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TESOL France Colloquium 2009The 28th Annual ColloquiumA Great Forthcoming Event |
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Theme: Higher Education & Learning Technologies.
This poster will describe an innovative attempt to create a seamless three-stage overseas study experience for Japanese university students. Three groups of students - those preparing to study abroad, those currently studying abroad, and those just returned from studying abroad - reflect on their experiences and interact with each other through a wiki-type website. We will discuss to what extent this collaborative learning environment integrating grammatical and lexical learning, cultural learning and motivation, combined with clear objectives and core vocabulary lists can support the development of self- and peer-assessment skills and independent learning strategies.
Michael Carroll has been teaching English for 20 years, including 10 in Japan. He is the editor of a recent book on Curriculum, published by TESOL. He is currently working with students before, during and after their overseas semester, trying to help them make the most of their experiences.
Theme:Intercultural issues and Adult Learners
This study examined the development of pragmatic competence in L2 apologies produced by Chinese learners of English of different proficiency levels to determine whether the emergence of apology strategies follows a certain order. The participants comprised four groups: 3rd grade, 6th grade, and 10th grade students and college freshmen. The elicitation instrument used for data collection was the discourse completion questionnaire. The findings revealed that different types of apology strategy emerged in the apology of L2 learners of different proficiency level, which may indicate that there is a difficulty hierarchy in terms of linguistic features in apology strategies.
Yuh-Fang Chang is associate professor in the Department of Foreign Languages and Literatures at National Chung Hsing University, where she teaches courses in applied linguistics. Her primary research interests are interlanguage pragmatics and bilingual education. Her publications have appeared in Language Testing, Language Sciences and Asia Pacific Educatin Review.
Theme: Young Learners & Teacher Training and Development.
It is a well known fact that children of a very early age, if properly guided, can absorb foreign language easily. Due to their curiosity they like stories. Are we, teachers, ready to teach English to very young learners through stories? This poster presents not only telling various stories to children but activities for them to listen to, comprehend, retell, compare the contents and remember phrazes by listening, acting, miming, fingerplay, drama, action games, songs. Participants will be given an opportunity to learn games for different ages. Welcome to the fascinating world of children's imagination!
Sylvie Dolakova, M.A., freelance teacher trainer, Czech Republic Teaching English in kindergarten, primary school, a teacher trainer. Designed many games for teaching English to very young children and schoolchildren. Books of English for children published in four countries. Member of Czech Association of English Teachers ATECR and Drama SIG Committee.
Theme: Learning Technologies & Tried and Tested Classroom Techniques.
Student Response Systems, or clickers, when used with interactive pedagogies, are known to increase student interaction and consequently, student achievement in content domains such as math and physics. Clickers have both a hardware and software component that collects and displays student responses. Students use a small device, similar to a television remote control, to respond to multiple-choice questions. The overall results become instantaneously available to the audience in form of a pie chart or bar graph. The presenter will demonstrate the hardware and software component of the clickers and talk about its advantages in ESL / EFL classes.
This poster presenter also presents a talk.
Pary Fassihi is an ESL Senior Lecturer at the Center for Language and Orientation Programs (CELOP) at Boston University. She has 13 years of experience teaching ESL / EFL. Her specialization is the use of technology in ESL / EFL classes. She is currently pursuing her doctoral degree in Language Education at Boston University.
Theme: Classroom Techniques & Grammar and Vocabulary
A combination of visuals, attached examples plus the analysis of the poem IF by Rudyard Kipling will smoothly transfer you into the magic world of teaching conditional sentences in English. This poster presentation will certainly turn out to be of great interest for teachers and others who realise that using conditional sentences in an appropriate and effective way is absolutely crucial in our lives. Let's use the right conditional sentences! As R. Kipling puts it: If you can...yours is the Earth and everything that's in it, and, which is more- you'll be a Man, my son!
Igor Gavilán graduated in English at the University of Deusto (Bilbao) where he also completed a course on Pedagogy. He has been working as a qualified English teacher over the last 15 years. He is currently a lecturer and the director of his own school of languages where he has successfully prepared students for all the Cambridge Exams and, consequently, has been awarded a certificate by the University of Cambridge. He is a member of TESOL-SPAIN.
Theme: Intercultural Issues & Teacher Training and Development
Language teachers have also been, or are still language learners. There has been little examination of this relationship (eg Lorties' 1975 study considers learning in general, not language learning. Teachers' natural preferences for teaching are influenced as much by their own language learning experiences. This poster will combine theory and practical discussion regarding this subject.
Maidy Giber has taught ESL, French, Spanish, education and applied linguistics for over 15 years. She has currently researched ESL and FLE teachers' language learning experiences with a view towards intercultural issues.
Theme: Learning Technologies.
This poster provides a step-by-step guidance on performing common tasks using Audacity, a free, open source software for recording and editing sounds which will be of great help for the language teacher. The poster will cover the following sections: 1. Introduction to Audacity and its functions 2. How to download the programme for free 3. How to record and edit audio with audacity 4. Transferring tapes and records to computer or CD and recording audio playing on the computer 5. Working with audacity: practical activities and suggestions for the language classroom.
Dr. Susana Gómez is a member of the Board of TESOL Spain, the Director of Publications of TESOL SPAIN Newsletter and she currently teaches English at the Faculty of Translation and Interpreting at the University of Valladolid (Spain). Her research interests are second language teaching and learning. Anisoara Pop has been teaching English for 22 years at primary school and university level (Business English). Anisoara has a PhD in linguistics and is currently preoccupied with teaching with the New Technologies.
Theme: Tried and Tested Classroom Techniques & Language Testing
Many English language learners approach dense and difficult text feeling defeated before they even begin. Even worse, they face this type of text when they must take exit exams which include a reading section. However, English Language Learners can be helped by learning techniques to increase their reading speed without sacrificing comprehension. If you have not yet addressed the speed component of language fluency in your classroom, this demonstration will give you some effective and motivational techniques.
Beverly J. Hearn, Ed.D., taught English as a Second Language in Jackson, Tennessee, and is a past president of Tennessee TESOL. At present she is Director of the Reading Center and Assistant Professor of Educational Studies at the University of Tennessee at Martin.
Theme: Learner Styles.
Reading is a vital skill without which a child cannot succeed in virtually any other area. In Europe the competence in English is of key importance. Schools recognize that need by introducing EFL courses on obligatory bases. Teaching English as a foreign language to dyslexic students poses additional challenge to educators. The poster offers a presentation of teaching tools such as language drills and various reading strategies that can enhance reading skills in dyslexic learners of English as a foreign language. Main characteristics of dyslexia with reference to dual-route model of reading aloud will be touched upon to support the need for overlearning in dyslexic learners.
Monika Lodej has an MA in English Studies, and is currently working on a PhD dissertation (applied linguistics) at Warsaw University focusing on reading competence in Polish dyslexic EFL learners. She works in the English Department at Holy Cross University in Kielce, running courses on EFL methodology and didactics. She is a member of IATEFL Poland and the mother of a dyslexic child and a tutor of dyslexic students.
Theme: Adult Learners & Learner styles
This study aims at investigating the origin of learning disabilities, underlining the affective factors of demotivation and amotivation, of Shiva, an Iranian girl, in pursuing her language learning. To diagnose different aspects of her disabilities, different research instruments like MSQ, WTC Questionnaires, and proficiency test were administered. The results of five-month observation and interview indicate that demotivation is more detrimental than amotivation in language learning context. Also, demotivation is caused mostly due to the misconduct of the teachers in not only their teaching techniques but also their misuse of motivational strategies.
Mojtaba Mohammadi is a faculty member at Islamic Azad University, Roudehen Branch. He is currently a PhD candidate at Science and Research Branch, Tehran. He has taught English for 12 years. His areas of interest include testing and assessment, teacher training, and writing skill.
Theme: Young Learners & Adult Learners
Handouts
This poster demonstrates various opportunities for integrating English language teaching with other subjects in the curriculum and making interdisciplinary relations. It accentuates primarily on using English in Arts and Crafts classes, in Physical Education classes and relating English to Music through songs. The poster includes making postcards, practising the imperative and having fun while learning and practising English through its relations to other subjects.
Zhivka Ilieva is a teacher of English and a teacher trainer. Assistant professor, PhD in Dobrich College, Shumen University, Bulgaria.
Theme: Language Testing & Higher Education
Tallinn University Language Centre started teaching foreign languages (11 different ones at the moment) following the principles and guidelines of the Common European Framework of Reference (CEFR) two years ago. While finding the proper teaching material and coursebooks for different levels for each language was not a very big problem, testing and assessment following the same principles on the contrary turned out to be really difficult. This poster gives an overview of how we tackled the problem and organised the process from teacher education to final testing.
Tuuli Oder is head of the Tallinn University Language Centre, had a long experience both as teacher and teacher educator and is head of the counselling board on EFL matters at the Ministry of Education of Estonia.
Theme: Adult Learners & Young Learners
Watching a film is great fun but, beyond that, it is an excellent way of enlarging our students' cultural knowledge and it's a perfect resource to learn vocabulary and expressions which are not in textbooks and which are really useful. Working with films can make your classes more attractive and let your students get in touch with the real English spoken by people in their everyday lives. What kind of films to watch, creating your own worksheets, taking the most profit from a film, how to use films in the English class ... We'll talk about it.
Carme Porcel is a secondary school teacher at IES Abat Oliba, Ripoll in Girona, Spain. She has been teaching English for 20 years now and has a long experience in creating her own materials and worksheets. Great supporter of active, motivating and creative English classes. She's specialized in working with films in class. She's given several talks on the topic in Girona, at the APAC ELT Convention (Barcelona), at the APIGA annual conference in Galicia and at the British Council (Barcelona).
Theme: Higher Education & Teacher Training and Development
Most teachers have their students do presentations. We will look at various types, both informal and formal, that lead to effective language acquisition. Above all, we will consider strategies that involve active participation from all the members of a class and not just the speakers. Short films will be shown with students interacting in class. A 15-page handout in the form of digital files with instructions, explanations, and examples (from the book QualityTime-ESL: The Digital Resource Book) will be available to teachers who come and see the poster. Teachers will be invited to test this material with their students and to share their experiences at a later date. A workshop on this theme with Marianne Raynaud will be organized in Paris this coming year.
Marianne Raynaud, coordinator of TESOL France-Grenoble, taught twenty-four years at France's largest technological university, INPG, winning the prestigious Palmes Académiques for innovations in teaching ESL. She founded http://www.qualitytime-esl.com, airs podcasts Better Speaking Skills on iTunes and has written QualityTime-ESL: The Digital Resource Book, an extensive toolbox of teaching materials.
Theme: Adult Learners & Teacher Training and Development.
Why does some of language learners' initial motivation gradually decrease during the preparatory year English language programme providing an opportunity for undergraduate and graduate students to learn or improve their English? Is it because they face a variety of demotivational influences or do they have prejudice about language learning that teachers cannot change? In this presentation, presenters share the results of a descriptive study on motivation in terms of students' motivational beliefs and motivational self-regulation strategies. The presenters will also invite the audience to discuss issues and teachers' motivational strategies to overcome affective barriers for continuous language learning.
As a graduate of Cukurova University in 1999, Semra Sadik got her MA in TEFL in 2005. She was an EFL / ESL teacher in Foreign Languages Center until 2007. Now she works at the International Office, Cukurova University as international students advisor. Her interests are curriculum development, testing and learning strategies.
Fatma Sadik graduated from the Faculty of Education, Cukurova University, in 1996. She got her MA and PhD in Education Sciences in 2000 and 2006. She has been working as a lecturer at the same faculty since 1998. Her interests are curriculum development, classroom management, teacher education and environmental education.
Theme: Adult Learners
Since 2006, a group of EFL teachers have been conducting a Moodle-based writing exchange project among seven nursing colleges and departments in six countries. In 2008, under this project, Japanese students were required to write over 2500 English words, while parallely receiving in-class grammar instructions. This study aimed at determining whether the incorporation of explicit grammar teaching is effective in increasing the participants' understanding of English grammar and vocabulary. The results demonstrated that communicative expressions, such as politeness markers and formulaic phrases, are learned more easily than phrases with relatively greater grammatical complexity.
Kayo Shirasaka received her Masters degree in Education from the University of Miyazaki, Japan. She now teaches various EFL courses at the University of Miyazaki, Civil Aviation College and the Miyazaki Prefectural Nursing University. Her main research interests are EFL pedagogy, extensive reading, and teaching English to young learners.
Poster Session will take place
Friday November 6th: 16:15 - 17:00
Saturday November 7th: 14:00 - 15:00
Posters: Abstracts and Bios
The Study-abroad Wiki: Integrating overseas study into the overall language curriculum
by Michael Carroll (Momoyama Gakuin University, Japan)Theme: Higher Education & Learning Technologies.
This poster will describe an innovative attempt to create a seamless three-stage overseas study experience for Japanese university students. Three groups of students - those preparing to study abroad, those currently studying abroad, and those just returned from studying abroad - reflect on their experiences and interact with each other through a wiki-type website. We will discuss to what extent this collaborative learning environment integrating grammatical and lexical learning, cultural learning and motivation, combined with clear objectives and core vocabulary lists can support the development of self- and peer-assessment skills and independent learning strategies.
Michael Carroll has been teaching English for 20 years, including 10 in Japan. He is the editor of a recent book on Curriculum, published by TESOL. He is currently working with students before, during and after their overseas semester, trying to help them make the most of their experiences.
Investigating the Emergence Order of Apology Strategies
by Yuh-Fang Chang (National Chung Hsing University, Taiwan)Theme:Intercultural issues and Adult Learners
This study examined the development of pragmatic competence in L2 apologies produced by Chinese learners of English of different proficiency levels to determine whether the emergence of apology strategies follows a certain order. The participants comprised four groups: 3rd grade, 6th grade, and 10th grade students and college freshmen. The elicitation instrument used for data collection was the discourse completion questionnaire. The findings revealed that different types of apology strategy emerged in the apology of L2 learners of different proficiency level, which may indicate that there is a difficulty hierarchy in terms of linguistic features in apology strategies.
Yuh-Fang Chang is associate professor in the Department of Foreign Languages and Literatures at National Chung Hsing University, where she teaches courses in applied linguistics. Her primary research interests are interlanguage pragmatics and bilingual education. Her publications have appeared in Language Testing, Language Sciences and Asia Pacific Educatin Review.
Storytelling? Young Learners? Limited Vocabulary? Why Not?
by Sylvie Dolakova (Freelance)Theme: Young Learners & Teacher Training and Development.
It is a well known fact that children of a very early age, if properly guided, can absorb foreign language easily. Due to their curiosity they like stories. Are we, teachers, ready to teach English to very young learners through stories? This poster presents not only telling various stories to children but activities for them to listen to, comprehend, retell, compare the contents and remember phrazes by listening, acting, miming, fingerplay, drama, action games, songs. Participants will be given an opportunity to learn games for different ages. Welcome to the fascinating world of children's imagination!
Sylvie Dolakova, M.A., freelance teacher trainer, Czech Republic Teaching English in kindergarten, primary school, a teacher trainer. Designed many games for teaching English to very young children and schoolchildren. Books of English for children published in four countries. Member of Czech Association of English Teachers ATECR and Drama SIG Committee.
Clickers: A New Approach to Engaging Students in the ESL / EFL Classroom
by Parvanak "Pary" Fassihi (CELOP/Boston University)Theme: Learning Technologies & Tried and Tested Classroom Techniques.
Student Response Systems, or clickers, when used with interactive pedagogies, are known to increase student interaction and consequently, student achievement in content domains such as math and physics. Clickers have both a hardware and software component that collects and displays student responses. Students use a small device, similar to a television remote control, to respond to multiple-choice questions. The overall results become instantaneously available to the audience in form of a pie chart or bar graph. The presenter will demonstrate the hardware and software component of the clickers and talk about its advantages in ESL / EFL classes.
This poster presenter also presents a talk.
Pary Fassihi is an ESL Senior Lecturer at the Center for Language and Orientation Programs (CELOP) at Boston University. She has 13 years of experience teaching ESL / EFL. Her specialization is the use of technology in ESL / EFL classes. She is currently pursuing her doctoral degree in Language Education at Boston University.
IF IF IF... To IF or not to IF, that is the question
by Igor Gavilán (Eibar Idiomas Hizkuntzak, Spain)Theme: Classroom Techniques & Grammar and Vocabulary
A combination of visuals, attached examples plus the analysis of the poem IF by Rudyard Kipling will smoothly transfer you into the magic world of teaching conditional sentences in English. This poster presentation will certainly turn out to be of great interest for teachers and others who realise that using conditional sentences in an appropriate and effective way is absolutely crucial in our lives. Let's use the right conditional sentences! As R. Kipling puts it: If you can...yours is the Earth and everything that's in it, and, which is more- you'll be a Man, my son!
Igor Gavilán graduated in English at the University of Deusto (Bilbao) where he also completed a course on Pedagogy. He has been working as a qualified English teacher over the last 15 years. He is currently a lecturer and the director of his own school of languages where he has successfully prepared students for all the Cambridge Exams and, consequently, has been awarded a certificate by the University of Cambridge. He is a member of TESOL-SPAIN.
Teachers' Language Learning Experiences
by Maidy Giber (University of South Australia)Theme: Intercultural Issues & Teacher Training and Development
Language teachers have also been, or are still language learners. There has been little examination of this relationship (eg Lorties' 1975 study considers learning in general, not language learning. Teachers' natural preferences for teaching are influenced as much by their own language learning experiences. This poster will combine theory and practical discussion regarding this subject.
Maidy Giber has taught ESL, French, Spanish, education and applied linguistics for over 15 years. She has currently researched ESL and FLE teachers' language learning experiences with a view towards intercultural issues.
Using Audacity to Optimize Your Listening Sessions
by Susana Gómez and Anisoara Pop (TESOL Spain and Dimitrie Cantemir University of Targu Mures, Romania)Theme: Learning Technologies.
This poster provides a step-by-step guidance on performing common tasks using Audacity, a free, open source software for recording and editing sounds which will be of great help for the language teacher. The poster will cover the following sections: 1. Introduction to Audacity and its functions 2. How to download the programme for free 3. How to record and edit audio with audacity 4. Transferring tapes and records to computer or CD and recording audio playing on the computer 5. Working with audacity: practical activities and suggestions for the language classroom.
Dr. Susana Gómez is a member of the Board of TESOL Spain, the Director of Publications of TESOL SPAIN Newsletter and she currently teaches English at the Faculty of Translation and Interpreting at the University of Valladolid (Spain). Her research interests are second language teaching and learning. Anisoara Pop has been teaching English for 22 years at primary school and university level (Business English). Anisoara has a PhD in linguistics and is currently preoccupied with teaching with the New Technologies.
Increasing Your Students' Reading Speed
by Beverly J. Hearn (University of Tennessee at Martin)Theme: Tried and Tested Classroom Techniques & Language Testing
Many English language learners approach dense and difficult text feeling defeated before they even begin. Even worse, they face this type of text when they must take exit exams which include a reading section. However, English Language Learners can be helped by learning techniques to increase their reading speed without sacrificing comprehension. If you have not yet addressed the speed component of language fluency in your classroom, this demonstration will give you some effective and motivational techniques.
Beverly J. Hearn, Ed.D., taught English as a Second Language in Jackson, Tennessee, and is a past president of Tennessee TESOL. At present she is Director of the Reading Center and Assistant Professor of Educational Studies at the University of Tennessee at Martin.
Teaching Reading to ESL Dyslexic Students
by Monika Lodej (IATEFL Poland)Theme: Learner Styles.
Reading is a vital skill without which a child cannot succeed in virtually any other area. In Europe the competence in English is of key importance. Schools recognize that need by introducing EFL courses on obligatory bases. Teaching English as a foreign language to dyslexic students poses additional challenge to educators. The poster offers a presentation of teaching tools such as language drills and various reading strategies that can enhance reading skills in dyslexic learners of English as a foreign language. Main characteristics of dyslexia with reference to dual-route model of reading aloud will be touched upon to support the need for overlearning in dyslexic learners.
Monika Lodej has an MA in English Studies, and is currently working on a PhD dissertation (applied linguistics) at Warsaw University focusing on reading competence in Polish dyslexic EFL learners. She works in the English Department at Holy Cross University in Kielce, running courses on EFL methodology and didactics. She is a member of IATEFL Poland and the mother of a dyslexic child and a tutor of dyslexic students.
The Pathology of Demotivation and Amotivation in Language Learning Context: A Case Study
by Mojtaba Mohammadi (Islamic Azad University, Roudehen Branch, Iran)Theme: Adult Learners & Learner styles
This study aims at investigating the origin of learning disabilities, underlining the affective factors of demotivation and amotivation, of Shiva, an Iranian girl, in pursuing her language learning. To diagnose different aspects of her disabilities, different research instruments like MSQ, WTC Questionnaires, and proficiency test were administered. The results of five-month observation and interview indicate that demotivation is more detrimental than amotivation in language learning context. Also, demotivation is caused mostly due to the misconduct of the teachers in not only their teaching techniques but also their misuse of motivational strategies.
Mojtaba Mohammadi is a faculty member at Islamic Azad University, Roudehen Branch. He is currently a PhD candidate at Science and Research Branch, Tehran. He has taught English for 12 years. His areas of interest include testing and assessment, teacher training, and writing skill.
Interdisciplinary Relations in the Primary Classroom
by Zhivka Ilieva (Shumen University, Dobrich College, Bulgaria)Theme: Young Learners & Adult Learners
Handouts
This poster demonstrates various opportunities for integrating English language teaching with other subjects in the curriculum and making interdisciplinary relations. It accentuates primarily on using English in Arts and Crafts classes, in Physical Education classes and relating English to Music through songs. The poster includes making postcards, practising the imperative and having fun while learning and practising English through its relations to other subjects.
Zhivka Ilieva is a teacher of English and a teacher trainer. Assistant professor, PhD in Dobrich College, Shumen University, Bulgaria.
Language Exams Based on CEFR at Tallinn University: A two-year experience
by Tuuli Oder (Tallinn University Language Centre, Estonia)Theme: Language Testing & Higher Education
Tallinn University Language Centre started teaching foreign languages (11 different ones at the moment) following the principles and guidelines of the Common European Framework of Reference (CEFR) two years ago. While finding the proper teaching material and coursebooks for different levels for each language was not a very big problem, testing and assessment following the same principles on the contrary turned out to be really difficult. This poster gives an overview of how we tackled the problem and organised the process from teacher education to final testing.
Tuuli Oder is head of the Tallinn University Language Centre, had a long experience both as teacher and teacher educator and is head of the counselling board on EFL matters at the Ministry of Education of Estonia.
Watching Films Is More Than Fun
by Carme Porcel (Freelance, Spain)Theme: Adult Learners & Young Learners
Watching a film is great fun but, beyond that, it is an excellent way of enlarging our students' cultural knowledge and it's a perfect resource to learn vocabulary and expressions which are not in textbooks and which are really useful. Working with films can make your classes more attractive and let your students get in touch with the real English spoken by people in their everyday lives. What kind of films to watch, creating your own worksheets, taking the most profit from a film, how to use films in the English class ... We'll talk about it.
Carme Porcel is a secondary school teacher at IES Abat Oliba, Ripoll in Girona, Spain. She has been teaching English for 20 years now and has a long experience in creating her own materials and worksheets. Great supporter of active, motivating and creative English classes. She's specialized in working with films in class. She's given several talks on the topic in Girona, at the APAC ELT Convention (Barcelona), at the APIGA annual conference in Galicia and at the British Council (Barcelona).
Student Presentations: Making them beneficial and worthwhile for everyone!
by Marianne Raynaud (TESOL France - Grenoble Coordinator)Theme: Higher Education & Teacher Training and Development
Most teachers have their students do presentations. We will look at various types, both informal and formal, that lead to effective language acquisition. Above all, we will consider strategies that involve active participation from all the members of a class and not just the speakers. Short films will be shown with students interacting in class. A 15-page handout in the form of digital files with instructions, explanations, and examples (from the book QualityTime-ESL: The Digital Resource Book) will be available to teachers who come and see the poster. Teachers will be invited to test this material with their students and to share their experiences at a later date. A workshop on this theme with Marianne Raynaud will be organized in Paris this coming year.
Marianne Raynaud, coordinator of TESOL France-Grenoble, taught twenty-four years at France's largest technological university, INPG, winning the prestigious Palmes Académiques for innovations in teaching ESL. She founded http://www.qualitytime-esl.com, airs podcasts Better Speaking Skills on iTunes and has written QualityTime-ESL: The Digital Resource Book, an extensive toolbox of teaching materials.
Bringing Motivation Back to the Classroom
by Semra Sadik and Fatma Sadik (Cukurova University, Turkey)Theme: Adult Learners & Teacher Training and Development.
Why does some of language learners' initial motivation gradually decrease during the preparatory year English language programme providing an opportunity for undergraduate and graduate students to learn or improve their English? Is it because they face a variety of demotivational influences or do they have prejudice about language learning that teachers cannot change? In this presentation, presenters share the results of a descriptive study on motivation in terms of students' motivational beliefs and motivational self-regulation strategies. The presenters will also invite the audience to discuss issues and teachers' motivational strategies to overcome affective barriers for continuous language learning.
As a graduate of Cukurova University in 1999, Semra Sadik got her MA in TEFL in 2005. She was an EFL / ESL teacher in Foreign Languages Center until 2007. Now she works at the International Office, Cukurova University as international students advisor. Her interests are curriculum development, testing and learning strategies.
Fatma Sadik graduated from the Faculty of Education, Cukurova University, in 1996. She got her MA and PhD in Education Sciences in 2000 and 2006. She has been working as a lecturer at the same faculty since 1998. Her interests are curriculum development, classroom management, teacher education and environmental education.
Focusing on Vocabulary and Grammar Learning in a Writing Exchange Project
by Kayo Shirasaka (Miyazaki Prefectural Nursing University, Japan)Theme: Adult Learners
Since 2006, a group of EFL teachers have been conducting a Moodle-based writing exchange project among seven nursing colleges and departments in six countries. In 2008, under this project, Japanese students were required to write over 2500 English words, while parallely receiving in-class grammar instructions. This study aimed at determining whether the incorporation of explicit grammar teaching is effective in increasing the participants' understanding of English grammar and vocabulary. The results demonstrated that communicative expressions, such as politeness markers and formulaic phrases, are learned more easily than phrases with relatively greater grammatical complexity.
Kayo Shirasaka received her Masters degree in Education from the University of Miyazaki, Japan. She now teaches various EFL courses at the University of Miyazaki, Civil Aviation College and the Miyazaki Prefectural Nursing University. Her main research interests are EFL pedagogy, extensive reading, and teaching English to young learners.