Abstracts are listed in order of the presentation schedule.

1:30 – 2:00

Metacognitive Strategy Instruction: A Literature Review with Suggestions for the Classroom

Dawne Adam (Hum 121)

This presentation seeks to describe the latest research in listening pedagogy related to meta-cognitive awareness and strategy training. Underlying conceptual models of the listening process and metacognition will be explained. In addition, the presenter will report on the results of pilot study surveys administered to university-level students of ESL who answered questions about their listening comprehension strategies. Finally, the presenter will offer some suggestions for how to evoke metacognitive strategies in listening instruction and will pose a summative question: should there be a core curriculum for teaching listening skills that includes metacognitive strategy instruction?

Teaching Speech Acts with Pragmatics Focused Materials in Korean High School Contexts

Jihyo Kim (Hum 126)

Not every grammatically correct answer is correct as far as pragmatics is concerned. EFL learners, however, are not aware of this because pragmatics is not sufficiently taught in EFL class. EFL learners’ insufficient knowledge of pragmatics has a critical impact on how they interact with fluent English speakers from different cultures. This presentation will discuss the challenges that Korean EFL learners and teachers face in developing pragmatic knowledge, and suggest some practical communicative activities that promote EFL learners’ pragmatic competence.

Critical Awareness of Voice in Academic Writing: Universality and Multiplicity

Ayaka Ihara (Hum 127)

While a writer’s voice has been a popular topic of debate in TESOL, what has been underexplored are learners’ perspectives on voice and examination of not-so-experienced academic L2 writers’ texts. Drawing data from surveys, interviews, and focus group sessions with undergraduate L2 writers within First-Year Composition course, this presentation describes how the participants recognized and constructed voice and explores how to raise their critical awareness about universality and multiplicity of voice. The presenter will advocate inviting learners into discussions on voice and show the potential of voice as a tool to arouse reader-awareness and agency within L2 writers.

2:10 – 2:40

What about Reticence? Student Silence in the Age of Communicative Instruction

Amy Collihole (Hum 121)

Recent communicative leanings to language instruction have privileged the enhancement of students’ oral production abilities with the goal of producing learners capable of using the target language both inside and outside the classroom. Within the field, it is often assumed that learners who are willing to communicate are more successful in acquiring the language. The presenter asks the question “what about the reticent learner?” and argues that our focus should be shifted to the reticent student population. The author aims to understand the reticence phenomena in greater depth by investigating student articulations of their silent behaviors and experiences. The results of the study will be presented and described.

Frozen by Words: Strategies to Empower L2 Writers

Lina Jurkunas (Hum 126)

Before arriving to U.S. EAP programs or universities, many international students have had little experience writing extensively in the L2. As a result, they often feel underprepared and overwhelmed by college-level academic writing tasks. Although research has been conducted on the efficacy of strategies for writing, there remains to be further research in the realm of strategies that students can use to cope with the psychological challenges of writing in an L2. This research-oriented presentation will share key finding and select quotes that capture the voices of multilingual writers, and will provide practical suggestions for the ways that this study can inform pedagogical practice.

Generating Pragmatic Awareness in the ESL Classroom Through Dramatic Arts

Rachael Kojan (Hum 127)

Acquiring a new language can be overwhelming. Even with their best efforts to master a language, learners can miss social pragmatic cues, causing misunderstandings. Such challenges can be avoided if learners are given ample opportunities in the classroom to explore and practice socially appropriate language, equipping them with the tools for success in everyday communication. To help language educators make up for the lack of pragmatic instruction in textbooks and ESL curricula, the presenter will share practical teaching strategies and classroom activities using drama to raise pragmatic awareness and cultivate social communication skills for adult ESL language learners.

2:50 – 3:20

Effective Oral Communication Instruction in Developing ESL Students Public Speaking Skills

Reeta Duong (Hum 121)

Public speaking is a vital skill and often a required course in general college education. Students will be evaluated on their speaking, but what makes a strong speech – content and speech delivery. The curriculum of English 210 (Oral Communication Course for L2 speakers) at SF State mostly focuses on content organization and research skills. However, L2 learners need additional support in delivery skills. The presenter enhanced the current curriculum to address the delivery gap with activities to help L2 learners to be more confident in this public speaking class. The presenter will share the scope and sequence and show how delivery aspects can be incorporated into a unit.

The Case of Endless Coordinators: The Effect of Culture on Arabs Writing

Rima Alsekait (Hum 126)

Many ESL teachers notice that Arab students tend to have a rhetorical style of writing that is unique to them: their writings are composed of endless sentences joined by commas, which make their writings lack cohesion. The presenter will share her findings on the cultural and religious reasons that push Arab students to write this way. The Audience will leave with some practical tips and strategies that they could use when teaching Arabic students.

Impact of Motivation on Acquisition of Two Groups of Thai Learners of English

Jaruphan Amphanphisut (Hum 127)

Motivation is one of the key factors that affects second language learning outcomes. It acts as a driving force that pushes learners to continue to study in order to reach their desired goals in second language learning. This presentation will focus on the differences in motivations to study English between two groups of Thai learners of English, the matriculated and the pre-matriculated, and will explore the reasons that could be accountable for their wide gap in English proficiency despite their mutual goal of getting a master’s degree from a U.S. university.

4:00 – 4:30

Teaching Pragmatics(.com) in the classroom just became easier.

Sofia de Almeida (Hum 121)

Developing L2 learners’ pragmatic skills has become, in recent years, an important goal in ESL and EFL pedagogy. Existing instructional materials, however, have yet to meet the increasing demand for pragmatics content that reflects authentic language use, making it unnecessarily challenging for teachers to incorporate this crucial skill in their L2 contexts. The presenter will introduce the website she created to provide instructional resources that will help teachers address this pragmatics pedagogical gap. Participants will learn how to adapt the materials available on the website, as the presenter leads the audience through techniques for incorporating pragmatics into an ESL class.