http://hdl.handle.net/10125/19359 Fri, 24 May 2013 07:56:12 GMT 2013-05-24T07:56:12Z http://hdl.handle.net/10125/27149 This dissertation uses conversation analysis (CA) to examine English L2 speakers’ participation in an innovative multiparty pragmatic assessment activity. In contrast to previous interlanguage pragmatics research, this study not only considers assessment as an interactive activity, but also uses video footage of naturally occurring disagreement sequences collected from real classroom interactions as the material for its pragmatic assessment activity. By taking this novel approach toward the method and material of pragmatic assessment, this study aims to (1) investigate the ways in which L2 speakers calibrate their assessments in interaction, and (2) explore the possibility of applying CA findings to pedagogic intervention in L2 pragmatics. The data for this study comes from six videotaped L2 speakers’ small group discussions in an English as a second language instructional context. Using a multimodal perspective to analyze assessment in interaction, this study presents a detailed description of how the participants integrate diverse vocal and visual resources to construct stances in concert with other group members and accomplish assessment as a collaborative activity. Specifically, gaze direction is identified as a constitutive part of the participants’ display of affiliation and disaffiliation with assessments. This study also provides an empirical account of how noticing, as a phenomenon registered, invited, and accounted for by the participants, is lodged within the interactional process. Finally, the analysis demonstrates three pedagogical advantages of using authentic disagreement sequences for pragmatic assessment: (1) it provides participants with rich contextual information to coordinate their stances vis-à-vis one another; (2) it affords participants an interactional space to make informed pragmatic decisions; and (3) it sensitizes participants to how disagreement is organized as a multimodal achievement. The findings reported in this study contribute to an understanding of the embodied production of assessments, the consequential displays of noticing in interaction, and the fruitful application of CA to pragmatic instruction. It is hoped that this study both provides an example of the ways language researchers can apply CA to pedagogic intervention and encourages language researchers to further explore this area of L2 studies, thereby expanding the field’s understanding of CA’s engagement with instructional activities and materials development. Wed, 01 May 2013 00:00:00 GMT http://hdl.handle.net/10125/27149 2013-05-01T00:00:00Z Cheng, Tsui-Ping http://hdl.handle.net/10125/27148 This study examines critical thinking and social interaction in the context of a peer-facilitated reading discussion task which was conducted over five weeks of an online advanced ESL reading class. Five research questions examine the extent tp which cognitive presence/skills, social presence, and teaching presence are evident, the relationship between social presence and cognitive negagement, and the authors' suggestions in regard to what task design features could be changed to increase students engagement in critical thinking. The author conducted content analysis of discussion forum transcripts generated over five weeks of an online, advanced ESL Reading course. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/10125/27148 2013-01-01T00:00:00Z Meier, Valerie http://hdl.handle.net/10125/27147 This study conducted a needs analysis of ELI 72 (Reading for Foreign Students) to contribute to the continued development of ELI 72 by identifying any ongoing needs that should be addressed, or addressed in more depth. Four research questions examed were (a) what kinds of reading difficulties ELI 72 students experience in general in content courses; (b) whether the students think ELI 72 is useful for their improvement of their reading ability; (c) whether the course activities reflect students' academic reading needs; and (d) what kinds of suggestions can be made for the continued development of ELI 72. The study provides some suggestions, taking into account students’ language needs and situation needs. Sat, 12 May 2012 00:00:00 GMT http://hdl.handle.net/10125/27147 2012-05-12T00:00:00Z Park, Jeongyeon http://hdl.handle.net/10125/27146 This study aims to empirically measure students’ use of academic reading strategies in both English and their L1 at the beginning of the semester at a university in Hawaʻi, and compare results with academic reading strategy use at the end of the term to determine whether there was a reverse transfer. The author highlights the literature on reading strategy instruction and further describes the terms ‘reading strategy’ and ‘transfer’, followed by an explanation of the research question, research method and design of the study, summary of results, discussion, and pedagogical implications. Sun, 15 Apr 2012 00:00:00 GMT http://hdl.handle.net/10125/27146 2012-04-15T00:00:00Z Tsuyuki, Cheryl S, http://hdl.handle.net/10125/27145 This study aims to investigate the teacher role in mediating the task and the learner in an advanced academic writing class. Having identified three types of learner (non-) participation– silence, dominance and off-task talk – through reflective viewing and micro-analysis of video data from a class I taught, I asked how these interactional concerns are understood and addressed by other writing teachers in the same language program as I was teaching. Interview findings from eight writing teachers suggest that the teachers play a key mediating role during the various phases of implementing a task-based lesson in order to address the concerns of silence, dominance and off-task talk. For example, in the task design phase, the students can be given specific roles in their group or can be given planning time. In the task performance phase, the teacher can make judicious interventions in order to encourage contributions from the quiet students or put talkative students on hold for a while. The paper concludes with its contributions to and implications for the professional development of language teachers in task-based pedagogy. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10125/27145 2012-01-01T00:00:00Z Sharma, Bal Krishna http://hdl.handle.net/10125/27144 This paper reports on a small-scale internal evaluation of the Discussion Circle (DC) project within the English Language Institute (ELI) Listening and Speaking level 80 class at the University of Hawaii at Manoa. Four questions were asked to evaluate DC project in online and face-to-face ELI 80. The study employed a variety of methods aimed at collecting data from multiple directions about the DC project and its implementation. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10125/27144 2012-01-01T00:00:00Z Choi, Na Young; Meier, Valerie; Trace, Johnathan http://hdl.handle.net/10125/27143 This study presents the validation process for the listening placement tests administered by the English Language Institute (ELI) at the University of Hawaii at Manoa. The research questions are: (a) How does the ELI define the listening comprehension construct validity, (b) How well does the ELI Listening Placement Test (ELI LPT) measure the listening comprehension construct, and (c) How differently do test-takers perform on the dictation test and the multiple- choice test according to language group? Participants in the research included international students and immigrant students enrolled over three semesters in spring and fall 2010 and spring 2011. The study was conducted using a quantitative approach including test score analysis, test item analysis, and a survey, as well as a qualitative approach including curriculum analysis and interviews with administrators and instructors. The findings from the evaluation process addresses the three research questions, the ELI listening comprehension construct, positive and negative evidence concerning construct validity, and different test performances of language groups. Some constructive suggestions for the ELI based on these results were discussed as well as follow-up research topics. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/10125/27143 2011-01-01T00:00:00Z Chun, Jean Young http://hdl.handle.net/10125/27142 This study investigated English as a second language students' language needs in an academic listening and speaking course at an American university and examined whether the course met their needs. Prior to the data collection, an examination of the course syllabus and interviews with the teachers were conducted to understand the course. Regarding the research method, methodological triangulation was used over two semesters, including the use of interviews, a questionnaire, and class observations. Participants included three interviewees, 78 respondents to the questionnaire, and 39 students in class observations.The data gathered from the participants revealed that there were gaps between their needs and the course content. The study identifies three important items that students should work on in the course (oral presentation, interactions with native speakers, and listening) and then discusses how these items could be incorporated into the course activities. Finally, pedagogical implications are suggested for the course. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/10125/27142 2011-01-01T00:00:00Z Noda, Kazuyo http://hdl.handle.net/10125/27141 This study presents a sequential analysis of the enactment of teacher identity in closing disagreements among students in small group peer interactions in an advanced academic writing class. In doing so, it discusses: (a) the micro-details of how oppositional stances and opinions are constructed, challenged and/or defended; (b) the sequential environment where the teacher’s situated identity is invoked; and (c) the procedural consequence of the teacher’s enacting of such an identity. Detailed analysis shows two major ways that the teacher’s identity is invoked. First, by directing an inquiry or invitation to the teacher, students display their sensitivity to the uneven distribution of knowledge among the students and the teacher, thus publicly ratifying the latter’s knowing-recipient status. Second, the teacher makes his/her situated identity relevant by self-selecting himself /herself as somebody with the institutionally accredited knowledge and competence to respond to the students. These two patterns are recognized as solicited teacher intervention and unsolicited teacher intervention respectively in this paper. The findings suggest that the enactment of teacher identity dismantles the interactional deadlock among the students and helps them with the task process. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/10125/27141 2010-01-01T00:00:00Z Sharma, Bal Krishna http://hdl.handle.net/10125/20249 This report contains a collection of materials and guidelines useful for teaching ELI 83, an advanced academic writing course for graduate students. This comprehensive course guide lists all activities that can be systematically done throughout the semester. Therefore, it is hoped that these materials can be adapted and rewritten to fit the needs of the students and teaching plans of the instructor. Importantly, it contains information on icebreaker and a diagnostic unit for the class as well as writing projects which inform students of the importance of writing in their field of study. http://hdl.handle.net/10125/20249 Lapp, Ron; Perrin, Carol http://hdl.handle.net/10125/20248 This study investigates ESL students’ needs in EAP (English for Academic Purposes) program. Specifically, this research focuses on diverse attributes that potentially determine learners’ needs in EAP courses in terms of perceived task frequency, importance, difficulty of the tasks. Based on these needs, this study examined whether learners’ academic level (undergraduate vs. graduate), academic disciplines, courses they are taking, their ESL status (immigrants vs. international) determine learners’ perceived needs in EAP courses. The survey of 150 participants revealed that task frequency can be related to their academic disciplines and academic level, and task importance to task importance and ESL status. Finally, task difficulty didn’t seem to be related to their major, academic level, ESL status. Further discussions and suggestions are to be discussed. http://hdl.handle.net/10125/20248 Kim, Youngkyu; Kong, Don-Kwan; Lee, Younnneun; Silva, Anthony; Urano, Ken http://hdl.handle.net/10125/20247 This report addresses course objectives and activities practiced in an academic English program at a university. Particularly focusing on listening/speaking curriculum area, this paper discusses objectives of the course, and enlists activities with different purposes and focuses. In addition, the paper explains teachers’ role in different phases of teaching and discusses evaluative aspects of classroom learning. Finally, it summarizes the course objectives of listening/speaking curriculum area, and offers suggestions for improvement. http://hdl.handle.net/10125/20247 Harper http://hdl.handle.net/10125/20246 This paper reports curriculum guideline for ESL 100, advanced writing course for international undergraduate students. It demonstrates course description, placement, student population, and the goals for the class as well as activities to be conducted in class. The paper presents sample syllabus for this course. Fri, 01 Jan 1982 00:00:00 GMT http://hdl.handle.net/10125/20246 1982-01-01T00:00:00Z Gray, Meridith; Koshik, Irene; Masonm, Charles; Richards, Jack; Steinber, Miho http://hdl.handle.net/10125/20245 This study investigates diverse perspectives on ELI curriculum needs. It particularly attempts to obtain comprehensive needs about the program through student survey, interviews with faculty from various departments and with directors of other English programs, and observation report and student evaluation. By reporting different opinions on the program, it reports strengths and weakness of the program. In general, its curriculum organization and its focus on academic English skills development are satisfied, but detailed curriculum issues such as its relatively less-focused speaking training and lack of writing across curriculum can be improved. This report summarizes some recommendations for program improvement. Tue, 01 Jan 1985 00:00:00 GMT http://hdl.handle.net/10125/20245 1985-01-01T00:00:00Z Mason, Chas http://hdl.handle.net/10125/20244 To conduct a needs assessment of the English Language program at UHM, the systems design approach was adopted to establish goals, objectives, and microskills for two academic listening comprehension courses. Various types of data were gathered and assessed: a literature review of English for Specific Purposes (ESP) and Academic Listening Comprehension (ALC) theory and methodology, in-house reports, four case studies on university lecture and seminar course, and an ELI staff meeting on tentative microskills, and a student needs questionnaire. In addition to the taxonomy of goals, instructional objectives, and microskills with justification sources, recommendations for improvement in the program design is discussed. Wed, 01 Jan 1986 00:00:00 GMT http://hdl.handle.net/10125/20244 1986-01-01T00:00:00Z Kimzin, Gail; Poctor, Susan http://hdl.handle.net/10125/20243 This project analyzes the English language needs of foreign Teaching Assistants (FTAs) at the University of Hawaii. The primary goal of the project is to rationally formulate tentative objectives to be used in the design and implementation of an orientation program for FTAs. In addition, this aims to ease the burden of FTAs adjusting and transiting a new instructional environment. The data was gathered from diverse sources: personal interviews with the current FTAs, questionnaire survey to students, in-class observation, interactions with administrators and policy makers. The analysis indicated that FTAs academic expectations for their students and those of students did not match, partly due to cultural and instructional differences. Furthermore, students’ expectations toward their FTAs did not match with the FTAs’ capacities. Finally, suggestions to minimize the discrepancies are discussed. Thu, 01 Jan 1987 00:00:00 GMT http://hdl.handle.net/10125/20243 1987-01-01T00:00:00Z Weaver, Joel; Pickett, Alejandra; Kiu, Li; Cook, Janet http://hdl.handle.net/10125/20242 This paper reports a pilot project for training foreign teaching assistants. As part of the orientation process for the new teaching assistants, the University of Hawaii is offering a two week preparation program which includes modules on cultural orientation, oral skills, and classroom management. All activities are geared toward helping the international teaching assistant acclimate to the new environment and prepare for teaching in an American classroom. Thu, 01 Jan 1987 00:00:00 GMT http://hdl.handle.net/10125/20242 1987-01-01T00:00:00Z Brown, James Dean http://hdl.handle.net/10125/20241 This study examines goals, microskills, and objectives for a potential foreign teaching assistants (FTAs) course in the ELI program, focusing on the development of speaking skills of FTAs. Based on Brown’s curriculum model, which consists of six stages of 1) needs, 2) goals, microskills, and objectives, 3) tests, 4) materials, 5) program design and delivery of instruction, and 6) an on-going evaluation process, it enlists general pictures of the course as well as detailed information for the potential course. Thu, 01 Jan 1987 00:00:00 GMT http://hdl.handle.net/10125/20241 1987-01-01T00:00:00Z Asahina, Ruby; Okuda,Julie M. http://hdl.handle.net/10125/20240 This reports on a curriculum development project at the University of Hawaii at Manoa conducted during the summer of 1989. The purpose of the project was to develop a systematically designed curriculum for the introductory academic listening course offered by the English Language Institute (ELI). The immediate aim was to identify the distinct needs of foreign academic listening students at the introductory level, and to address those needs by developing goals and objectives that will dovetail with the advanced academic listening curriculum. The project was conducted with the cooperation of the ELI administrators, listening faculty, and students. The needs assessment was based on a records analysis, students and faculty questionnaires, in-class observations, interviews, surveys, and a literature review that included earlier class syllabuses and needs analysis. Descriptive statistics and a correlational analysis were calculated from the answers on the student questionnaires. Sun, 01 Jan 1989 00:00:00 GMT http://hdl.handle.net/10125/20240 1989-01-01T00:00:00Z Donovan, Catherine; Serizawa, Chieko http://hdl.handle.net/10125/20239 Based on task-based course projects at an intermediate reading course at ELI, this study analyzes how diverse tasks and materials were developed in order to meet students’ needs at an academic English setting. Course goals and objectives derived from a needs analysis were examined in order to investigate how well the five categorical tasks reflect diverse goals and objectives. It was found that although assistants from the course are presented in a different way from students’ needs in a real world, it was hoped that these tasks would serve as a foundation to move beyond the sheltered environment of the classroom. Fri, 01 Jan 1993 00:00:00 GMT http://hdl.handle.net/10125/20239 1993-01-01T00:00:00Z Miller-Retwaint, Happy