TESOL Working Paper Series

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Past Issues

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Volume 11, 2013

Volume 10, Issue 1 & 2, Fall 2012

Volume 9, Issue 1 & 2, Fall 2011

Volume 8, Issues 1 & 2, Spring & Fall 2010

Volume 7, Issue 2, Fall 2009

Volume 7, Issue 1, Spring 2009

Volume 6, Issue 2, Fall 2008

Volume 6, Issue 1, Spring 2008

Volume 5, Issue 2, Fall 2007

Volume 5, Issue 1, Spring 2007

Volume 4, Issue 2, Fall 2006

All volumes produced prior to Volume 4, Issue 2, Fall 2006 are available only in print. Please contact Dr. Hanh Nguyen at hnguyen@hpu.edu for further information.

The Hawaii Pacific University TESOL Working Paper Series is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/us/ or send a letter to Creative Commons, 171
Second Street, Suite 300, San Francisco, California, 94105, USA.

Cover image: "Calligraphy I," watercolor painting by Barbara Kellogg, 2011. Reproduced with permission from the artist.

TESOL (Applied Linguistics)

Department of English and Applied Linguistics

TWPS Cover

The Hawaii Pacific University TESOL Working Paper Series publishes papers related to the field of second language teaching, particularly the teaching of English to Speakers of Other Languages (TESOL). It is published annually by the TESOL programs in the Department of Languages and Applied Linguistics.



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Volume 12, 2014
:Hanh thi Nguyen
Assistant Editor
: Brian Rugen

Hanh thi Nguyen & Brian Rugen

The Progression of a Recipient's Responses in Storytelling Sequences at the Workplace: A Preliminary Analysis
Megan Hanlon, Hanh Nguyen, Aya Terazawa

ABSTRACT: This paper examines naturally occurring conversations between two co-workers in a restaurant kitchen. Using conversation analysis, we show how the recipient's responses in storytelling sequences progressed from alignment to affiliation as the storytelling unfolded. Affiliation responses were also found to shift from weak forms to strong forms toward the end of the storytelling sequences. In light of the analysis, we discuss the implications for English language learning teaching and materials development.

A Phonological and Prosodic Analysis of English Pronunciation by Japanese Learners
Jamie Lesley

ABSTRACT: This study considers the pronunciation of Japanese learners of English. Its first intent is to offer a brief overview of Japanese phonological and prosodic features to highlight anticipated L1 transfer issues in spoken English output. It then explores the segmental and suprasegmental aspects of a short recorded performance by two intermediate Japanese learners of English against a sample of Received Pronunciation [RP]. Through contrastive analysis, the paper reflects on the pedagogical implications raised by the findings and makes suggestions for greater focus on three interrelated areas: prosodic skills development, awareness-raising of L1 and L2 differences, and accommodation strategies to support and enhance intelligibility. It does this from a perspective of English as an International Language [EIL] and the acknowledgment of its growing importance
in global communication between non-native speakers.

Using Corpora to Teach English Amplifiers in ESL/EFL Classrooms
Trung Ngoc Dao

ABSTRACT: English amplifiers can be a challenge for ESL and EFL learners, especially when the amplifiers have near-synonymous meanings. This paper analyzes the grammatical and functional aspects of three amplifiers, absolutely, completely, and totally, by utilizing the Corpus of Contemporary American English (COCA) and various mini-corpora of everyday language. Based on the analysis, I created materials for five hours of teaching to help ESL/EFL learners acquire these amplifiers in spoken contexts.

Using Computer Technology to Develop Reading Speed
Aya Oyamada

ABSTRACT: Reading at an appropriate rate is important for a second language learner, considering the consequent effects on reading comprehension and motivation. In this paper, I first introduce a one-month training program employing two online resources, Spreeder and Houghton Mifflin Textbook – Timed Reading, to improve learners’ reading speeds. Then, I report on the observations of one learner’s experience with the training program in order to evaluate the effectiveness of Spreeder. Finally, based on the results, I discuss Spreeder’s positive and negative affordances and make practical suggestions for teachers.

Using Internet Resources for Extensive Reading in an EFL Context
Trung Ngoc Dao

ABSTRACT: Creating an English-learning environment in which learners are highly motivated is sometimes challenging for EFL teachers. However, with a wide variety of Internet resources, both EFL teachers and learners are inspired to make full use of online materials to acquire English. For this reason, in this paper, I focus on extensive reading using Internet resources as an effective teaching approach to help EFL learners master the target language. I first review the literature and show the benefits of extensive reading using the Internet resources. In addition, I recommend useful websites and materials for the teaching of extensive reading in EFL settings. Finally, I include approximately six-hours of teaching activities to demonstrate how Internet resources can be best used to develop extensive reading for Vietnamese learners of English.

Reconsidering Authenticity in ESL Written Materials
Myra Rafalovich

ABSTRACT: The practice of using authentic written materials in the ESL classroom has been highly debated and, at the same time, promoted by teachers and scholars worldwide. This paper reviews the history of using authentic materials in language teaching and critically evaluates the many different ways to define authentic materials. The main assumption behind the promotion of authentic materials is that they have a great advantage over constructed ones. While there is evidence that authentic materials have their benefits, all in all, this paper suggests that the notion of authentic materials is perhaps oversimplified in the TESOL community and ultimately, the appropriateness of the materials is much more important than material authenticity.

Catalan in the Classroom: A Language Under Fire
Sara Fowler

ABSTRACT: This paper describes the role of Spain’s largest minority language, Catalan, in Spanish society, specifically in the classroom. Throughout its history, Catalan has gone through many cycles of oppression and revival. Currently, despite several decades of positive progress in its official role and a growing number of young speakers, Catalan is facing new challenges once again. Some members of the Spanish government believe that the language of instruction in Catalonia should be Castilian, a development which the citizens of Catalonia feel is an attack on their linguistic rights and identity. Catalan is a well-documented example of the tensions which can arise in a country with a minority language or languages. The Catalan case can also serve as a reminder to English teachers that the politics of language are often more complicated than they seem; teachers must be aware of and sensitive to the cultural and political backgrounds of their students.