30th Annual NYS TESOL Applied Linguistics Conference

Fri Feb 27 19:44:29 UTC 2009

The 30th Annual NYS TESOL Applied Linguistics Conference

Sponsored by the NYS TESOL Applied Linguistics SIG & Teachers College, Columbia University

Date & Time: Saturday, March 7, 2009, 8:00 am - 5:00 pm

Location: Teachers College, Columbia University, http://www.tc.edu/

Theme: Second/Foreign Language Research: Information Technology, Inquiry and

Interaction

Plenary Speaker: Dr. John Liontas, Fredonia, SUNY

"From Prescribing and Describing Linguistics to Analyzing Applied

Linguistics Research and Practice: A Multiplicity of Perspectives from

Language Teaching, Technology, and Idiomaticity"

The conference will feature:

-Concurrent presentations throughout the day

-Poster session

-Publisher's exhibit

(Breakfast, lunch, and wine & cheese reception included)

*To pre-register, please download and complete the Pre-Registration Form*

Visit the NYS TESOL website: http://www.nystesol.org

For questions or further information please contact: Lan Ngo at Lmn2118 at columbia.edu

Presentations:

Zoltan Boka

The Graduate Center, CUNY

Using F0 Ranges to Measure the Effectiveness of Fluency Drills on

Non-native Speakers

English language education, both in the context of overseas (EFL) studies

and domestic (ESL) courses, has been undergoing a shift to emphasize the

ability to say words clearly, which is usually referred to as fluency. My

goal was to see if this shift is objectively and scientifically effective by

measuring the F0 ranges of international students both before and after they

were exposed to a native speaker's recitation of a single, grammatically

uncomplicated sentence.

Vu Le Ho

Georgetown University

Effect of Association Strategies on L2 Word Association Consistency

This vocabulary development project involved 40 subjects and investigated

the effectiveness of nine association strategies designed to help L2

learners associate foreign words more consistently. Results show that

subjects with training on these strategies performed significantly better

than those without. Furthermore, this desirable effect could be sustained

over time.

Altagracia Santana, Robin Finnan-Jones, Nigel Pugh, & Marlene Gonzalez

Empowerment School, New York City Department of Education

Inquiry: What Can We Learn about Second Language Instruction Through

Learning Walks? One School's Journey

A principal questioned whether the instruction in her school was rigorous

enough to both provide support and challenge the Second Language Learners. A

PowerPoint presentation will show the school's journey to find the answers

through a collaborative learning walk activity. The Learning Walk Protocol

will be presented.

Tara Tarpey

Teachers College, Columbia University

I?m Bad at Grammar: Self-Deprecation in Undergraduate Peer Tutoring

Using conversation analysis as a framework, this presentation explores the

nature of self-deprecation offered by tutees during undergraduate writing

center advising episodes. The data reveal that self-deprecations in peer

tutoring are not followed by the conditionally-relevant preferred action of

disagreement. The institutionality of the setting will be discussed in

relation to this finding.

Mark Beasley-Murray

Fulbright Commission

The Impact of Foreign Language Learning on Metalinguistic Awareness: Do

Learners Perceive an Impact?

This study investigates the impact of foreign language learning on

metalinguistic awareness. The study compares native-English speaking

monolinguals and emergent bilinguals at a university in New Haven,

Connecticut for evidence of explicit grammar knowledge transfer from the

second language (L2) to the first (L1).

Dr. Cynthia S. Wiseman, Dr. Maureen T. Matarese, & Joshua Belknap

Borough of Manhattan Community College, CUNY

Wikis in Language Learning

The presenters will showcase three ways in which wikis can scaffold teaching

and learning. The first approach highlights a fully-interactive wiki website

for teacher-student learning. The second examines how literacy teachers

foster collaborative learning and writing through student-authored,

publicly-available wiki-pages, and the third presents wikis in a language

lab setting.

Lulu Song

University of Delaware

Does the Owl Fly Out of the Tree or Does the Owl Exit the Tree Flying?: How

L2 Learners Overcome their L1 Lexicalization Biases

L2 students must learn the conflation patterns of verbs to compose

native-like sentences. L2 Spanish learners who had taken more than five

college Spanish courses still produced conflation patterns that resembled

English rather than Spanish. Extended study abroad experience was found to

facilitate the learning of native-like conflation patterns.

Mimi Blaber, Eric Newman, & Melinda Thomsen

CUNY Language Immersion Program at LaGuardia Community College

Free Software for Language Learners

Presenters will discuss two free computer applications used at LaGuardia

Community College for ESL students: Audacity(R), an open source software for

recording and editing sounds and Second Life, an Internet-based virtual

world where students can travel, explore, socialize, and communicate in a

digital environment.

John Balbi

Teachers College, Columbia University

Pushed In or Pushed Around

This presentation will focus on a structured three pronged approach to

address the murky conditions of the current push in model found in many

schools: team teaching with clearly established roles for both teachers,

obtrusive small group instruction, and working with individual students by

whispering in the ear.

Kazuya Saito

McGill University

The Impact of English-specific Segmentals on Mutual Intelligibility:

Suggestions for Teaching Pronunciation

The present study investigated what characterizes intelligible

pronunciation, focusing on Native Japanese learners of English (NJs). Eight

English-specific segmentals, /æ,f,v,?,ð,w,l,?/, were identified as

problematic features drawing on 48 experienced teachers' advice (Experiment

1) and its problematicity was tested by interpreting the results of

subjective ratings of NS listeners (Experiment 2).

Drew Fagan

Teachers College, Columbia University

The Multi-functionality of the Teacher's 'Okay' in TESOL Classroom

Discourse

This presentation utilizes authentic classroom discourse from an intensive

TESOL certificate program to investigate how teachers utilize the term

'okay' in order to accomplish multiple discursive and classroom management

functions at once and how their students, novice ESL instructors, orient to

that use.

*

Ann Kennedy & Jeff Elkner

Georgetown University & Arlington Career Center

Problem Solving Together: TESOL & IT

A reading specialist and a computer science instructor collaborate at an

alternative high school to accelerate the learning of at-risk ELL

adolescents. Through meaningful projects, the teachers attempt to motivate

and prepare students to meet the competencies of TESOL standards as well as

the CTE (Career and Technical Education) requirements.

Bede McCormack

Hunter College, CUNY

Understanding and Addressing ESL Teacher Perceptions of Lexicogrammatical

Errors in Student Writing

This study reports on novice ESL teachers' analysis of errors in learners'

written work, indicating patterns of misunderstanding in those teachers'

lexicogrammatical knowledge, such as failure to distinguish between error

type. These results lead us to suggest pedagogical implications for feedback

effectiveness and make recommendations for ESL teacher preparation.

Y?lmaz Köylü & H. Hilal Çay Köylü

Middle East Technical University & TOBB Economics and Technology University

(Ankara, Turkey)

Making Learning Meaningful Through Innovative Materials

The objective of this presentation is to encourage EFL/ESL teachers to use

brain compatible learning strategies by taking advantage of  authentic and

innovative materials in their classes. The expected outcome on the parts of

the audience is for them to gain insight on why and how to make use of brain

compatible instruction and how to create such language materials.

Steven Bookman

Lehman College, CUNY

Editing Made Easy: Enhancing ELL Writing Instruction Through Tracking

Participants will learn how to use the Edit menu (e.g., Comments and

Tracking features) in MS Word to demonstrate the writing and editing

processes of written assignments in order to show ELLs how to create

multiple drafts and send them electronically to their instructors.

Lisa Helen Piorczynski

Pace University

The 5-paragraph Essay Facelift: Fresh Approaches to Teaching Argumentative

Writing in the Student-centered, ESOL Classroom

In the American college environment, many ESOL students struggle with

deductive, argumentative essay writing. This presentation moves beyond the

basic essay outline and explores new approaches to teaching this academic

standard. Through analogy, new media-based assignments and casting the

student as critic, abstract concepts of argumentative writing become more

concrete.

Howard Sage

Hunter College, CUNY

"The Art of Losing" Wins Over the Class

Class students' memorization and reading aloud of a poem rich in nuances

attained through careful word choices, versatile sentence formation,

ingenious punctuation use, and other linguistic methods stimulate and

connect students. Discussing Elizabeth Bishop's "One Art," I explain how it

worked in my classroom and can in yours. Handout included.

Junko Takahashi

Teachers College, Columbia University

Constructing Multiple-Unit Turns in Japanese: Use of "Te-Form" as a TCU

Extension Resource

This study investigates the practice of TCU-final extension for

multiple-unit turns in Japanese, namely "te-form" of verbs. Using empirical

data, this study demonstrates how Japanese interlocutors contingently employ

"te-form" of verbs at a TCU-final position in order to continue a story and

describe a sequence of actions and occurrences.

Gabriella Morvay

Borough of Manhattan Community College, CUNY

The Processing of Complex Syntax and Its Relation to L2 Reading

Comprehension

Using a variety of measurements, 64 Hungarian speaking 12th graders learning

English as a foreign language in Slovakia were tested in a cross-sectional

correlational study in order to determine the relationship between their

ability to process complex syntax and their reading comprehension across

different levels of language proficiency.

Hui-wen Cheng & Catherine Caldwell-Harris

Boston University

The Representation of Polysemy in the Monolingual and Bilingual Mental

Lexicon

Two forced-choice categorization tasks were performed to support the

separate sense theory. However, monolinguals were more inclined to consider

the different, yet related, senses of a polysemous word as one single sense

than bilinguals. Another striking finding was that late bilinguals acted

very similarly to early bilinguals rather than monolinguals.

Jung Kang Miller & Andrew Miller

Mercy College & Teachers College, Columbia University

L1 Learning from an L2 Perspective

As first-time parents, we were profoundly excited about being able to

observe and facilitate the language development of our daughter Hannah Kim

Miller. While documenting Hannah's L1 progress, we considered theoretical

models that apply exclusively to L2 development. We examine her progress

with the aid of these theories.

Jeong-eun Kim

Georgetown University

Phone-Based Interaction (PBI) and Development of L2 Communicative

Competence: A Case Study of an Adult's English Learning in EFL Context

This study examines the effects of phone-based interaction (PBI) on the

development of L2 communicative competence and willingness to communicate

(WTC). The results show that intensive one-on-one conversation in PBI

positively affects the improvement of L2 communicative competence and WTC by

providing more opportunities to produce output in a private space.

Anastasia Riazantseva

University at Buffalo, SUNY

A Case-study of Successful Generation 1.5 Immigrant College Students

This case study examines personal and home characteristics of three

successful college students who are generation 1.5 immigrants. Results of

this study highlight the importance of socio-cultural variables in the

development of one's academic literacy and illustrate how these variables

interact with linguistic and cognitive aspects of this complex process.

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