutEnglish, and in some cases about ourhome countries, based on their experienceswith 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 enjoyingEnglish. Keep up the good work.Jeanne E. Martinelli, Pusan ChapterSecretary, earned her MA from theSchool for International Training inBattleboro, Vermont and teaches atPusan National University.15

The English Connection July 1997 Volume 1 / Issue 2ChapterReportsTaejonby Jim QueryIt's been an event-filled month at theTaejon KOTESOL chapter. InApril, Kirsten Reitan gave an informativepresentation on discussionsusing a talk show format that she hasfound successful with her ReadingClasses. We all benefited from ourparticipation in the activity whichgave us fresh ideas as to how to involveour students in a participatorylearning exercise that is relevant toeveryone who tunes in to daytimeT.V., and who doesn't?! ThanksKirsten for a top-rated production.I'm still getting requests for copies ofyour presentation hand out.Serge Babin, whoteaches at SisaLanguage Institute,shared a number ofgames and otheractivities that helikes to use in class.edited byCarl Dusthimerteachers cancomplementeach other.The annualKOTESOLDrama Festivalhosted byHan Nam University turned out to bethe big event of the month. Mr. Joo,Hyun Chul and Carl Dusthimer presided.Five dramas were presented,each with it's own colorful theme presentedby enthusiastic and talentedcasts. In addition to the excellent performanceswasForever a soloby La, SungChul accompaniedon the guitarby Kim, JinHo, both ofHan Nam University.EvenYanni made anappearanceand was interviewedby anchormanCarl 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 presentationfrom the always exciting andinformative Andrew Todd on June21st at Hannam University. See youthere.ChejuSerge Babin, who teaches at Sisa LanguageInstitute, shared a number ofgames and other activities that he likesto use in class. In particular, he shareda game called Tic-Tac-Tense, which headapted from the book Games LanguagePeople Play by Jerry Steinberg.He also led a spirited discussion onthe use of English names in our classrooms.In addition to Serge's presentation,Oh Eun Ja, who teaches atKyoyuksarang Institute, presented aversion of the Rock, Sissors, Papergame that she uses for demonstration.Kirsten Reitan gave an informativepresentation on discussionsusing a talk show format that shehas found successful with herReading Classes.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.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 somethingwe could use in class. Mr. Kim's"Exercises that Work for Me" was apresentation of how Korean Englishteachers and native speaking English16by Carol BinderThe 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,Our second newsletter came out in themiddle of May. Oh Eun Ja is the leadingforce behind our newsletter, butshe has had plenty of assistance fromJuhn Ostapeic, a teacher at SehwaMiddle and High School, and the editorof The Islander, Cheju NationalUniversity's English language newspaper.Our newsletter is bi-monthlyand is sent to all public and privateschools and institutes on Cheju-dofree of charge with the goal of shar-

The English Connection July 1997 Volume 1 / Issue 2ing information and increasing interestin our KOTESOL chapter.Taeguby Steve GarriguesThe May speaker for the TaeguTESOL Chapter was Prof. RobertDickey from Miryang NationalUniversity, who presented a workshopon 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 enthusiasticallyinvolved in their discussionsthat it was difficult to get everyoneback together again for a closingsummary. Everyone agreed that thisapproach would be ideal for a weekendworkshop sometime.Ms. Autumn Riddle, a teacher-trainerat Kyongbuk Teachers Training Institutein Kumi, was the featured speakerat the June meeting. She spoke abouther experiences, both funny and frustrating,working with Korean elementaryand secondary school teachers.Provincial school teachers who cometo the Training Institute for a threeweekin-service training session oftenfind themselves interacting with a "native"speaker for the first time. Someare nervous and reluctant to speak,and others are especially worriedabout "failure". Issues of cultural differencesin learning styles and teachingmethods surface quickly in sucha context. Ms. Riddle shared her experiencesand insights in hopes ofshedding light on some of the problemsthat others may encounter. Herpresentation included not only illuminatingand entertaining "war stories"but also helpful materials and methodsshe has developed in her work.Pusanby Jeanne E. MartinelliApril 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 concerns.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 runningan all day conference on thatsame day, and ourtwo elementaryteachers whowould have presentedas part of apanel, were unableto attend (aswell as other elementaryteachersbeing unableto attend).And then inMay,Pusan was amecca of EnglishTeachers and relatedprofessionals,as approximatelytwo hundredattendees (and more, countingstudent volunteers and publishers)swamped the Pusan University ofForeign Studies on May 24th for thePusan Chapter Mini-Conference"Theory into Practice: Teaching Englishin the Asian Classroom". Theday's events included three plenarysessions (Greta Gorsuch, High ImpactSeries; Barbara Hoskins,Let's GoSeries; and David Paul, Finding OutSeries), a complimentary lunch, andconcurrent sessions running from9:30 a.m. until 5:15p.m. A lavish reception,sponsored by the Pusan Universityof Foreign Studies, closed theday's festivities, at 6:30 p.m. And thatwas after the exciting raffle wherelucky winners walked away withfabulous prizes!Each groupbecame so enthusiasticallyinvolved in theirdiscussions thatit was difficult toget everyoneback togetheragain for a closingsummary.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. Topicsranged from reading, writing, popsongs, video, drama and discipline.From all accounts heard, and the enthusiasmcharging 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 presenterswho made the day what it was! Afollow-up evaluation of the conferencewill be going out to attendees,so we can shareinformation withnational conferenceplannersabout the miniconferenceworkshopsessions(presenters) especiallyliked by participants,and wecan continue towork for an evenbetter conferencenext year.June and Julypromise to be interestingmeetingsas 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!Recycle!Give The English Connectionto a colleague.17

The English Connection July 1997 Volume 1 / Issue 2Students win at '97 drama festby Kirsten B. ReitanOn Saturday, May 17th, theTaejon KOTESOL chapterheld their annual Drama festival.Five groups from all over Koreacompeted for various honors.We were treated to performances bytwo young groups. Goldilocks and theThree Bears was performed by EnglishLand Drama Club, an elementaryschool group from Chongju. Thegroup Sweet Dreamers, from NajuGirls' Middle School, acted out a traditionalKorean 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 NationalUniversity, who performed Beyondthe Culture (an original scripttelling the story of cross-cultural romanceand family values)."Tony" Hyun Chul Joo was the masterof ceremonies, and the team ofCarl "Dusty" Dusthimer, Jim Query,Jin-ho Kim, and Sung-chul La providedspecial entertainment after thegroups had performed.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 dictionaries.What's in a Speech Contest? Something new.by Carl DusthimerHave 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 somethingin an academic sense, as the materialstudied in preparation may be intrinsicallyvaluable. But the usefulnessof the contest to one's foreign languagedevelopment and one's ability to functionin an environment where the foreignlanguage 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 usingthe target language in real world situations.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 inthe 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 developa contest that approximates asclose a natural environment as possible.There is such a contest that attempts justthis. It is the IPEC (International PracticalEnglish Contest). Here contestantsare put in practical situations with nativespeakers and must initiate and carryon a conversation for three minutes.The contestants are then evaluated accordingto certain criteria such as involvement,fluency, accuracy, pronunciation,gesturing and others. The prizesthat are awarded also reflect an emphasison furthering one's language development;study trips to the US andCanada.All in all it is a very positive developmentto reach beyond rote memorizationand make the time and energy spentin preparation pay off in a practical way:increased functional language ability.Carl Dusthimer is KOTESOL FirstVice President. His interests lie in GlobalIssues and he is a formerNationalConference Chair.In the various traditional categories,052's Won for best senior performanceand Sweet Dreamers won thegrand prize for best performance. Bestactor went to Dong-ho Go whoplayed Hyun-ju in Beyond the Culture.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 originalperformance. We had a tie for funniestactor: Hui-jung Kim, the rabbitin The Rabbit's Judgment, and SuyeonKim, the rabbit in Two HappyBrothers. One special category awardwas given for best macarena, performedby the members of SweetDreamers.Overall, the performances were wonderfuland impressive. A lot of hardwork had been put into all five performancesand the audience really enjoyedthe show.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 detailsin the next edition of The EnglishConnection.18

The English Connection July 1997 Volume 1 / Issue 2Using Flexible Grouping Effectively in the EFL Classroom-continued from front coverCONCERNS IN EFL1. Reticence: Shyness or"unforthcomingness" may be a culturalpattern.2. Confidence: Students may havehad few chances to speak so their selfesteemis low in this regard.3. Previous "programming": previouseducational experiences may bein conflict with a classroom for conversationand "unlearning" may beneeded.4. "Unlearning": prior to the universitylevel, students have prepared forperfect grammar (TOEIC, etc),whereas conversation taps a differentprocess requiring fluency first, perfectionlater.5. Learning-to-learn: It is possible tolearn various useful strategies to facilitateEFL learning.EMPHASISConversational emphasis should notbe on grammar or even perfect dictioninitially but on:1. Fluency / pace: ease and speed ofexpression should aim to be as naturalas possible without pauses and terminations.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 studentsto find a way to communicatetheir ideas and worry about finepoints later.4. Tone/intonation/body language:these are as much a part of languageacquisition as speech itself so that studentscan be coached to notice theseaspects of language and to develop anintuitive "feel."GROUPSThere are two general types of groups:1. Fixed groups: Students are placedin an established order or groupingwhich will not change over the semester.An example of this type is theuse of a seating plan for attendancepurposes, or study team groups.2. Flexible groups: As the name indicates,the size will vary from pairsto ten (maximum). The location willvary dependingon the activity.For example,groups practisingdrama maybe dispersed tocorners or hallwaysso 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 reportto the instructor or to the class.The group can rotate leadership if theyso desire.USING FLEXIBLE GROUPINGEFFECTIVELYIn most courses there are several levelsof goals knowledge, critical thinking,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 andMore time isoften devoted tolecturing, particularlyin largerclasses, but thismay be a majorway in whichlarge classes arelikely to sabotageeducation.faculty members may feel that teachingis 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 lecturing,and of much importance fordiscussion. In general!Larger classes are simply not as effectiveas smaller ones for retentionof knowledge, critical thinking, and attitudechange.In lower levelcourses, economicsand feasibility usuallydictate largerclasses. As a compromisesolution,large courses can besplit into a lecture tothe group as awhole, and a smallgroup discussion.The assumptionhere is that lecturesare valuable for certainpurposes, 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 participation.Examples of such techniquesmight include learning "cells,"problem posting, role playing, studyteams, and other forms of flexiblegrouping that will vary in size, function,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 StudentInteraction) method to renderstudent-led discussion groups moreeffective. A student manual guides19

The English Connection July 1997 Volume 1 / Issue 2students through three phases of thediscussion. In the overview the studentsare asked to define essentialterms or vocabulary and state themain theme of the assignment or thelecture to be discussed. The discussionincludes the following four steps:analysis of the content, critique, integration,and application. The lastphase is an evaluation of the groupdiscussion with respect to the content(task orientation and understandingmaterial) and the process (responsibleparticipation, climate of relationship,communication of feelings). The firsttwo phases must be completed beforethe session by completing the studyguide. The evaluation takes place afterthe session.Team learning can induce greater studentinvolvement and motivation inlarge classes. In this method thegroups are formed so that each groupof six or seven students contains avariety of skills and backgrounds. Inthe team learning approach, individualstudy is followed by testing, groupdiscussion, group exam, group activities(role playing, etc), and finally alecture by the professor. This sequencehas a number of desirable features:the responsibility for studyingthe assignments rests with the individualstudents; individual and grouptests provide feedback to the instructorabout where the students are havingdifficulty; and students teachother students (which is an exceptionallyeffective learning device).Also effective is having students workin pairs. This technique has good educationaljustification as well as theeconomic one of saving equipment.The learning "cell," or student dyad,refers to a cooperative form of learningin pairs in which students alternateasking and answering questionson commonly read materials. The20learning cell must be highly structuredfor effective learning to occur. Theusual steps would be as follows:1. students prepare by reading a givenassignment and writing questionsdealing with the major points raisedin the material.2. students are randomlyassigned to a partner andA asks the first question.3. B answers the questionand perhaps givesadditional information,then asks A a questionand so on.4. The instructor goes from dyad todyad giving feedback, asking, andanswering questions. (McKeachie,P. 197)As students teach each other, they mustactively organize and recognize their ownlearning in order to explain it so that theythemselves learn from teaching.Learning cells work because they includeboth motivational and cognitiveassets. Motivationally, the methodprovides the advantage of interactionwith a peer -- an opportunity formutual support and stimulation.Cognitively, it provides an opportunityfor elaboration-putting materialinto one's own words -- and for stimulatingstudents to look for main pointsand for monitoring their own learning.There are several advantage to thewell-planned use of students as teachersof one another. If students are tolearn to form new ways of organizingideas in their minds it is importantthat misunderstanding, emotionalbiases, and barriers be revealed anddealt with students are more likely totalk in small groups than large, askquestions, or share difficulties amongeach other. Also, remembering andusing learning depends upon re-structuringand relating it to other meaningfulexperience. Students must activelyorganize and recognize theirown learning in order to explain it sothat they themselves learn from teaching.To take this concept further, if studentsare to achieve application, criticalthinking, or most higher cognitiveTeam learning can inducegreater student involvementand motivation inlarge classes.outcomes, they should have an opportunityto practice application andcritical thinking and to receive feedbackon the results. Group discussionprovides an opportunity to do this.Lectures place the learner in a passiverole, whereas discussions promotemore active learning.Many labels have been applied to thismethod, such as: student- centered,nondirective, group-centered, ordemocratic discussion. A goal of developingskills in group membershipand leadership is not usually consideredin traditional classes. Even ifgroup-centered teaching were nomore effective than traditional methodsin achieving the usual course objectives,it is so important that studentslearn to work effectively ingroups that it may seem worth sacrificingsome other objectives in orderto promote this kind of growth. However,it is not safe to assume that acohesive group will be a productiveone. Cohesive groups are effective inmaintaining group standards, but mayset either high or low standards ofproductivity. Since cohesive groupsfeel less threatened by managementthan less cohesive groups, it may bedifficult to change their standards.Thus, in creating "groupy" classesprofessors may be sometimes helpingtheir students develop strength toset low standards of achievement andmaintain them against instructor pressures,or to set group goals differentfrom their normal academic goals.

The English Connection July 1997 Volume 1 / Issue 2Students taught by this participativeactionmethod can be significantlysuperior to those taught by traditionallecture-discussion methods in roleflexibilityand self-insight. The professorplays a constantly diminishingrole in the decisions and activities ofStudy teams are long-term fixedgroups over the course of a semesterwith a stable membership of studentswho support, encourage, and assisteach other in completing course requirementsand assignments. Studyteams also inform their members8. Allow for a fair division of labourso that each group member can makean equal contribution.9. Set up "competitions" amonggroups and consider awarding prizesin various categories: most original,most comprehensive, etc.Role-play works best when the situationinvolves some choice, decision, or conflictof motives. Draw situations from interpersonalconflicts, intergroup relations, individualdilemmas, or historical or contemporarysocial problems.the group. He gives training in, andstrategies for, learning how to learn:role-playing, group goal-setting, problem-centering,distributive leadership,evaluation of individual performanceby intra-group ratings, process observing,and group selection, evaluation,and revision of class activities.As well, members of student centeredgroups are characterized by positiveattitudes towards themselves as participants.There are three general types of workgroups:informal, formal, and studyteams. Informal learning groups aread-hoc clustering of students withina class session. For example, they canbe initiated by asking students to turnto a neighbour and spend a few minutesdiscussing a question the instructorhas posed. Groups of three to fivecan solve a problem or pose a question.Informal groups can be organizedat any time to check on studentunderstanding of the material, to givestudents an opportunity to apply whatthey are learning, or to provide achange of pace.Formal groups are teams establishedto complete a specific task such asdoing a lab project, writing a report,or preparing a position paper. Workmay be completed in a single task, orover several weeks. Students typicallywork together until the task isfinished and their project is graded.about lectures and assignments whensomeone has missed a session. Tengeneral strategies to make the mosteffective use of these techniques areas follows:1. Plan for each stage of group workto decide on topics, themes, orprojects.2. Explain how the group will operateand how students will be graded.3. Give students the skills they needto succeed in groups such as activeand tolerant listening, helping eachother to master content, giving andreceiving constructive criticism, andmanaging disagreements.4. Consider written contracts listingmembers obligations and task deadlines.5. Create tasks requiring inter-dependenceso that group members feelthey "sink or swim" together.6. Make the group work relevant sothat students perceive the group tasksas integral to the course objectives.7. Create assignments that fit the students'skills, interests, and abilitiesbeginning early in the term with relativelyeasy tasks, increasing the difficultyas students become more fluentand knowledgeable and learnhow-tolearn.10. Offer group-taking exams whereeach member receives the score of thegroup.The last group technique to be considered,and perhaps the most effectiveand fun, is role-playing. Thisgives students a chance to apply whatthey are learning. In role-playing activities,the instructor presents to thestudents a realistic or hypotheticalsituation and a cast of characters. Thestudents then improvise dialogue andactions to fit their views of the situationand the characters they are playing.Students can play the role ofpeople in everyday situations such assomeone ordering in a restaurant.Often students need some assistancein maximizing their involvement inrole-playing. At first, the class can bedivided into pairs with all the pairsworking simultaneously. As studentsbecome more comfortable, some studentscan observe others. Role-playingworks best when this situation involvessome choice, decision, or conflictof motives. Draw situations frominterpersonal conflicts, intergroup relations,individual dilemmas, or historicalor contemporary social problems.Inexperienced students needmore detail and structure, but all studentsshould be given some latitudein how they portray the character.In all cases, it is helpful if the professorcan adopt a nondirective, facilitativerole. You will want to plan, posequestions, and guide discussions butavoid telling students the "right" answers.Probes, questions, challenges,and rephrasing help students analyzetheir own progress. As with all discussionand group activities, studentsshould feel comfortable in openlyspeaking their mind.We can briefly mention learning styles21

The English Connection July 1997 Volume 1 / Issue 2in this discussion because usinggroups can easily facilitate the varietyof individual characteristics andpreferred ways of gathering, interpreting,organizing, and thinking aboutinformation. Learning style modelscan be grouped into four general categories:1) Personality models refer to basicpersonality characteristics such asextrovert versus introvert.2) Information-processing modelsreflect how people take in and processinformation, either holistically orserially.3) Instructional-preference modelsfocus on the medium in which learningis best enabled, e.g.: listening tolectures, reading materials, or directexperience.4) Social-interaction models focus onhow students interact and behave inthe classroom, such as learning-orientedversus grade-orientedbehaviour.An understanding of learning styles22and orientations may enhance yourteaching effectiveness and studentsmay be more satisfied and productiveif they are studying with methodscompatible with their styles.Four phases of learning in an information-processingmodel have beenidentified, each entailing different processesand abilities in acquiring newinformation or skills:1. Concrete experience, or feeling:becoming fully involved in a new activityin order to understand it firsthand.2. Reflective observation, or watching:viewing experiences impartiallyor from many different perspectives.3. Abstract conceptualization, orthinking: creating concepts that integrateobservations and experiencesinto theories and developing generalizations.4. Active experimentation, or doing:using theories to make decisions andsolve problems. (Davis, p.185-6)Korea TESOL Journal editor searchThe Korea TESOL PublicationsCommittee invites applicationsand nominations for the Editor ofthe Korea TESOL Journal. The PublicationsCommittee is particularlyinterested in receiving applicationsfrom those who 1) have a recognizedresearch and publicationrecord, 2) have an established recordof editorial work, 3) are committedto the further development of themission of Korea TESOL. The newEditor of the Journal will direct andimplement journal policy within themission and parameters establishedby the Publications Committee ofKorea TESOL. Review of applicationswill begin immediately. Initialapplications, consisting of a CV,a letter of application, and two references,should be sent to the Chairof the Publications Committee:Jeong-Ryeol Kim Korea NationalUniversity of Education Departmentof Elementary English EducationTarak-ri Kangnae-myeonCheongwon-gun Chungbuk 363-890 South Korea. jrkim@knueccsun.knue.ac.kr(for inquiries)* * *The Korea TESOL Journal encouragessubmission of previously unpublishedarticles on topics of significanceto individuals concernedwith the teaching of English tospeakers of other languages, particularlyin Korea, and other AsianPacific Rim countries.For more information please contactthe Chair of the PublicationsCommittee, Jeong-Ryeol Kim, contactinformation as noted above.New information is more meaningfuland is retained longer when studentswork through all four phases of thelearning cycle for each major conceptor idea. Activities for each phasemight include: films, games, fieldwork,lab work, and observation forconcrete experience; journals, discussion,and questioning for reflectiveobservation; building models, writingpapers, and creating analogies for abstractconceptualization; and casestudies, projects, and simulations foractive experimentation.In considering learning styles, skillslevels, and grouping techniques asdiscussed, as well as our own role asa facilitator in the classroom, we canprovide a comfortable and confidentatmosphere in the EFL classroom.The individual pressure to speak andto always be "on" is removed. Studentsthen have the time and relativeleisure to consider their responses andto listen to others actively and tolerantly.The professor as facilitatormust accurately label the skills to beemphasized in each lesson, and gainan understanding of groups, in orderto maximize confidence and comfort,and therefore learning.REFERENCES:Cooper, J, and Associates.Cooperative Learning and CollegeInstruction Long Beach: Institutefor Teaching and Learning, CaliforniaState University. 1990.Davis, Barbara Gross. Tools forTeaching California: Jossey-BassInc.1993.Goodsell, A, Maher, M, Tinto, V,and Associates (eds). CollaborativeLearning: A Sourcebook for HigherEducation. University Park: NationalCenter on Postsecondary Teaching,Learning, and Assessment: PennsylvaniaState University. 1992.McKeachie, Wilbert J. TeachingTips: A Guidebook for the BeginningCollege Teacher. MassachusettsToronto: D.C. Heath andCompany.1986.The author teaches at HoseoUniversity, and is an educator,writer and painter. Her backgroundis in Educational Theory.

The English Connection July 1997 Volume 1 / Issue 2Korean High School Teachers' Workshop in Readingby Barbara Wright,Korea UniversityAbstract: The author discusses thesuccess and problems with the oneweek workshops in reading for Koreanhigh school and middle schoolteachers conducted at her universityin January 1997. The purpose of theworkshops was to enhance the Englishskills and teaching techniquesof non-native English teachers. Inthe workshop, the presenter describedsome of the innovative activitiesand allowed participants totry out some of their more successfultechniques: schema building,graphic representations, strategicreading, alternative assessment.Do Korean high school teachersneed language skills practiceor training in teachingmethods? When I was first asked toteach in the High School Teachers'Workshop at my university last January,I was not sure if I was going tooffer advice on teaching methods orDo Korean highschool teachersneed language skillspractice or trainingin teachingmethods?practice with English skills. I was assignedto conduct a five hour workshopin reading for the high schooland middle school teachers and so Idecided to do something that wouldbe both informative and fun. For theworkshop I chose the title, "Readingfor Fun," because my aim was topresent reading as an activity thatcould be enjoyable and at the sametime help students to acquire English.But I realized that the way reading isoften taught to the foreign languagestudent, it becomes tedious and boringbecause the students are forced tolook up long lists of vocabulary wordsin the dictionary, write them in notebooks,and then memorize them. Iwanted to show the teachers in theworkshop that reading does not haveto be taught this way. In order tomake the reading in the workshopmore enjoyable, I ordered some simplifiedtexts from several book publishers(Longman and Oxford UniversityPress). I did not really think thatthe teachers would need to read simplifiedversions of great books but Ithought that they would enjoy evaluatingthe books for use with their pupils.These books contained the essentialplots of many famous booksbut the vocabulary had been simplifiedand the texts had been abridged.Very soon, I had more than twentydifferent books from many differentAmerican and British authors and wasready to begin the workshop.READINGHow do Korean high school teachersfeel about reading? On the first dayof the workshop, I asked the teachersabout their attitudes concerning readingand informally assessed their Englishskills. I asked them what theywanted to do in the workshop andhow they usually taught reading totheir students. The following are someof the questions I asked the highschool teachers concerning their ownreading: 1. Do you think there is abest way to read? What is it? (expectations)2. In your free time wouldyou rather read or watch TV? (leisuretime) 3. Do you feel comfortablereading an English language newspaperwithout a dictionary? (comfortlevel) I discovered that in their answersthe teachers tended to agreewith each other more often than not.For example they seemed to think thatthe best way to read was to begin withthe first sentence and to look up anywords that they did not know in thedictionary as they went along. Mostof the teachers said that they wouldrather watch TV in their free time thanread. They said that they could reada newspaper in English without a dictionarybut usually did not have timeto read the paper on a regular basis.What motivated high school teachersto take the workshop? The teachersindicated that they were taking theHow do Koreanhigh schoolteachers feel aboutreading?workshop to sharpen their Englishconversation skills with native speakersbut also to get some pointers onhow to deal with the main problemsof their classroom: too many students,not enough time to cover therequired curriculum, discipline problemsamong students, and problemswith motivating students. I told themthat I would try to help them resolvesome of these conflicts by helpingthem to look at reading in a new wayand to use different methods to teachit.METHODSWhat methods were suggested?Many of the teacher participantspointed out that they had been concentratingon the grammar translationmethod of teaching English becausethey were preparing their students forthe rigorous university entrance exams.This involved having the studentsstart with the first sentence andlook up each word they were not familiarwith in order to translate the23

The English Connection July 1997 Volume 1 / Issue 2sentence into Korean. Although thismay be an effective way to train translators,it rarely leads to the developmentof good reading skills. One'sreading becomes slow and laborious.Often EFL students don't read morethan 50 to 100 words per minute anywayand it is very discouraging forthem to try to finish a whole book orarticle. Getting rid of the dictionaryleads to better skill at guessing wordmeaning from context. Our readingportion of the workshop focused onthe process rather than product ofreading. As an alternative to the grammartranslation method, I encouragedthe teachers to read extensively(Krashen 1993) rather than intensively.I motivated the teachers bygetting them involved and committedto the task. They went through theavailable books I had ordered fromthe publishers and were asked tochoose one text to use for the week. Iasked them to read the book they hadchosen and plan some activitiesaround that book that would be appropriatefor their own classroom. Weprepared prereading, reading,postreading and assessment activities.In order to demonstrate the method,I used the Longman's edition of MarkTwain's The Adventures of Tom Sawyerwith a vocabulary of 2000 wordsat an upper intermediate level.PREREADINGWhat are some prereading activities?We began with prereading activitiesbefore we even looked at our texts.We assessed the students' prior24What motivatedhigh schoolteachers to takethe workshop?knowledge of the subject/author/settingof the story by asking questionsand discussing the answers as a class.We could also have a set of discussionquestions for students to discussin small groups if large group discussionsproved to be too difficult.Knowing what the students alreadyknow about the subject allows us tohelp students to build schema orframework to better understand whatthey are going to read (Grabe 1986,Mahon 1986). One way to do this isto use a graphic organizer such as aweb. Another way is to use picturesor a video. For my first prereading activity,I showed a video of a chapterfrom the Mark Twain classic, The Adventuresof Tom Sawyer. After dividingthe class into two groups, I letthe first group watch a video of theAunt Polly's fence episode withoutany sound. Then the first group explainedwhat they had seen to the secondgroup in English as the events unfolded.In the video, Tom Sawyer waspreparing to paint Aunt Polly's fence.He took a bucket of paint and a brush,How can weapproach the task ofreading a text?looked at the fence and then approachedit hesitantly. The non-viewingparticipants said they could visualizewhat was happening partly becausethey had already read or seenthe story in Korean and partly becausetheir classmates had describedit accurately in English. While somepeople prefer to show the video afterreading a book, the video may serveas a prereading motivator which couldget students more interested in thereading activity particularly whentheir reading skills and vocabulary arelow. Also, with the video we are ableto elicit a good deal of conversationabout the text so as to introduce anynecessary vocabulary in a natural waybefore it is encountered in writing. Fora second prereading activity, I taughtthe teachers how to preview the textusing a web graphic organizer whichis a series of circles or boxes containingconnected ideas about the storyor subject (Walter 1996). For examplewe could write Tom Sawyer in thecentral circle and then have studentswrite descriptive vocabulary words inthe surrounding circles: a book byMark Twain, a freckle faced boy,troublesome, lazy, inventive, friendly,brave etc. This helps students to confirmwhat they already know aboutthe subject. They can constructschema for understanding what theyare going to read.READINGHow can we approach the task ofreading a text? There are many waysto read a text depending on what ourgoals are. In this case our goal was tounderstand as much as possible andenjoy reading it. We wanted to doextensive rather than intensive reading(Krashen 1993).We wanted toread without a dictionary and guessthe meaning of the word from context.We did not plan to translate intoKorean. I suggested using the topdown rather than the bottom upmethod of reading (Dever 1986). Thismeans that we would talk about ideasfirst, details, words after.Because we were using simplifiedtexts we were able to do this withoutusing a dictionary or pointing out difficultvocabulary ahead of time. However,I tried to preview the text for thestudents pointing out structure. I toldthem that they would often find themain point of a story either near thebeginning or near the end of a text.In our story, Aunt Polly's Fence in theLongman's simplified version of TheAdventures of Tom Sawyer, we lookedfor this main idea sentence and foundit on page 8 at the end: "He had discovered,without knowing it, this greatlaw of human behaviour: in order to

make a man or a boy desire a thing, itis only necessary to make the thingdifficult to obtain." When we beganto read the story we decided not toread silently but to do choral readingwith different studentstaking parts and readingout loud. A narratorread the descriptionsand studentsplayed various roles inthe story. If a non-nativespeaking teacherhad wanted to emphasizethe correct pronunciationof thewords he or she mighthave found a recordingof the text to play;however, our goal wasrather to have maximum participationso as to motivate the class and getthem more involved.POSTREADINGWhat activities can be used in thepostreading follow up? The purposeof postreading: is to find out what thestudents understood but also to seewhat they can do with the information.A common way to assess comprehensionis to have students retellthe story either out loud or in writing.(see pyramid story) Students mayalso be asked to talk about the charactersor role play them, recall themain ideas or draw a picture of whathappened, recall the supporting detailor make up a trivia quiz, demonstratean understanding of the story sequenceor structure. A popular wayof finding out if students have understooda text is to use the cloze test.In this method students are asked tosupply missing words in the textwhich the teacher has deleted. If astudent gets 50% of the answers right,the text is appropriate for independentreading, 35 to 50% right for the instructionallevel of reading and below35% is too difficult for the student andwill lead to frustration (Allerson andGrabe 1986) The teachers in the workshopwere surprised when I told themthat we require our students to usecritical thinking skills in a foreign language.I told them that students needto be able to make inferences aboutthe story using evidence from the text.The English Connection July 1997 Volume 1 / Issue 2Tom Sawyerwhite fence. Aunt Polly Said "Paint!"The students should show that theycan develop the themes by comparingand contrasting ideas with otherstories they have read. Teachers canask "what if" questions or ask studentsto give opinions on the eventsof the story and ask open-ended questionswhich have no right or wronganswers. They might also enjoy askingstudents to write a new ending forthe story. Finally, after talking aboutthe themes, we can tell students tolook more closely at vocabularywords. Then we can ask why the authorchose particular descriptivewords rather than others. The followingis a sample pyramid story retellingthe plot of Aunt Polly's Fencefrom The Adventures of Tom Sawyerby Mark Twain. To write a pyramidstory, retell the story by writing oneword or phrase on the first line, twowords on the second line and so onuntil you run out of things to say. (figureabove) To make this game harder,the writer might have to write onlynouns or only verbs or only adjectives.Perhaps students could be toldto use each word only once.ASSESMENTWhat kinds of alternative assessmentcan we use for reading? Instead of awritten test, we might have the studentsdraw a picture of what happened.A teacher might make up acrossword puzzle to find out howmuch the students understood aboutthe story. Students could work asteams to solve it. Another way is toask students to submit their ownquestions and answers for the examinationand choose the best questionsto ask. Perhaps we can have the studentrole play or write and act in theirown play about the story. Also, studentscan create a trivia game and askeach other questions about the story.It is important to go beyond mere"Who me?", asked Tom His friends wanted to paint.Life was fun again for Tom. Even Aunt Polly was happy with Tom.comprehension questions by askingthe student to apply his or her understandingto other situations. Someexamples of this are questions suchas: If you were Tom what would youhave done? or What do you thinkTom learned from painting the fence?or What do you think happened afterwards?When they were given theoption, most participants expressed apreference for alternative assessmenttechniques after seeing such techniquesas asking open ended questions,critical thinking questions andquestions that stimulated creativethinking.EFFECTIVE TEACHINGWhat are some other hints for teachingmore effectively? Teachers areencouraged to try to call on each studentevery day to measure students'progress. They should also makegood use of technology including videos,tape players, and multimediacomputers. If we can make our teachingrelevant to the students' skills andtheir interests, they are more likely tobe motivated than if we make threatsabout punishment and lower grades.Also we should not forget to vary ourteaching methods because not everyonelearns in the same way. A goodway to deal with large classes is to usemany group activities because studentswill have more opportunity toparticipate in groups of three to fivestudents.25

The English Connection July 1997 Volume 1 / Issue 2CONCLUSIONSWhat conclusions can we draw fromthis workshop experience? I think thatthe teacher workshop for high schooland middle school teachers was a veryinteresting and rewarding experiencefor everyone concerned. As a universityteacher, it was very important forme to have contact with high schoolteachers who are teaching future collegestudents. I was impressed withthe quality and dedication of Koreanteachers. They share many of thesame concerns as teachers in theUnited States: motivating students,lack of time, large classes, and so on.However the methods that we use inteaching are very different. WhereasAmerican teachers stress criticalthinking and creative activities, theKorean teachers are convinced oftheir need to prepare their students foruniversity entrance exams. Clearly,26Do Korean highschool teachersneed language skillspractice or trainingin teachingmethods?the teachers who participated in theworkshop did not need much helpwith their personal reading skills butrather they needed some new ideasfor how to teach reading to their students.They already realized that thegrammar and translation methodsthey had been using were boring fortheir students and for themselves aswell. From this workshop they gotsome new ways to approach teachingreading and they began thinkingabout developing their teaching inother ways as well. One teacher toldme she would like to incorporate morecreative activities into her classroomand she thought that this would motivateher students to learn more English.Another teacher noted that hehad never thought about assessingstudents' prior knowledge and now herealized that his students probablyhad extensive knowledge that theycould use in their reading assignments.Finally, one teacher expressedfrustration that she was learning somany new ways to teach and shewanted her students to use criticalthinking skills but did not have thetime for these techniques because shewas already short of time due to therequired curriculum. Any changesshe could make would have to waituntil the curriculum is changed oruntil college entrance exams are revised.REFERENCES:Allerson, S. and W. Grabe (1986)Reading Assessment in Dubin, F., E.Eskey and W. Grabe, editors. (1986)Teaching Second Language Readingfor Academic Purposes. Menlo Park,CA: Addison-Wesley PublishingCompany 161 - 181.Brauer, J.Z. (1995) The Art ofTeaching: the Natural Approach.Reading, MA: Addison-WesleyPublishing Company. (viewer guideand video).Celce-Murcia, M., editor. (1991)Teaching English as a Second orForeign Language second edition.Boston, Massachusetts: Heinle &Heinle Publishers.Chamot, A. U. and J. M. O'Malley.(1994) The CALLA Handbook:Implementing the Cognitive AcademicLanguage Learning Approach.Menlo Park, California:Addison-Wesley Publishing Company.Dever, S. Y. (1986) ComputerAssisted Reading Instruction (CARI)in Dubin, F., E. Eskey and W. Grabe,editors. (1986) Teaching SecondLanguage Reading for AcademicPurposes. Menlo Park, CA:Addison-Wesley Publishing Company183 - 216.Dubin, F., E. Eskey and W. Grabe,editors. (1986) Teaching SecondLanguage Reading for AcademicPurposes. Menlo Park, CA:Addison-Wesley Publishing Com-pany.Grabe, W. (1986) "The Transitionfrom Theory to Practice in TeachingReading" in Dubin, F., E. Eskey andW. Grabe, editors. (1986) TeachingSecond Language Reading forAcademic Purposes. Menlo Park,CA: Addison-Wesley PublishingCompany 25 - 49."Huckleberry Finn and Friends.Love in Bloom" video produced byMadison Pacific Films Ltd.Janzen, J. "Teaching StrategicReading." TESOL Journal 6:1, 6-9.Krashen, S. (1982) Principles andPractice in Second LanguageAcquisition. New York: Pergamon.Krashen, S. (1993) The Power ofReading: insights from the research.Englewood, CO: Libraries Unlimited.The Language Teacher, The JapanAssociation for Language Teachingvolume 21, Number 5. May 1997.Mahon, Denise (1986) IntermediateSkills: Focusing on ReadingRate Development in Dubin, F., E.Eskey and W. Grabe, editors. (1986)Teaching Second Language Readingfor Academic Purposes. Menlo Park,CA: Addison-Wesley PublishingCompany 77-102.Snow, Don. (1996) More Than aNative Speaker an Introduction forVolunteers Teaching Abroad.Alexandria, Virginia: TESOL.Twain, Mark. (1996) The Adventuresof Tom Sawyer. simplifiededition Longman Fiction. Essex,England: Addison-Wesley LongmanWalter, T. (1996) Amazing English:How to Workbook. Reading, MA:Addison-Wesley Publishing Company.Wright, B.H. (1995) "EducatingEnglish Teachers for ClassroomsAbroad." TESOL Matters. 5(1) 13.Wright, B.H. (1997) "CrossculturalAspects of Teachers' Roles,"Proceedings of JALT '96 Conferencein Hiroshima. The Japan Associationfor Language Teaching (to appear).The author can be reached at theKorea University, Institute of ForeignLanguage Studies or at76752.1537@compuserve.com.

By Kiama RobinsonIpicked up this WARM-UP activity up severalyears ago from RitsukoNakata and have used it infour countries with success.This can be used for any agegroup, and any number of studentsas the only restrictions are good visibilityof the poster, paper, pencil crayons,and tolerance for a lot of chantingand clapping sounds. This is excellentfor working on letter differences:e.g. "she/c", "g/z", "b/p".PURPOSE:For students to become more thanfamiliar with the alphabet, and thecolours used to fill in the letters (seealso extention activities)MATERIALS:*One large sheet of paper with theletters of the alphabet drawn verylarge, in either upper or lower caseletters, and filled in with brightcolours. *Tape or thumbtacks to displayitThe English Connection July 1997 Volume 1 / Issue 2Alphabet clap; chanting minimal pairsPROCEDURE:*Before class, prepare the poster. Thiscould take at least an hour to sketch,outline, and colour in the letters. *Explainbriefly, and model how to do thisactivity: 1. "Tell me the alphabet fromthe beginning. Now, say it backwards."2. Review the colours usedin the poster. 3. "Tell me one colour."(from the poster!)"Now, tell me onlythe letters that are (sky blue) from thebeginning." 4. "Tell me the alphabetfrom the beginning, but do not say the(sky blue) letters. Clap for the (skyblue) letters." 5. "Tell me anothercolour. Tell me the (orange)lettersfrom the beginning. Tell me the(orange and sky blue) letters nowfrom the beginning." 6. "Tell methe alphabet from the beginning, butclap for the (orange) and (skyblue)letters." *It is not necessary torepeat the whole sequence every time,or even the first time. *To make it aTeachniquesedited byKiama Robinsonlittle more challenging, use "backwards"instead of "from the beginning"at later stages.EXTENSION ACTIVITIES:*Make a second poster using morecolours, and do not use the samecolour sequence. (This is more difficult.)*Spelling Bee: Spell out wordswhich the students transcribe, anddictate back to the teacher/writer at theboard. (These could be review items,or things that will be introducedsoon.) *Give students four or sowords to put into alphabetical order,Cross-cultural couples-continued from page 10have fights "like any other marriedcouple". Like most couples, the husbandand wife share householdchores together. But, compared withKorean husbands, foreign husbandsare more attentive and caring towardsthe family.ABOUT THE CHILDRENOnly a few couples we interviewedhad children. According to Koreanlaw, their children follow their father'sfamily name and nationality, which,they say, gives more benefit to thekids. The children automatically becomebilingual and gain a greater understandingof diverse cultures.While some parents worry that theirchildren will never really feel a partof either culture, the inter-racialcouples we interviewed felt that raisingbi-racial children can be an assetto a global world society. They believetheir children are more open tonew worlds and various cultures.starting with easy (e.g. door,frog, help, tomato...) andworking up to more difficult(e.g. door, dream, fresh,frog...)in later installments.(This helps students locatewords in the dictionarymore effectively.)NOTE:This sounds dead easy, doesn't it? It'snot! Try it yourself!The author is currently teaching ata public middle school in Pusan. Herfive years of teaching experiencespan five countries. She is hard atwork on her Master's thesis in TESLfrom the School for InternationalTraining. Comments about this orother "Teachniques" are welcomed:KATKIM@HOTMAIL.COMThey easily learn new languages inaddition to their two mother tonguesand are able to better assimilate intoour multi-cultural world.CONCLUSIONThe point we would like to make isthat, as the married couples we interviewedalso stressed, the way we viewinter-racial couples must be changed.We should no longer view such relationshipsas strange and abnormal,but rather we should view such relationshipsas normal and healthy. Ofcourse, there will be confusion anddifficulty caused by the different languageand social values in cross-culturalrelationships. However, we havefound that cross-cultural relationshipshave nothing substantially differentfrom a relationship within one culturein general. The choice must be up toindividuals, whether he or shechooses a partner from a differentcultural background or not.We would like to thank all the crossculturalcouples from KoTESOL whohelped us out with this survey.27

The English Connection July 1997 Volume 1 / Issue 2How is the money spent by KOTESOL?One of the great thingsabout having an "EnglishConnection" in Korea is beingable to find answers to thosepuzzles, mysteries and conundrumswhich arise through livingand working here. Whateverquestion or problem Imight be facing at the moment, I shouldknow that I am not alone, and out theresomewhere there must be someone whohas the answers that I need. Some of usmay be fairly new to teaching in Korea,while others are "old Korea hands". Whoeverwe are, we all we have had experiencesand insights which might be helpfulto others. The aim of this column is toprovide a forum for our TESOL membersto share their questions, and especially theiranswers, with each other.These days there is a tremendous boomin "kiddie English" in Korea, and consequentlymany teachers find themselvesfacing a room full of very active little individualswho don't show the least bit of interestin learning English. The followingquestion, from Christa Caputa, may soundfamiliar to many of you.QUESTION: I am "teaching" in Korea atpresent and am really struggling with oneclass in particular. The students are approximately9 years old (all boys, by theway) and they really have no motivationto learn English. My director has us usingChatterbox as a text but it is rare that I canexecute any activity that I have planned.Emotionally I am beginning to react likethey do and I am becoming a successfulfailure at teaching. There is NO disciplinein the classroom and my director is upsetat me, I'm upset at them and no teachingis happening. What can I do? Any ideasor support will be greatly appreciated.If you would like to respond for inclusionin the next issue of The English Connection,please send your comments to me(Steve Garrigues) by email(steve@bh.kyungpook.ac.kr) or fax (053-950-5133).28FAQ sedited bySteve GarriguesQ: How is the money spent by KOTESOLthat is received from member's dues payments.answered by Jack LargeAll of the funds received by KOTESOLgo into the treasury account, with theelected treasurer being the only individualauthorized to make withdrawals. Withdrawalsare authorized once a request orbudget proposal has been thoroughly reviewedby the finance committee, andcommitted to a vote in the executive businessmeeting. Once passed, a form calledthe "authorization and request for disbursement"(A&R) containing details ofthe approved expense payment and thesignature of 3 executive committee memberspresent and voting.Chapters (there are six) are entitled to upto 50% of the dues paid by memberswithin their geographical sphere of influence,unless otherwise requested by themember. To receive the funds, chapter officialsprepare a budget for the comingyears activities and associated expenses.These include items such as the costs ofprinting and mailing announcements andnewsletters; meeting-related expensessuch as guest speakers and refreshments;special activities for teachers and/or studentssuch as the drama events hosted bythe Taejon and Cholla chapters, mini-conferencesor presentations of the special interestgroups (SIGs).A portion of the travel costsof executive committeemembers is paid, usually30,000 won per meeting foreach of 4 meetings, andmembers must attend themeeting in order to be socompensated. This sum hasnot changed in 5 years of KOTESOL existence,while the costs of travel and lodginghave seen multiple increases.Additional costs are incurred by the variousstanding and temporary committeesof KOTESOL, and do not include anypersonal compensation for the greatnumber of voluntary hours of servicecommittee members contribute. They arecompensated for expenses incurred in theprocess of record-keeping, databaseIndividual members benefit from dues paidby participating in the many various activitiesand adjuncts.maintenance, communications (phone,fax, supplies, postage, etc.) and a long lineof individuals over the years have simplydonated many of the costs from theirpockets, in the interest and spirit of serviceto the idea of KOTESOL.In summary, an individual member benefitsfrom dues payments to KOTESOLby participating in, and contributing timeand energy (as well as dues) to the manyvarious activities and adjuncts establishedby their colleague members. These benefitsare led by the strong teacher supportrepresented by regular chapter meetingsand mini-conferences, and by thepublications (newsletter, journal) produced.The opportunity to be part of ateacher network, with the support it implies,as well as being connected to agroup actively courted by materials providers,employment opportunities, professionaladvancement pools and otheradjuncts of association membership allcombine to ensure that membership inKOTESOL is a wise investment.

eviewed byGina CrocettiThe English Connection July 1997 Volume 1 / Issue 2Roleplay By Gillian Porter LadousseBookreviewsedited byGina CrocettiRoleplay is one in awell-known andgrowing series ofteacher resource books editedby Alan Maley. The book offers60 roleplay activities and suggestionsfor further adaptation. These are organizedinto five sections beginningwith "Preparing the ground." Thissection introduces highly-controlled,teacher directed activities to build students'confidence in experimentingwith language in real world situations.Roleplays in the second section, "Offthe cuff," provide the student withvocabulary and functional languagefor use in their roles. Thus while theactivities require creativity with language,students are not at a loss forwords. The activities in the third section,"Now tell me ..." operate on informationgaps where students areprovided with different roles and informationthey must communicate toeach other. The final two sections,"Make up your mind" and "Simulations,"offer improvised dramas andsimulations for students to continueto develop their ability to interact withother people. These activities are lessstructured and thus call on studentsto use their existing knowledge ofEnglish in unique and creative ways.Within each section, roleplays that areeasy to use are presented first andbecome more challenging in order toaddress the needs of teachers and studentsas they become more familiarwith the use of roleplay.Using roleplay in the classroom is afun, enjoyable means of motivationfor both the students and the teacher.It provides students with experiencein speaking in a wide variety of situationsand gives them continual practicewith phatic forms of languagethrough the small talk that naturallyoccurs in conversations. The roleplaycan be geared and adaptedfor students to practicecommunicating in the particularwork, travel, orstudy situations they arepreparing to meet.Through taking on a role,students don a mask ofsafety in their character and their ownpersonality is safe from being implicatedin the dialogue.In her introduction, the author givespractical guidance on how to useroleplay to develop fluency, as wellas how to conduct feedback sessions,involve shy and reticent students, andhow and when to correct mistakes.The extensive, easy to use table ofcontents enables users to quicklyidentify activities to address focalpoints in lessons and integrate thefour skill areas. This book is ideal forinexperienced teachers wishing to usethe technique because it providespractical step-by-step guidance onhow to structure the activities. Experiencedteachers looking for new ideaswill find it a welcome addition to theirresource materials.29

The English Connection July 1997 Volume 1 / Issue 230CalendarCONFERENCESJul 5-6 '97 The 3rd Conference on PhoneticSciences Main Theme: EnglishPhonetics and Teaching English PronunciationTHE PHONETIC SOCI-ETY OF KOREA, In cooperationwith the Foreign Language EducationCentre, PKNU, Sponsored by theBritish Council and Korea TESOLPukyong National University(PKNU) This conference aims to providea forum for presenting researchand teaching experience on teachingEnglish pronunciation and developinglistening skills. The official languagesof the conference are KoreanandEnglish. Professor Hyunbok Lee,Dept. of Linguistics, Seoul NationalUniversity Shillim Dong, KwanakGu, Seoul, Korea .(Tel) 02-880-6173 (Fax) 02-877-0946(e-mail) sicops96@plaza.snu.ac.krDr. Ho-Young Lee, Department ofKorean, Pukyong National University,599-1 Daeyon Dong, Nam Gu,Pusan, Korea (Tel) 051-620-6616(Fax) 051-621-8167 (e-mail)leehy@dolphin.pknu.ac.kr Fee:30,000 Won if registered by 28 June,40,000 Won after Keynote Speakers:Prof. H.B. Lee (Seoul National University)Mr. Michael Ashby (UniversityCollege London) Prof. MasakiTsuzuki (Aichi-Gakuin University)edited byRobert J. DickeyJul 8-10 '97 The 26th Workshop on EnglishPhonetics THE PHONETICSOCIETY OF KOREA, Sponsoredby the British Council and KoreaTESOL Seoul National UniversityThis workshop aims to provide professors,English Teachers and studentswith materials and methodologyfor teaching English Pronunciation.In this workshop, Mr. MichaelAshby, Senior Lecturer at UniversityCollege London, and ProfessorMasaki Tsuzuki, President of the EnglishPhonetic Society of Japan, willgive special lectures. Fee: 30,000 Wonif registered by 30 June, 40,000 Wonafter. Mr. Il-Jin Chung, Dept. ofLinguistics, Seoul National UniversityShillimDong, KwanakGu, Seoul, Korea(Tel) 02-880-6173 (Fax)02-877-0946(e-mail)sicops96@plaza.snu.ac.krAug 11-15 '97 SICOL '97 The FourthSeoul International Conference onLinguistics "The Prospect of LanguageStudies in the 21st Century."THE LINGUISTIC SOCIETY OFKOREA Sogang University The conferencewill consist of (1) a series offorum lectures for the plenary sessionby invited leading scholars, (2)general sesssions for presentation ofsubmitted papers, and (3) special sessionsfocusing on the following topics:(i) Space Semantics, (ii) Phoneticsin Phonology, (iii) Ellipsis in Syntaxand Semantics. .INVITED SPEAKERS: RobertFreidin (Princeton U.) Ronald W.Langacker (USCD) Edward Keenan(UCLA) Susumo Kuno(Harvard U.) Donca Steriade (UCLA)For Further information, please contact:Prof. Ki-jeong Lee Dept ofEnglish, Hanyang Univ. (Tel) (02)290-0777 (Fax) (02) 290-0741 (email)kjlee@email.hanyang.ac.krOR Prof. Jong-Yurl Yoon Dept ofEnglish, Kookmin Univ. (Tel) (02)910-4378 (Fax) (02) 910-4229(e-mail) liku@kmu.kookmin.ac.krAug 13-16 '97 International Young/School Age Learner's Conference"Exploring the best techniques ofteaching and learning English in Primaryand Secondary Schools in theKorean Situation." KOSETA / PETA/ British Council / IATEFL / TTI TTIInternational Conference Center,Seoul, Korea KOSETA #1 Yongsan-Dong, Yongsan-Gu, Seoul 140-02(Tel) (02) 754-6319 .(Fax) (02) 774-1368Aug 15-16, '97 First International Conferenceon Cognitive Science TheKorean Society for Cognitive ScienceSeoul National University ConventionCenterAug 22-24, '97 ROCLING X (1997) InternationalConference Research onComputational Linguistics AcademiaSinica, Taipei, Taiwan Official ConferenceLanguage: English AdditionalConference Language: Chinese(Mandarin) Invited Speakers:Janet D. Fodor, CUNY, President ofthe Linguistic Society of America(1997) Beth Levin, NorthwesternUniversity Ovid T.L. Tzeng,National Chung Cheng University,Member of Academia Sinica Contact:ROCLING X c/o Dr. Keh-Jiann ChenInstitute of Information Science,Academia Sinica Nankang, Taipei115 Taiwan (Tel/Fax) +886-2-788-1638.Aug 27-8, '97 Session 1 of the 5th InternationalSymposium of the (Japanese)National Language ResearchInstitute "Language Study and Thesaurusof the World." Tokyo, JapanPreceding the symposium there willbe an open session about thesaurus.Secretariat: Hiroshi Nakano, NationalLanguage Research Institute 3-9-14 Nishigaoka, Kita-Ku, TokyoJAPAN 115 .(e-mail) nakano@kokken.go.jpOct 3-5, '97 THE 1997 KOREA TESOLCONFERENCE "Technology in Education:Communicating Beyond TraditionalNetworks" Kyoung-Ju Educationand Culture Center Kyoungju,Kyungbuk (see page display in thisissue) Contact: Demetra E. Gates,Taegu National University of Education,Dept of English Educ., 1797-6Daemyung 2 Dong, Nam-ku, Taegu,705-715 S.KOREA (Tel-w) (053)620-1426 (Fax-w) (053) 622-8270(Tel-h) (053) 559-4292 (Fax-h) (053)559-4293 (e-mail)gates@taekyo.taegu-e.ac.kr OR KariKugler, Keimyung Jr. College, Dept.of Tourism and English Interpretation,2139 Daemyung-dong, Nam-ku,Taegu, 705-037, S.KOREA (Tel-w)(053) 620-2663 (Fax-w) (053) 627-0413 (Tel-h) (053) 653-5416 .(Fax-h) (053) 628-3340 .(e-mail) haceta@bora.dacom.co.krOct 9-12 '97 JALT '97 "Trends andTransitions" Hamamatsu City,Shizuoka Prefecture, Japan (see pagedisplay in this issue) Manager, JALTCentral Office / Urban Edge Building5th Floor 1-37-9 Taito, Taitoku,Tokyo 110 JAPAN (Tel) +81-3-3837-1630 (office hours, M-F)(Fax) +81-3-3837-1631 .(e-mail) lbd@gol.com will be routedproperly (Web Site) http://langue.hyper.chubu.ac.jp/jalt/JALT97 conference information at.

The English Connection July 1997 Volume 1 / Issue 2Nov 7-9, '97 TESL/Canada '97 "WorldSkills: Language and Living"Victoria, British ColumbiaNov 14-16 '97 6th International Symposiumand Book Fair on EnglishTeaching English Teachers' Associationof Taiwan (ETA-ROC) NationalTaiwan Normal Univ., Taipei, Taiwan.Contact: Kari Kugler (Tel-w)(053) 620-2663 (Fax-w) (053) 627-0413 (Tel-h) (053) 653-5416 .(Fax-h) (053) 628-3340 .(e-mail) haceta@bora.dacom.co.krOR Prof. Hohanna E. Katchen,Dept. of Foreign Languages, NationalTsing Hua Univ., Hsinchu30043 TAIWAN .(Fax-w) +886-3-571-8977. .(e-mail) katchen@FL.nthu.edu.twNov 18-20 '97 "English for SpecificPurposes: Meeting the Challenges ofToday and Tomorrow" Puteri PanPacific Hotel, Johor Bahru, MalaysiaFees: presenters, US$130 or RM 320;participants, US $150 or RM 370Chairperson ESP '97 Dept. of ModernLanguages Faculty of Managementand Human Resource DevelopmentUniversiti Teknologi Malaysia,Locked Bay 791, 80990 Johor Bahru,Johor Darul Takzim, Malaysia .(e-mail)m-nabida@utmjb.utm.my orBarbara Dobson. .Nov 21-22 '97 Motivation in languagelearning Novotel, York, EnglandNov 21-23 '97 AATG-ACTFL (AmericanCouncil on Teaching of For.Lang.) Nashville, TNDec 2-4 '97 Natural Language ProcessingPacific Rim Symposium 1997(NLPRS'97) (IncorporatingSNLP'97) Phuket, ThailandJan 22-24 '98 18th Annual Thai TESOLConference "Maximizing LearningPotentials" J.B. Hotel, Hat Yai,Songkhla, Thailand Pre-RegistrationDeadline: Nov 1 '97 Fees: PresentersUS$60, Non-ThaiTESOL MembersPre-Reg: US$105 On-Site Registration:US$120 Contact: NarapornChan-ocha, Chulalongkorn Univ.Language Institute, Phaya Thai Road,Bangkok, 10330, Thailand (Tel) +66-2-218-6027 (Fax) +66-2-252-5978 (email)fflnnco@chulkn.car.chula.ac.thMar 14-17 '98 American Assn of AppliedLinguistics Annual ConferenceSeattle, WAMar 17-21 '98 TESOL '98 "ConnectingOur Global Community" Seattle,WA (USA) TESOL, Inc, 1600Cameron St., Suite 300, Alexandria,VA 22314-2751 USA .(Tel) +1-703-836-0774 .(Fax) +1-703-836-6447 .(e-mail) mbr@tesol.edu .(Web Site) http://www.tesol.eduApril 14-18 '98 32nd IATEFL InternationalConference Venue: UMIST,ManchesterCALLS FOR PAPERSJul 5-6 '97 The 3rd Conference on PhoneticSciences Main Theme: EnglishPhonetics and Teaching English PronunciationTHE PHONETIC SOCI-ETY OF KOREA Deadline for SubmittingAbstracts: 12 June (Thur)Deadline for Submitting Papers: 25June (Wed) Abstract and paper submissionsshould be sent to the addressesbelow. Professor HyunbokLee, Dept. of Linguistics, Seoul NationalUniversity ShillimDong, Kwanak Gu, Seoul, Korea(Tel) 02-880-6173 (Fax) 02-877-0946(e-mail) sicops96@plaza.snu.ac.krDr. Ho-Young Lee, Department ofKorean, Pukyong National University,599-1 Daeyon Dong, Nam Gu,Pusan, Korea (Tel) 051-620-6616(Fax) 051-621-8167 (e-mail)leehy@dolphin.pknu.ac.krAug 13-16 '97 International Young/School Age Learner's Conference"Exploring the best techniques ofteaching and learning English in Primaryand Secondary Schools in theKorean Situation." KOSETA / PETA/ British Council / IATEFL / TTI TTIInternational Conference Center,Seoul, Korea Call For Papers --Application due by June 10, 1997KOSETA #1 Yongsan-Dong,Yongsan-Gu, Seoul 140-02 (Tel)(02) 754-6319 (Fax) (02) 774-1368Aug 22-24, '97 ROCLING X (1997) InternationalConference Research onComputational Linguistics AcademiaSinica, Taipei, Taiwan Call for PapersTopics of Interest: All areas ofComputational Linguistics and NaturalLanguage Processing, including,but not limited to: natural languageunderstanding, machine translation,parsing, spoken language processing,corpus linguistics, language-basedinformation retrieval, text processing,electronic lexicon and lexical semantics,speech recognition/synthesis.Submission: ROCLING X c/o Dr.Keh-Jiann Chen Institute of InformationScience, Academia SinicaNankang, Taipei 115 TAIWAN(Tel/Fax) 886-2-788-1638 Types: a)Regular Paper [max. 25pp., doublespaced,]b) Short Paper, and c)Project Notes [both max. 10pp.,double-spaced] Copies: Send four(4) copies of full paper. Format: Thetitle page should indicate submissiontype(s), and contain abstract (lessthan 200 words), name, affiliation,address, and e-mail address of theauthor(s). Papers should follow eitherthe ACL or the LSA stylesheet.Strongly Recommended: Electronicsubmission of the title page at thesame time of sending the paper. ElectronicSubmission: [plain textfiles only] Accepted atrocling@hp.iis.sinica.edu.tw ORrocling@research.bell-labs.comSubmission Deadline: June 16, 1997(Monday) Final Version of PaperDue: August 1, 1997 (Friday)Jan 22-24 '98 18th Annual Thai TESOLConference "Maximizing LearningPotentials" J.B. Hotel, Hat Yai,Songkhla, Thailand Proposals DueDate: Aug 17 '97 Relevance to thetheme of the conference, to EnglishLanguage Teaching in Thailand andthe Asia Pacific Region, and originalityof approach are among themajor considerations in acceptance ofpapers.Mar 14-17 '98 American Assn of AppliedLinguistics Annual ConferenceSeattle, WA proposal due date: August1997Mar 17-21 '98 TESOL '98 "ConnectingOur Global Community" Seattle,WA (USA) TESOL, Inc, 1600Cameron St., Suite 300, Alexandria,VA 22314-2751 USA .(Tel) +1-703-836-0774 .(Fax) +1-703-836-6447 .(e-mail) mbr@tesol.edu (Web Site)http://www.tesol.edu Calls for Participationavail - call R. Dickey inKorea at (0527) 52-1962 or e-mailProposals due August 29, 1999731

The English Connection July 1997 Volume 1 / Issue 2Nominations for Annual Elections - 1997Notice is hereby given that nominations for the following positions on theNational Executive Council of Korea TESOL, to assume office from the AnnualBusiness Meeting at the National Conference on October 4, 1997, arenow open and will close at 5:00 p.m., Monday August 25, 1997.In accordance with the Constitution the following positions are subject toannual election:nnnnFirst Vice President (President-elect)Second Vice-PresidentSecretaryTreasurerNominations may be submitted by mail or facsimile to the Search CommitteeChair, Rodney Gillett, by the due date. Nominations should include thename and contact details of the proposer and seconder, as well as notificationof acceptance by the nominee.A postal ballot shall be conducted from September 1, 1997, and close at 12noon on October 4, 1997. All nominees will be requested to submit a statementof qualification for distribution with the postal ballot.For information about the election please contact Rodney Gillett by telephone(0431) 53-8527 or by e-mail at rodney@alpha94.chongju.ac.krThe address and fax number for nominations are as follows:Rodney Gillett, Search Committee Chairc/o Department of English Language and LiteratureChongju UniversityNaedok Dong Chongju 360-764Chungbuk ProvinceFax#: (0431) 53-852732

The English Connection July 1997 Volume 1 / Issue 2KOTESOL Conference 1997Pre-registration ProcedureStep 1: Go to any bank and Transfer 70,000 won "On-line" to:KOTESOL treasury account (Treasurer-Kim Young Mi):Korea Exchange Bank: #283-18-01616-1(Koreans should include their full name in Hangul; Non-Koreans should usetheir family name, followed by first initial, in English).SAVE THE ON-LINE TRANSFER RECEIPT!! It is proof of payment andbackup admission ticket.Step 2: Photocopy the receipt, together with the words: KOTESOL '97 and yourname, address and phone number clearly and legibly printed in strong blackletters on the same page (English or Hangul).Step 3: Fax the photocopy to: (0653) 834-9170 Or Mail it to:Jack LargeEnglish Education Department Wonkwang UniversityIksan, Chonbuk 570-749KoreaThe cutoff date is September 1. Deposits made after Sept. 1 will be accepted,IF preregistration form is received by the cutoff date.In case of late fee deposit, include a late processing fee of 10,000 won (total80,000 won).Forms received late, regardless of time of payment, will be forwarded to registrationdesk for normal processing and the difference between the pre-registrationamount and the full amount will be collected.Refund policy: Conference pre-registration is non-refundable, except in verifiablecases of dire personal emergency.In pre-arranged cases, fees paid by non-attending persons may be applied toregistration for KOTESOL '98. Dues for 1997 membership (30,000 won) willbe deducted in that case.NOTE: Membership is automatically conferred on all who pay to attend theKOTESOL annual conference. It is not optional, and cannot be waived for adiscount on registration.33

The English Connection July 1997 Volume 1 / Issue 2Who's Where in KOTESOLNational Officers and Committee ChairsChapter Officers; SeoulDr. Park Joo-Kyung, President Dept. of English HonamUniversity Kwangju, 506-090 (F)062-940-5116(Tel)062-940-5310(W);062-267-9357joo@honam.honam.ac.krProf. Carl Dusthimer, 1st Vice-President Dept ofEnglish Hannam University Taejon 300-791 (F)042-623-8472 (Tel)042-629-7336(W); 042-634-9235;dustman@eve.hannam.ac.krDr. Woo Sang-do, 2nd Vice-President Dept. of EnglishEducation Kongju National Univ. of Education Kongju,314-060 (F)0416-856-3576 (Tel) 0416-50-1741;woosd@kongjuw2.kongju-e.ac.krDr. Kim Young-Mi, Treasurer Dept. of General StudiesDuksung Women's Univ. (F)02-901-8442 / 8060 (Tel)02-901-8458(W); 02-381-3778(H);Kimyoung@center.duksung.ac.krMs. Rachael Philips, Secretary Dept. of English ChonjuEducation University (Tel) 0652-81-7198 (w);0652-223-8002Dr. Kwon Oryang, Immediate Past President, PublicityCommittee Chair Dept. of English Education SeoulNational Univ. (F)02-536-7542 (Tel)02-880-7674(W); 02-533-5217 (e-mail) oryang@plaza.snu.ac.krDr. Kim Jeong-Ryeol, Pan-Asian Conference Chair,Publication Committee Chair Dept. of ElementaryEducation Korea National University of Education ; (email)jrkim@knuecc-sun.knue.ac.krProf. Kari Kugler, Conference Co-Chair Dept. ofTourism and English Interpretation Keimyung JuniorCollege Taegu, 705-037 (F)053-628-3340 (O)053-620-2663(W)053-653-5416 (e-mail)haceta@bora.dacom.co.krProf. Demetra Gates, Conference Co-Chair TaeguNational University of Education Department ofEnglish Education Work 1797-6 Taemyung 2 Dong,Nam Gu Taegu 705-715 (H)053-559-4292 (HF)053-559-4293 (W)053-620-1426 (F)053-622-8270(e-mail) gatesde@taekyo.taegu-e.ac.krAekyoung Large, Finance Committee Chair 105-1304youngdeung Jeil Apts, Iksan-si, chonbuk 570-160(H)0653-834-8529 (O)0653-50-6519 (F)0653-834-9170(e-mail)larjak2@nuri.netJack Large, Membership Coordinator and InformationSystems Management Chair (see entry above)Mary Wallace Commercial Member Liaison, InternationalLiaison (H)062-943-5265 (W)062-940-5314(F)062-940-5005 (e-mail)mary@honam.honam.ac.krRodney Gillett Search Committee Chair Dept.of EnglishLang. and Lit. Chongju University Chongju. 366-764.(H)(0431)53-8527 (Fax)(0431)53-8527(e-mail)rodney@alpha94.chongju.ac.krProf. Thomas Duvernay Internet Coordinator, (F)0561-771-2291 (T)0561-770-2132 (W);0561-771-2291(H);duvernay@sejong.dongguk.ac.krPresident Andrew Todd (F)02-773-3862; (Tel)02-757-1327(W); 0344-913-4441 sundrews@bora.dacom.co.krVice-Pres. Gavin Farrell 227 dong 105 ho SonbudongHanyang Sujong Ansan-shi Kyong-gi-do(H) 0345-86-0804 (B.P)015-8464-0804Pusan ChapterPresident Hwang Pyong-Young (F) 051-505-9317 (Tel)051-502-9316(H) naun@hyowon.pusan.ac.kr1 Vice-Pres Robert Dickey (F)0527-50-5250(W);0527-52-1962 RJDICKEY@soback.kornet.nm.kr2nd Vice President Leslie Miller (H)051-467-6913(O)051-640-3195 (F)051-642-9387(e-mail) miller@taejo.Pufs.ac.krTreasurer Michael Hughes (H)051-624-7482 (O)051-640-3196 (F)051-642-9387 (e-mail)hughes@taejo.pufs.ac.krSecretary Jeanne E.Martinelli (H)051-510-2609(B.P)012-784-8644 (W)051-510-2650(e-mail)Jeanne@hyowon.cc.pusan.ac.krCholla ChapterPresident Kim Jin-Woo (F)062-573-0447;(Tel)062-573-8190(W); 062-265-5162Vice-Pres. Kim Min-Ju (F)062-267-6392Treasurer Kim Hyun-Duk (H)062-369-4642Secretary Rachel Philips (see entry to left)Taegu ChapterPresident Dr. Chae Joon-Kee (F)053-950-6804;(W)053-950-5291; (H)053-424-7158Vice-Pres. Dr. Steve Garrigues (H)053-952-3613;steve@bh.kyungpook.ac.kr2nd Vice Pres. Dr. Han Sang-ho (W)0561-770-5098;(H)053-751-8569Treasurer Ms. Oh In-Sook (W)053-985-5033(H)053-764-8531Secretary Ms. Park Hee-Bon (H)053-791-5894Taejon ChapterPresident Lori Roach Han Nam University 133 OjungDong Taejon 300-791 (H)042-625-5040 (O)042-629-7335 (e-mail)mlroach@chollian.dacom.co.krVice-Pres. Joo, Hyun Chul (H)42-522-9769(Fax)042-527-1146Treasurer Peggy Hickey (O)42-629-7417 (H)42-624-9722Secretary Kirsten Reitan (O)042-869-4698 (H)869-4914(e-mail)reitankb@sorak.kaist.ac.kr34

The English Connection July 1997 Volume 1 / Issue 2Thai Tesol35

Korea TESOLMembership Application / Change of AddressdressPlease fill in each item separately. Do not use such time-saving conventions as "see above." The database programs used togenerate mailing labels and membership directories sort answers in ways that make "see above" meaningless. Long answers may betruncated. Use abreviations if necessary.Please check the items that apply to you Type of Membershipo New membership applicationo Individual (30,000 won/year)o Membership renewelo Institutional (50,000 won/year)o Change of address / information notice o Commercial (300,000 won/ year)Payment by o Cash o Check o On-line transfer (Pleae make on-line payments to KOTESOL at the ForeignExchange Bank (¿ÜȯÀºÇà) account number 283-18-01616-1. In order to insure that your application is properly processedeither include your name on the bank transfer slip or send a photocopy of the bank transfer slip with this application.First name: _______________________________Last name: ___________________________Chapter: ________________(Seoul, Taejon, Taegu, Cholla, Pusan, Cheju)Date of membership: _______-______-97 (Today's date.)Confidential: _________ (YES or NO) (If you answer YES, the following information will not be included in anypublished form of the membership database. The information will be used by KOTESOL general office staff only for officialKOTESOL mailings. But, it means your friends will not be able to find you.)E-mail address: _________________________________________________________________Home phone (_____)____________ fax (_____)____________ beeper (_____)__________________________________________________________________________________(House, APT# / Dong)_______________________________________________________________________(Gu / Ri / Myun / Up / Gun)_______________________________________________________ Zip: _______-_______(City / Province / Country)Work phone (_____)____________ fax (_____)____________ cell (_____)__________________________________________________________________________________(School, company name)_______________________________________________________________________(Bld. # / dong)_______________________________________________________________________(Gu / Ri / Myun / Up / Gun)_______________________________________________________ Zip: _______-_______(City / Province)To which address would you prefer KOTESOL mailings be sent? ______________ (Home / Work)Notation: Write a brief introduction of yourself ; major papers, presentaions, specialties, interests...______________________________________________________________________________________________________________________________________________________________Date_________________________ Signature:_________________________________________Mail this form to:Jack Large, Department of English Education W onkwang Univ.344-2 Shinyong Dong Iksan, Chonbuk 570-749(Work phone) 0653-50-6519 (Home) 0653-834-8529 (Fax) 0653-834-9170 (E-mail) larjak2@nuri.net4/97

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