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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL

TEACHING PORTFOLIO

http://www.sookmyung.ac.kr/2010/html/index.php

Teaching Portfolio Hanna Lee 2

TABLE OF CONTENTS


-GEP lesson plan-Students’ work-Reflection

Teaching experiences

-Curriculum Vitae-Teaching philosophy

Personal document

-Teacher license-Mate training-SMU-TESOL certificate-Reference from Professor

Professional document

-Action research

Action Research



This teaching portfolio consists personal document,

professional document, teaching experience and

action research. It provides evidence of my

knowledge, dispositions, and skills as a teacher and a

manager.

Person al Document

Professional Document

Teaching Experiences

Researches



Curriculum Vitae and teaching philosophy show

about how I have worked in teaching how much

effort has been devoted to the English education

field as a teacher and a manager through these

documents.

Personal Document

Curriculum Vitae Teaching

Philosophy


5


Hanna LeeSeoul, Korea

TEL 02-356-3848 C.P 010-5023-3848E-mail: [email protected]

Objective

To search for a position as an academic supervisor who supports faculty with developing teaching

material such as program syllabi, lesson plans and tests. The position also has responsibilities for

teachers’ training and class evaluation.

Education

M.A TESOL, Sook Myung Women’s University March 2009 - December 2010

B.A. English Language and Literature, Korea National Open University February 2009

TESOL certificate, Sook Myung Women’s University June 1999

Language training course, Functional English (England) September 1997-March 1998

B.A. Education, Dong A University March 1990 - February 1994

Professional Experiences

March 2005- present

SLP Eunpyeong

HEAD TEACHER / ACADEMIC COORDINATOR/ ACADEMIC SUPERVISOR

Develop Leap High Syllabus (Middle school level)-Sounds Good, Let’s talk, Spectrum,

Writing jump, More Grammar Practice

Develop Fly High achievement test / Syllabus (Middle school level)-Boost

1,2,3 (Speaking, Writing), Writing Preparation

Develop New Hi Kids Phrasebook (Elementary school level) - NewHiKids

Develop Reach Out achievement test (Elementary school level) - ReachOut

Develop Hi Kids standard test / Daily Lesson Plans (Elementary school level )-Hi Kids

Develop Academy Course Practice book ( Middle school level )- Go For It

Develop NIE( Newspaper In English ) (Middle school level)- The Junior Herald

Take charge of Teachers’ Training Program

Observation on Teachers’ classes and give feedback

Interview for Students’ Placement

English Business

RECRUTER

Received and arranged documents from teaching Candidates from other countries

Contacted with schools in Korea and agencies in foreign countries

Offered jobs to both sides of teachers and schools

November 2003- November 2004

Personal Document



Hanna Lee page 2

June 2002- October 2003

SLP Seo Dae Moon

SENIOR TEACHER

Taught English

Evaluated kids’ working

Counseled parents

Took projects regard curriculum ( Hi Kids )

July 1999- June 2002

ECC Do Bong (Present. ECC Sung Book)

ENGLISH TEACHER

Taught English

Counseled parents


March 1998- January 1999

E2 Jae Song

ENGLISH TEACHER

Taught English


Counseled parents

March 1996- August 1997

YBM Si-sa

ENGLISH TEACHER

Worked at Busan Kwang-an elementary school, Min-lak elementary school

Taught English

March 1995- March 1996

CBS Academy

ENGLISH TEACHER AND COORDINATOR

Taught English

Office management

Computer Skills

MS Word, Excel, Power point, Searching information using Internet

List of Licenses

2003 Driving license

1999 TESOL certificate

1993 Teacher’s license

Teaching Portfolio Hanna Lee 6

Personal Document


7


My Teaching Philosophy

How to became an English teacher

Before graduating from university, and even after my graduation, I did not consider being an English

teacher. Even though being a teacher was not my lifelong dream, I gradually became more partial to the

idea of being an English teacher. The idea became reality when I took a part time job as an English

teacher for young learners. I was able to see how much I liked being involved in English and teaching at

the same time. After starting my teaching career, I have taught English to young learners for over a

decade. However, during that time I did not only teach English to the students, but also learned quite a

bit. Things such as the differences in cultures, ideas of teaching and learning from books, other teachers

and my own teaching experiences helped me became a more effective teacher.

Teaching goal

My teaching goal, ‘to be a useful helper for my students’, is a product of my teaching history. To be a

helper, I think I need to understand what my students’ needs are and be sensitive enough to perceive

what they require. To find and follow up the students’ different needs, careful observation, keeping an eye

on the students’ interests and continuous communication with the students is necessary. Motivating

students, providing support, giving stimulus to the students, and having sympathy for the students are

also virtues that I keep in mind as a teacher.

Preference teaching method

As a practical teaching method, I prefer Communicative Language Teaching above other approaches. I

believe that if students use English for practical communication, it activates the students’ minds. The

students might have less difficulty dealing with the gap that comes from separate settings of the

classroom and real life, while they keep practicing English through activities such as role-plays, simulations

and information gaps in the class. Under Communicative Language Teaching method, students are

expected to actively participate in their classes. Meanwhile, teachers can work as facilitators. Teachers will

support class to be on the right track behind the curtain. I believe the teaching methods are needed to be

chosen and modified considering students’ language level and class dynamics.

The way that my goals for students are being met

I would say my goals are met when the students show me their improved language skills, stronger

confidence and interest in English. I believe careful observation and appropriate assessment is helpful for

teachers to perceive the development from the students and realize their needs at the same time.

Teaching Portfolio Hanna Lee

Personal Document



I majored in both Education and English Literature,

and took masters degree of TESOL. All of

certificates show how I qualified as a language

teacher and a manager.

Teacher’s license

Certificate of SMU TESOL

Certificate of Completion MATE Rater

Training workshop



9





10





11






The primary objective of the GEP course is to give

the students an opportunity to develop skills and

strategies for global writing proficiency in English.

This course also focused on developing the skills

necessary for attaining an acceptable scores on the

MATE Writing TEST and linked reading with writing

development.\

The GEP course was beneficial not only for the GEP

students but also for the big siblings. I was able to

learn about practical teaching skills through group

teaching.

students

teachers

GEP CLASS



13


Lesson Plan for GEPI Topic: Job & Career

II Function: Writing a formal letterIII Purposes: Students should be able to 1. complete a procedure of applying for a dream job and write a resume thinking about the job2. accomplish the task of two job interviews while asking and answering interview questions and carrying out a mission3. write an interview thank you letter using proper vocabularies and following an adequate format.IV Classroom Setting & Grouping: Two or Three pairs will be assigned to each big sibling and the classroom will be set up to have enough space and path for moving around before class.V Outline of Class Activities

ActivityTime Allotment

Worksheet or Aid

Typesof

Group

Role of Big Siblings

Assignment Check-up 19:50~20:00(10min)-Students’ reading

AssignmentGroup Facilitate

1. Making Job Wanted ads & Signing up for Dream Jobs

20:00~20:20(25min)

-Templates of Job Wanted Ads

-Sign up worksheets

PairGuide & Facilitate Ss to consider job

conditions

Short Break 20:20~20:25(5min)

3. Writing Resume 20:25~20:55(30min)-Worksheets of

ResumeIndivid

ual

Encourage Ss to refer to Reading

Assignment.

4. Having Interviews 20:55~21:40(45min)

- A List of Interview Questions including a mission (Change the role in the second interview)

PairFacilitate Ss to keep asking and answering Qs.

Break 21:40~21:50(10min)

6. Writing Interview Thank you Letters

21:50~22:30(40min)A Worksheet of a Formal Letter

Individual

Encourage to Refer to Reading Assignment




14


VI Activity Procedure;1. Making Job Wanted for a Dream Job: Objective: Students should be able to fill in the blanks of a template to complete a job wanted in pairs and sign up for interviews of two dream jobs each.

Time/Duration

Activities MaterialsClass

Structures

Big siblings’Role

20:00~20:20(25min)20:20~20:25(5min)

<Make Job Wanted > 1) T explains what job wanted are with PPT.2) T makes the class into pair.4) T let Ss make job wanted in pairs5) T puts Ss works on the wall<Applying for Dream Jobs >6) Ss look at the job wanted and write their name on the 2 sign up lists of their dream jobs< Short Break>

-PPT-Colored Pens-Tape-Worksheet

Pair work (2 or 3 pairs in each group)

Facilitate two different Job wanted at the same time

* Lists of Dream Jobs-Concert promoter for charity, helper for poor family, freelance writer for fashion magazine, a back-up dancer for Big Bang, pro gamer, jewelry auctioneer, radio host, zoo veterinarian, kindergarten

teacher for celebrity’s children, flight attendant for the air force one, patisseriecat washer, star language tutor, travel reporter, Food Show Host, Movie Producer, Musical Stage

Manage

2. Writing a Resume (Individual/ Guided writing) Objective: Students should be able fill in the blanks of a guided writing form to write their own

resume.

TimeDuration


Structures

Big siblings’Role

20:25~20:5

5(30min)

<Writing a Resume>1. T explains how to write a resume with PPT.2. T gives worksheets of guided writing for a resume.3. Ss write resume thinking about the job they applied for.

-PPT-Pen-Worksheet

Individual work facilitate




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3. Job Interview (Role Play, Speaking)Objective: Students should be able to ask and answer interview questions and complete a mission each.

TimeDuration


Structures

Big siblings’

Role

20:55~21:40(45min)20:40~21:50 (10min)

< good vs. bad job interview> (5min)http://www.youtube.com/watch?v=yi1YTgiW9Yk&p=CB126B2811B2ADFE&playnext=1&index=9http://www.youtube.com/watch?v=D4FgPk3HLfE&p=39207FE17E63C6D3&playnext=1&index=8

<Job interview>(40min)1. T give specific directions how to perform interviews using PPT.(5min)2. Assign Ss as interviewees and interviewers.#1st Interview Session (15 min)- Interviewers3. have the job wanted posters on their desks and make sign posts of their companies4. stay in their seats and get interview lists from teachers 5. meet the first applicant and get resume from her6. Interviewers don’t need to ask all the Qs from the interview list but ask the applicant to perform a special mission given from the teacher (e.g. jump rope)7. interview with the applicants each (7min)8. meet the second applicant when the teacher says “Time’s up.”(1min)9. perform the second interview (7min)- Applicants3. move to the company which they signed up4. hand in their resumes to interviewers5. have interview and complete the mission(7min)6. move to meet the second interviewer when the teacher says “Time’s up.”(1min)7. perform the second interview (7min)# Move to Switch the roles (5min)# 2nd Interview Session(15 min)- follow the same procedure as the first interview session.<Ten minutes’ Break>

-PPT-resume-interview list with a mission each- job wanted ads-Ss’ own resume

Individual

Stay at each table and coach interview




http://www.youtube.com/watch?v=yi1YTgiW9Yk&p=CB126B2811B2ADFE&playnext=1&index=9

http://www.youtube.com/watch?v=yi1YTgiW9Yk&p=CB126B2811B2ADFE&playnext=1&index=9

http://www.youtube.com/watch?v=D4FgPk3HLfE&p=39207FE17E63C6D3&playnext=1&index=8

http://www.youtube.com/watch?v=D4FgPk3HLfE&p=39207FE17E63C6D3&playnext=1&index=8

16


Interview Questions & MissionsTung twister, word search, news paper, hidden pictures etc.4. Writing an Interview Thank you Letter (Individual, Writing) Objective: Students should be able to write an interview thank you letter using proper words in the format of a formal letter.

Time/Duration


Structures

Big siblings’Role

21:50~22:30(40min)

<Writing a Thank you letter >

1) T explains what a thank you letter is

using PPT slides to give ss a context.

2) T distributes worksheets for the letter

3) Ss write thank you letters to a company that they have had an interview with. <Revise Thank you Letters>4) Revise about format 5) Revise about form6) Ss Present Thank you Letters in front of the class

-PPT-Worksheet

Individual Facilitate




Job Kim Jang Hoon Concert promoter for Charity

Interviewer Interviewee

1. What is your greatest strength?

2. Special missions: Sell your ticket to professor (100 won / a ticket)

3. How many hours do you normally work?

4. Tell me about you.

5. What are your salary expectations?

6. If the people who know you were asked why you should be hired, what would they say?

7. Do you prefer to work independently or on a team?

8. Give some examples of team work.

9. Why do you want this job?

10. What can you contribute to this company

Memo: ______________________________________________________________________________________________

______________________________________________________________________________________________________

Business Card

•Company Name:

___________________

___________________

•Interviewer’s Name:

___________________

Business Card

•Company Name:

___________________

___________________


___________________

Business Card

•Company Name:

___________________

___________________


___________________

Business Card

•Company Name:

___________________

___________________


___________________

***After interview, give a business card to the interviewee!!!!!!

17


Interview List



18


Reading Assignment:III Job Interview

Job interviews are always stressful - even for job seekers who have gone on countless interviews. The

best way to reduce the stress is to be prepared. Take time to review the "standard" interview questions

you will most likely be asked. Also, review sample answers to these typical interview questions. Then take

the time to research the company. That way you'll be ready with knowledgeable answers for the job

interview questions that specifically relate to the company you are interviewing with.

1. Interview Questions: Work History

Q1. What were your expectations for the job and to what extent were they met?

In many cases, interviewers will want to know what you expected from your last job when you were

hired, so, be prepared to answer the interview question "What were your expectations for the job and to

what extent were they met?"

There isn't a right or wrong answer to this question. The best way to respond is to discuss what you

expected when you took the job and give examples of how the position worked out for you. If the job

wasn't exactly what you expected, it's fine to mention that. However, you should focus on the job itself,

not the company, your boss, or your co-workers (if they were a problem). Do be careful how you answer

and don't focus too much on the negative. Instead, address the highlights of the job. When responding,

be specific. Prepare some examples to share with the interviewer in advance. For example, if your job

involved creating web applications using Cold Fusion, discuss the specific programs you developed and

the responsibilities you were given. If you were provided training and opportunities for professional

development to help you achieve your goals, mention that, as well.




http://jobsearch.about.com/od/interviewsnetworking/a/interviewguide.htm

HannaLee 19Teaching Portfolio


Q2. What were your responsibilities?

When you are asked questions related to your current or previous positions, it's important to be specific

and to be positive about what you did in your previous position(s).

The best way to respond is to describe your responsibilities in detail and to connect them to the job you

are interviewing for. Try to tie your responsibilities in with those listed in the job description for the new

position. That way, the employer will see that you have the qualifications necessary to do the job. Focus

most on your responsibilities that are directly related to the new job's requirements.

It's also important to be honest. Don't embellish your job, because you don't know who the hiring

manager will be checking with when they check your references.

Q3. Why are you leaving your job?

One of the questions that is typically asked in an interview is "Why are you leaving your job?" or "Why did

you leave your job?" if you have already moved on. If you were fired from your job, use these answers to

respond. If you left of your own accord, review these suggestions on how best to answer and tailor your

response to meet your particular situation. Be direct and focus your interview answer on the future,

especially if your leaving wasn't under the best of circumstances.

Don't Badmouth Your Boss

Regardless of why you left, don't speak badly about your previous employer. The interviewer may wonder

if you will be bad-mouthing his company next time you're looking for work. I once interviewed a person

who told me that her last employer was terrible. They didn't pay her enough, the hours were awful and

she hated the job. That company happened to be my company's biggest, and most important, customer.

And there is no way I would have hired someone who felt that way, justified or not, about our valuable

client. So, she gave up any opportunity of getting the job as soon as she answered the "Why did you

leave?" question.

Prepare answers to typical job interview questions, like this one, in advance. Practice your responses so

you sound positive, and clear, about your circumstances and your goals for the future.

2. Interview Questions about you

Q1. What is your greatest weakness?

When you're asked what your greatest weakness is, try to turn a negative into a positive. For example, a

sense of urgency to get projects completed or wanting to triple-check every item in a spreadsheet can be

turned into a strength i.e. you are a candidate who will make sure that the project is done on time and

your work will be close to perfect.

Note that the term "weakness" isn't used in the sample answers - you always want to focus on the

positive when interviewing.

Q2. What is your greatest strength?

This is one of the easier interview questions you'll be asked. When you are asked questions about your

strengths, it's important to discuss attributes that will qualify you for the job. The best way to respond is

to describe the skills and experience that directly correlate with the job you are applying for.



http://jobsearch.about.com/od/interviewquestionsanswers/a/interviewfired.htm

20


Q3. How do you handle stress and pressure?

A typical interview question, asked to get a sense of how you handle on-the-job stress, is "How do you

handle pressure?" Examples of good responses include:

It's a good idea to give examples of how you have handled stress to your interviewer. That way, they get

a clear picture how well you can work in stressful situations.

Q4. What are you passionate about?

When you're asked what you're passionate about during a job interview it's a good opportunity to share

what is important in your life. It's also an opportunity to show your dedication and what's important to

you.

Your response doesn't need to be work focused, but do be sure that what you share isn't something that

could potential cut in to your working hours.

For example, you don't want to say that you're a mountain climber with the goal of climbing Mountain

Everest or that you're getting ready for the Tour de France or looking to spend the winter skiing in Aspen.

3. Interview Questions about the New Job and Company

Q1. What interests you about this job?

When you're asked what interests you about the position you are interviewing for, the best way to

respond is to describe the qualifications listed in the job posting, then connect them to your skills and

experience. That way, the employer will see that you know about the job you're interviewing for (not

everyone does) and that you have the qualifications necessary to do the job.

For example, if you were interviewing for a Human Resources Manager job where you would be

responsible for recruiting, orientation, and training, you will want to discuss how you were responsible for

these functions in your past positions, and why you are interested in continuing to develop your expertise

in Human Resources management.

Another example would be if you were interviewing for a Programmer / Analyst position. In that case, you

would mention your interest in learning and excelling at new technologies, your experience in

programming both new applications, and your interest in and your ability to problem solve.

In all cases, you will want to convey your enthusiasm for the opportunity to interview, along with your

solid ability to do the job.

Q2. What can you do for this company?

A typical interview question to discover what assets you have that are specific to the company's goals is

"What can you do for this company?"

First, be sure to have researched the company prior to the interview, so you are familiar with the

company's mission. Respond by giving examples why your education, skills, accomplishments, and

experience will make you an asset for the employer.

Take a few moments to compare your goals with objectives of the company and the position, as well as

mentioning what you have accomplished in your other jobs. Be positive and reiterate your interest in the

company, as well as the job.




HannaLee 21Teaching Portfolio


Q3. What do you know about this company?

A typical job interview question, asked to find out how much company research you have conducted, is

"What do you know about this company?"

Prepare in advance, and in a word, research, so, you can provide relevant and current information about

your prospective employer to the interviewer. Start by researching the company online. Review the "About

Us" section of the company web site. Google the company, read blogs that mention it, and check

Discussion Boards and social networking sites.

If you're a college graduate, check with the Career Office at your school to see if you can get a list of

alumni who work for the company. It is an ideal way to get an insider's view and to get information that

might not be available elsewhere.

Use the information you have gathered to create a bulleted list of relevant information that you can easily

remember during the interview. Taking the time to research will help you make a good impression with

how much you know about the company.

Q4. Are you willing to travel?

When you are asked about your willingness to travel during an interview, be honest. There's no point in

saying "yes" if you would prefer to be home five nights a week.

It is perfectly acceptable to ask how much travel is involved. That way, you can weigh how much you

would need to be on the road and make an educated decision as to whether the amount of travel

required fits in with your lifestyle.

What's most important is to get a good understanding of what's involved before you are offered the job,

rather than being (unpleasantly) surprised after you have already been hired.

Q5. What is good customer service?

When you are applying for retail or customer service position, a typical job interview question is "What is

good customer service?" The interviewer wants to know what you consider quality customer service and

how you would be willing to provide it to customers.

4. Interview Questions about your Future

Q1. What are your goals for the next five years / ten years?

The best way to respond to the interview question "What are your goals for the future?" or "Where do

you see yourself in five years?" is to refer to the position and the company you are interviewing with.

Don't discuss your goals for returning to school or having a family, they are not relevant and could knock

you out of contention for the job. Rather, you want to connect your answer to the job you are applying

for.

Q2. How do you plan to achieve those goals?

As a follow-up to the interview question "What are your goals for the future?" the interviewer will often

ask how you plan on achieving those goals. A good answer to this question will speak specifically about

what you are going to accomplish and how you are going to accomplish it.



http://jobsearch.about.com/od/companyresearch/a/jobresearch.htm

http://jobsearch.about.com/od/interviewquestionsanswers/qt/answergoals.htm

22


Q3. What will you do if you don't get this position? When you're interviewing for an internal position within your company, you may be asked what you will do if you don't get the job. The interviewer wants to know whether you are concerned about just the advancement opportunity or the company.

5. Read the tips about job interview and choose ‘T’ for true, ‘F’ for false.A.You don’t need to prepare answers to typical job interview questions, because you want to answer naturally…………………………………………………………………………………………………,,,,,,,,,,,,,,,,,,,,,,,,,,,,…..T / FB.Your response always need to be work focused……………………………………………,,,,,….…. T / FC.You don’t need to always say ‘yes’ for questions from interviewers………………………. T / FD.When you respond, be specific…………………………………………………………………………………. T / FE.Don’t speak badly about your previous boss………………………………….…………..……………. T / F

6. Match interview questions with proper answers

Q. What is your greatest weakness?

Q. Do you take work home with you?

Q. How do you handle stress and pressure?

Q. What are your goals for the next five years /ten years?

Q. What will you do if you don’t get this position?

A. When I need to, no problem. I realize the importance of meeting deadlines and getting work done on time.

A. Once I gain additional experience, I would like to move on from a technical position to management.

A. Good customer service means having thorough knowledge of your inventory, experience with your products, and being able to help customers make the best choices for them.

A. When I'm working on a project, I don't want just to meet deadlines. Rather, I prefer to complete the project well ahead of schedule. Being organized wasn't my strongest point, but I implemented a time management system that really helped my organization skills.

A. I react to situation, rather than to stress. That way, the situation is handled and doesn’t become stressful.

A. I am committed to this company and its advancement so, should I not be selected, I will work with and support whoever night get selected. However, I do feel that my experience in the department and with the team would make me the best candidate.




23


Students’ Work : Resume & Thank you letter






24



Researches

RE: Dream Fighter

That's too bad. What happens if you fail the test. ???

And I could watch the motion graqhic . It's really surprising. Do you use premier ?~

It's also very cold today. I wore a cote yesterday with 3 t shirts inside. It was bit too warm during the day but it was nice at night.

I shell bring something warm for today's class. I really love this class. Everyone is so nice.

Anywasy see you all tonight!!

RE: Dream Fighters

I also love this class!!! there are so many nice person in here.Professor and big siblings also amazing.

I worked by the Adobe primiere, Adobe after effect, photoshop.

Hey, recently I'm working a new media work.As soon as possible, I want to show you 'Dream fighters'

RE: Dream Fighters

Hi!!! Coming here is fun to me!!

I like This class!

I need TOEIC because I want to apply design company. Almost famous design company need English ability.

-

Thanks for recommend! ginger tea and SSangwha tea! zzzz

Students’ Work : Resume & Thank you letter


25

HannaLee

2010-11-19

GEP class on week 12 was about writing effective comparison / contrast paragraphs and essays based on the topic ‘Eat, Taste & Compare’. The lesson objects were using comparative verbs, vocabulary, terms and phrases related to cooking and food, form comparing sentences, and compose an effective comparison essays. The class was consisted with four different activities. They were ‘What is in your mouth?’, ‘Compare and find Similarities and differences’, ‘Open up a restaurant in Chun-pa’ and ‘Café Chungpavs. Café Ba-Ba-Reeba’.

First activity ‘What’s in your mouth?’ was for comparison foods. The food for my group was cranberry and blue berry. The given food tasted sweet and good, but they were kind of very similar. Even the students were asked to blind-fold so it was just tricky to find differences for my group. The prepared food could be more different to help the students see clear differences and similarities.

Second activity ‘Compare and find differences and seminaries’ were about writing sentences using comparison. Different flavor of flakes were given as material. The students were asked to fill in the table which was separated as seminaries and differences. However, the sentences from the students were rather simple and short. The sentences were like ‘A and B are sweet.’ ‘B is smaller than A.’. More challengeable sentence wiring such as combining similarities and differences could be beneficial. E.g. ‘ A and B are both…., but A is…and B is ….’

Third activity ‘Open up a restaurant in Chung-pa’ was for writing about ideal features of the restaurant in given categories. Before starting the activity a class leader explain what to do to the students. However, as the class leader’s explanation was getting longer the students were getting loose their concentration. Teacher may give clear and well-organized direction to the students.

Fourth activity ‘Café Chungpa vs. Café Ba-Ba-Reeba’ was about writing a full paragraph that compares the two restaurants. It was well organized activity which is connected by the third activity. However, to make posters and presentation was a kind of normal activity that the GEP class has done a lot. The students could have made a brochure or menu or leaflet for restaurant advertisement as result of the writing. Class activities and features of output could be something new and different from other classes.

Overall, it was delicious and well organized class that made my group relax.




Reflective Journal


26



Action Research

Action Research is ‘A practical way of looking at

your own work to check that it is as you would

like it to be. ‘ (McNiff 1995)

Action Research

G.E.P Class


27



Action Research

Action Research

How to improve students’ grammar accuracy

in Communicative Language Teaching

0954020 / Lee, Hanna

0954006 / Kim, Hyunjeong


28



Action Research

Content

•Introduction…………………………………………………………………………1

•Identification of Interest or Problem Area…………………………….…………….1

•Implementing………………………………………………………………………..4

•Analysis of the Data………………………………………………………………...4

•Limitation and Discussion………………………………………………………….5

•Reference…………………………………………………………………………..11


29



Action Research

•Introduction

This action research is conducted in GEP (General English Program) Writing course of Sookmyung

Womans University in 2010. There are 9 co-teachers (big siblings) who are in the TESOL Maters

program and in practicum course and 28 university students whose majors vary. The students’

language levels are also different from rudimentary to commending according to the MATE

(Multimedia Assisted Test of English) writing test criteria. Few of them have overseas experience;

however, most of them have studied English through Korean public school program.

•Identification of Interest or Problem Area

We conducted this action research with the question of if communicative language teaching (CLT)

can reduce students’ grammatical errors regarding writing sentence level. The GEP course is

designed based on CLT approach which emphasizes interactions and functions of a language, but

does not promote forms or grammatical accuracy. However, from the first lesson of the GEP class,

students showed significant grammatical errors in their sentences. Moreover, we also found out that

students hesitated to write because they worried about grammar accuracy of their sentences.

The reason why this question took our attention was that explicit teaching of grammar is one of

popular ways to learn English grammar in Korea even though it has a lot of disadvantages. Explicit

grammar lesson or grammar translation method is understood as one of normal teaching methods in

English classes in Korea. As Pekoz (2008, ) said there are some problems associated with grammar

teaching in general. The problems are such as:

•Direct grammar instruction is still very common.

•Contextual instructional techniques are not readily accessible to practitioners.

•In most cases grammar instruction is not integrated into the four skills but given in isolation.

•Mostly it is teachers that formulate the grammar rules. Grammar rules will be clearer and be

remembered better when students formulate them themselves (inductive learning) than when

teachers formulate them (deductive learning).


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Action Research

•Learners need repeated input of a grammar item. Just one grammar presentation is not enough.

•Learners should not be overwhelmed with linguistic terminology.

•Grammar should be taught in digestible segments bearing the cognitive process in mind.

There are limitations in this traditional grammar teaching which is form-focused and accuracy –based

teaching. Therefore, students often have lack the knowledge how to use their language in certain

situations. On the other hand, communicative language teaching is more focusing on functions and

fluency of the language (Tran and Han, n/d). Then, is there any way to improve grammar accuracy in

CLT class? In order to find that out, we have to review the characters of CLT first.

In a CLT classroom the teacher pays more attention to enable students to work with

the target language during the lessons and communicate in it by the end of it. The following is the

typical procedure of a grammar lesson.

•The teacher uses visual aids to present the grammar structure to be taught.

•Students deduce the meaning, the form and the use of it.

•The teacher checks students understanding by asking yes/no questions focusing on form, meaning

and use.

•The teacher gets students to practice the structure through Repetition and Substitution Drills, Word

Prompts, and Picture Prompts. The teacher tries to provide maximum practice within controlled, but

realistic and contextualized frameworks and be build students’ confidence in using the new

language.

•The teacher provides students with opportunities to use new language in a freer, more creative

way. The teacher creates activities in which students can integrate new language with the previously

learnt language and apply what they have learned to talk about their real life activities (Tran and

Han, n/d).

What makes Communicative Language Teaching lesson different from the traditional teaching is that

the teacher tries to make the language use in the lessons realistic and practical. The teacher creates

real or like-real situation in which the language can be used. During the CLT lesson, the teacher often

plays the important role of facilitator who facilitates activities to work with the target language (Tran

and Han, n/d).


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Action Research

This GEP Writing course is a function-based and task-based class. Each of GEP class has to be

designed based on a topic which provides it a function to write. The students have to complete given

tasks collaborating with their group members or as individual work. In the class students have a lot

of chances to write for fluency but not much for grammar accuracy. However, I noticed that the

students have lack of grammar when they were doing writing activities in GEP classes. The students’

accuracy need to be improved while they work on their tasks. We, therefore, wonder whether the

students’ grammar accuracy can be improved in this GEP class without explicit teaching of grammar

features or not. Our research question is “How to improve awareness of the target structure and

improve grammar accuracy in Communicative Language Teaching?”

•Implementing

The GEP students have to take MATE writing test three times, at the beginning, mid-term, and final

period of the course. The result of the test will be used to evaluate their success in the course. The

criteria for Mate Writing test include several components for accuracy part, such as spelling and

punctuation, vocabulary, and grammar (rules of English morphology and syntax). However, we only

focus on two particular grammatical points, sentence structure and verb forms after observing the

students writing for the first two weeks. GEP students showed their lack of ability to control

sentence structure; moreover, verbs were where the most of the errors occur.

For the first two weeks, students seem to have lack of confidence in writing. They

hesitated writing worrying about whether their sentence is grammatically accurate or not. We also

could find various grammar errors in their writings. Therefore, we decided to monitor if the CLT way

of teaching can be beneficial for the GEP students to reduce their grammatical errors regarding

wring. During this time, we, as co-teachers, gave students tips, advice, and answers while peer-

reviewing or individual reviewing based on the writing. After five weeks, the first half of the

semester, we give the students explicit treatment to get them focuse on their errors in wrings. We

teach students grammar overtly using explanation, pointing errors that they made while class

reviewed their homework back from professor.


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Action Research

3.1 Grammar teaching in CLT

The GEP course does provide various methods to focus the form of the students’ sentences. Students

can be helped from 1) the professor and big siblings, 2) their peers and 3) the reading homework

which is form-focused. First, students can receive professor’s feedback for their reading and writing

homework each week. Big siblings discuss the professor’s feedback with the students and give more

feedback on their writing activity in class. During the class time, there will be some peer review

activities as well. When peer reviewing, students receive other’s writing and try to understand it.

Once there is miscommunication or they cannot catch the meaning, they can ask to the big siblings.

This making meaning process will help them to study proper form. Also, when they notice grammar

errors from their peer’s writing and revise them, it is more likely to be learned. Moreover, once they

receive their revised writing back, they can also check their accuracy and learn from their feedback.

Lastly, the reading homework can be designed to pre-teach vocabulary and key sentence structures in

advance of the class. When designing reading homework, big siblings want to provide them a lot of

inputs. Students have to read several model paragraphs and answer form-focused questions. The

questions include vocabulary, sentence structure, and useful expressions. These inputs allow the

students have schema when they take the lesson. Moreover, during the activities, students can

practice the sentence structure several times.

3.2 Explicit Teaching of Grammar

Our solution, however, is more explicit and direct teaching of the grammar based on the students’ own

sentences. It was conducted with six students who were assigned in our groups. We observed their

writings in class and writing homework and selected particular grammar error patterns. They made

quite various types of errors which include articles, tenses, inappropriate prepositions, subject-verb

agreement, and wrong sentence structures. Among those grammar points, we chose to observe

sentence structure and verb forms. There are two periods of time that we can teach them grammar

explicitly, in the beginning of the lesson, and during individual writing activity. In the beginning of the

class, each group has ten minutes of time to discuss about the homework and ask questions. During

this time, firstly, we highlighted the target errors on their writing homework, so that they can notice

them. Then, we asked them to correct the


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Action Research

errors by themselves. Some errors they can correct as soon as they notice them while others they have

difficulty correcting. In the latter cases, we provide explanation using grammatical terms. Moreover,

whenever there is a chance to write individually, we gave them feedbacks on the two grammatical

points and discuss better ways to express what they intended to write. This grammar teaching is

explicit as well as meaningful because we used the students’ own writing text which they need to

complete.

•Analysis of the Data

We keep track of the students writing to see how much their accuracy is improved in the two grammar

areas. In order to do that, we collect students’ writing homework from each week and analyze them.

The reason we chose to analyze their writing homework is because it is the only evidence of the

students’ individual writing, so that we can see each students’ improvement with the result.

We focused on two major error patterns in students writing among various kinds of errors. They are

inappropriate sentence structure and usage of verbs. Inappropriate sentences appeared with unskillful

use of transition words and punctuations and run-on sentences. Incorrect usage of verb appeared with

inexpert use of tense, collocation and subject-verb agreement.

Their example sentences are such as;

•Transition words : cause usually girls prefer romantic movies.

•Punctuations: Second. There is no place for consistency.

•Run-on sentences: We planned to go a foreign land and we thought about many places then we

decide to go Egypt.

•Tense: Lee MinJung wears black dress for that night.

•Collocation: It’s not quite fit for me.

•Subject-verb agreement: It don’t need a legal penalty.


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Action Research

Theme 1 Ice Break Theme 6 Halloween

Ss / errors Verb errors Structure errors Ss / errors Verb errors Structure errors

1 3 4 1 1 9

2 3 3 2 7 4

3 1 3 3 5 7

4 2 4 4 5 1

5 3 3 5 3 1

6 n/a n/a 6 2 1

total 12 17 total 23 23

mean 2.4 3.4 mean 3.8333333 3.833333333

Theme 2 movie Theme 7 job interview


1 4 4 1 no errors 1

2 4 3 2 no errors 1

3 7 4 3 no errors 4

4 2 3 4 5 no errors

5 2 8 5 2 3

6 n/a n/a 6 no errors no errors

total 19 22 7 9

mean 3.8 4.4 3.5 2.25

Theme 3 well being Theme 8 Social issue-graph


1 n/a n/a 1 no errors no errors

2 n/a n/a 2 1 4

3 n/a n/a 3 2 5

4 3 3 4 1 1

5 2 8 5 6 no errors

6 n/a n/a 6 n/a n/a


mean 2.5 5.5 mean 2.5 3.333333333

Table : Verb errors & Structure errors based on themes


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Action Research

Theme 4 Campus life Theme 9 fashion


1 1 8 1 no errors 1

2 5 4 2 no errors 1

3 n/a n/a 3 5 5

4 no errors 4 4 3 6

5 1 5 5 6 8

6 n/a n/a 6 n/a n/a


mean 2.3333333 5.25 mean 4.6666667 4.2

Theme 5 Travel Theme10 food


1 no errors 4 1 n/a n/a

2 8 3 2 n/a n/a

3 n/a n/a 3 n/a n/a

4 no errors 4 4 1 9

5 1 5 5 6 3

6 n/a n/a 6 n/a n/a


mean 4.5 4 mean 3.5 6

Graph: Verb errors & Structure errors based on themes

0

5

10

15

1 2 3 4 5 6 7 8 9 10

po

ints

Verb Errors

S1

S2

S3

S4

S5

S6


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Action Research

errors 0 1 2 3 4 5 6 7 8 9 n.a: not bring homework

points 10 9 8 7 6 5 4 3 2 1 0

0

2

4

6

8

10

12

1 2 3 4 5 6 7 8 9 10

po

ints

Structure Errors

student1

student2

student3

student4

student5

student6

As above table and graph shows, in macro scope analysis, it is hard to find consistence patterns of

result from both uncontrolled classes which are previous five classes and controlled classes which are

following five classes. In micro scope analysis, cases of each students shows following aspects;

Student 1: both verb and structure errors were decreased.

Student 2: both verb and structure errors were decreased.

Student 3: verb errors were uneven and structure errors were consistent.

Student 4: structure errors were increased.

Student 5: verb errors were increased and structure errors were uneven.

Student 6: not applicable


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Action Research

• Limitation and Discussions

5.1 Limitation

The analysis of the data does not show certain characteristics about the improvement of

students’ grammar skills throughout the course. Few students improved in each area but it is hard to

say the students have generally improved. There are some limitations to both implicit and explicit

grammar teaching.

First of all, during the first half of the course, implicit grammar teaching was done. However,

students often did not notice the grammar structure from the provided source. The largest amount

of input was the reading text in homework once a week. The reading homework provides vocabulary

and comprehension questions, and some exercises to practice sentence structures. However, this

may not be sufficient for the students to notice sentence patterns and grammar rules. Also, it is hard

to expect them to gain grammar skills only with the help of input. They should notice and internalize

the inputs and produce them in meaningful ways.

Moreover, the students were not motivated from the structural feedback. There were several

peer-review activities in the formal half of the classes. However, this is done as a group work.

Students exchanged their group writing and read it together to give feedback on grammar, content

and writing format. When they were assigned to give feedback as a group work, they did not become

responsible to the result and did not make a lot of effort. Therefore, the peer-review activity did not

showed up as effective as what we thought. Also the students did not pay much attention to the

feedback from the professor. They were more interested in the grade of their writing but did not try

to fix their errors when they were not asked to do.

During the latter half of the course, we give the student explicit teaching on the grammatical

points, sentence structure, and verb forms. The biggest challenge of the teaching was the limitation

of time. We only had ten minutes in each lesson to figure out the errors in their writing homework,

let them make corrections and provide explanations about it. Moreover, in the beginning of the

lesson, it was hard for the students to focus on accuracy matters. It was usually busy time getting

ready for the actual lesson. If there was sufficient time for explicit teaching, we could try visuals,

games, and other more controlling exercises to support their comprehension.


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Action Research

5.2 Discussion

As the analysis of the data shows, there is no visible improvement about the students’

grammar skills throughout the course. Even though the data were not found to be statically

significant, it shows two cases, students one and four, who considerably improved. The result of this

research tells that more carefully designed teaching of grammar is needed to improve students’

grammatical competence.

When there is a chance to design a writing class based on CLT in the future, more

careful and flexible plan is required to consider the students’ accuracy of the target language. In order

to do that, implicit and explicit teaching should be integrated together. Teachers need to focus on the

context of the language. Students can experience using the language with correct form while they are

doing meaningful activities. In GEP course, we worked mostly as a group collaborating and interacting

each other, and the activities were meaningful like writing a thank you letter, a magazine article, or

making an advertisement. Moreover, teachers can design more student-centered evaluation activities

such as self- or peer reviewing to help them notice their grammatical errors. When conducting self- or

peer reviewing, teachers can provide them carefully designed criteria which they can consult with.

Individual revising is necessary in which the students are more responsible to their writings and notice

their weakness.

The class should involve not only student- centered and open-ended activity, but also teacher

centered, structural-focused explanation and controlling activities. The students need some time to sit

and receive linguistic knowledge from teacher. Teachers can give knowledge of grammar structures

and appropriate forms of writings using this time. Moreover, they can constantly remind them these

structural items to help them notice what they have learned. In EFL (English as a Foreign Language)

situation like Korea, it is hard for the students to receive enough input to internalize the language and

use accurately. Therefore, teachers need to be flexible using both communicative, meaningful way of

teaching and explicit, direct teaching of grammar structures.


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Action Research

ReferenceMusumeci, D. (1997). The Role of Grammar in Communicative Language Teaching: An Historical Perspective.The McGraw-Hill Companies. Retrieved on October 5, 2010 at

http://www.mhhe.com/socscience/foreignlang/conf/grammar.html

Pekoz, B. (October 2008). Integrating grammar for communicative language teaching. The Internet TESL

Journal, Vol. XIV, No. 10. Retrieved on October 5, 2010 at http://iteslj.org/Techniques/Pekoz-Grammar.html

Tran H. L. and Han T. L. H. (n/d). Teaching Grammar in Light of Communicative Language Teaching. British Council. Retrieved on October 5, 2010 at www.britishcouncil.org/3_teaching_grammar_in_light_of_communicative_ language_teaching.doc


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