Archives: TESOL Working Paper Series

Past Issues

TESOL Working Paper Series Homepage

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.


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



TESOL (Applied Linguistics)

Languages and Applied Linguistics Department

Volume 6, Issue 1, Spring 2008

Editors: Hanh thi Nguyen & Jean Kirschenmann

Introduction
Hanh thi Nguyen & Jean Kirschenmann

Communicative Language Testing
Sieu Phan

ABSTRACT: Together with the communicative language teaching approach, there has been an increase in awareness and research on communicative tests used to measure language learners’ ability to use the target language in authentic situations. In order to design tests to serve this purpose, test makers should bear in mind core principles and characteristics. A question about whether communicative test makers can make accurate measurement of test takers’ language ability based on the scores or not is also addressed in this paper. Related to the use of communicative language testing, some literature reviews show that this kind of test may challenge test makers, which is discussed at the end of the paper. 

The Construction of Native Speaker and Non-Native Speaker Identities in English Conversation
Nimabuchi

ABSTRACT:This paper uses conversation analysis (CA) as the analytical approach to analyze a videotaped conversation among one NS and five NNSs to illustrate how the participants constructed or co-constructed their identities as a NS or a NNS through different role-construction (questioner versus questionee and tester versus testee). The analysis also focuses on laughter in talking about the linguistic knowledge of the language of the conversation. As an implication for lan-guage teaching and learning, this paper suggests that teachers implement the analysis of real conversations based on CA principles in their teaching so that their students can learn how language is used in authentic conversations for communication and identity construction.

Personal Experience Narratives
Trang Hung Son

ABSTRACT: In this paper, I analyze two personal experience narratives occurring in a casual conversation among graduate students from three different countries in order to characterize the story structure, functions, and variations. I found that the two stories had nearly the same features as reported in the literature, except for the story structure, the participants’ identities, and the use of humor. These new findings together with the existing research on personal experience narratives can provide implications for language teaching and learning.

Finding Hidden Meaning in Mass Media through Critical Discourse Analysis and Implications for Language Teaching
Dennis R. Chase

ABSTRACT: The following essay contains analysis of the use of hidden meaning in mass media using Critical discourse Analysis. It includes a review of the relevant literature that shows a well-documented history of the mass media choosing words and phrases specifically designed to mislead or deceive the public. This is followed by analysis of interviewers from
three television programs from different networks questioning the same controversial character during the same time
period. The paper closes with suggestions of how CDA can be applied in the Language classroom to help students
improve their English. 

Integrating Content-Based and Experiential Language Learning in Teaching Activities (Collection of teaching activities)