Thesis Topic : To investigate the application of learning strategies in Korea with regard to the acquisition of English.

The definition of learning strategies in this context refers to the means whereby students regulate, assist and evaluate their own learning.

Within the cognitive theory paradigm second language acquisition is seen as having more to do with learning complex cognitive skills than it does with other content based subjects. From the point of view of CALLA (Cognitive academic learning approach) the study of the strategies employed by successful students holds the key to effective development of a second language, and of higher cognitive awareness. Chamat and O’ Malley (1995) discuss at least three types of strategies: metacognitive strategies, cognitive strategies and social-affective strategies.

By reviewing studies in this area I seek to answer:
1) Which of these strategies are most effective for increased verbal fluency?
2) Which strategies are most appropriate for certain age groups (or developmental level)?

3) What is the current extent of the use of learning strategies employed by English teachers in Korea?
4) What is the attitude towards the use of learning strategies by English teachers in Korea?
Questions 3 and 4 can be answered by posing questions to English teachers in public, private and tertiary institutions such as:
What is your awareness of and exposure to learning strategies?
To what extent (if any) is the use of learning strategies employed in your lessons.
What are your feelings about the merits of learning strategies?

5) To what extent are learning strategies supported in the learning material used in Korea.
The above question could be investigated by a review of the learning material in the form of English text books used in public, private and tertiary institutions.

Finally,
6) How to introduce (or extend and maximize the use of) learning strategies with regard to English education in Korea.

Swales Reading

I found the reading very helpful. Being a native English speaker makes it easier for me to switch between formal, informal and colloquial levels of use. This can often be an automatic process for native speakers but that certainly doesn’t mean we are unable to benefit from conscious reflection and analysis of this process.
Personally I lack several skills mentioned. For instance, I often make the mistake of oversimplifying my view for sake of clarity. I think this stems from being a teacher of young children. Taking the “audience’s expectation and prior knowledge” (Sawles, 1994 p 7) into account will spare my writing unnecessary diversions.
As I’ve pointed out before I am a novice writer and certainly more so with regard to the academic style. Therefore the article’s quite comprehensive instruction about purpose, organization, flow and presentation was most useful.
Practice, using these guidelines is of course the next step for me. .

Interesting topics in Tesol

I feel pressured to think of my maters thesis topic. I haven’t explored every avenue that interests me and I’m afraid that if I choose a topic to pursue now I will regret the choice later. I understand that by selecting my topic now I can at least complete the literature review during this course. This will no doubt be of great value.
What interests me are quite broad issues and I haven’t whittled them down to what can be posed as a decent topic for a thesis yet. My background in psychology and particularly in early childhood development guides me towards some questions. For instance, the optimal age of second language acquisition, the role of play in language learning or the possible negative effects of early socialization on second language fluency, are all topics I’m considering.
I plan to work in the developing world and there are range of options that stem from that. How to be an effective teacher in an environment with few resources, how to create materials for children with scant resources, assisting and empowering non native speaking teachers to achieve optimal results, are some. The role that English education can play in improving the lives and standard of living of those in the developing world, is also something that I want to explore.
I beg your patience.

Response to Kyoko Yamada's article on plagiarism

I think that the contention in the article is that the problem is deeper than just the proper citation and acknowledgement of sources. Simply presenting the ideas of others, even when they are clearly referenced is not enough to make a piece of academic writing insightful, critical and relevant.
Ubuntu is the Southern African philosophy of humanism. One of its main principles states that “a person is only a person through other people” The world of ideas is similar in that all ideas are dependant on other ideas. They are built up on those that came before, they are drawn on from those that are contemporary, either in agreement, in opposition or by elaboration. Ideas are linked to future ideas by acting as foundations and building blocks or erroneous walls that have to be demolished in order to erect more useful structures. This interconnectedness can lay the trap for plagiarism in obvious ways and more subtle ones.
To me the most interesting aspect mentioned in the reading was that through educating students about how to avoid plagiarism the quality of writing is actually improved. By interpreting, analyzing and approaching source material from varying angles the rewards are twofold. Not only is the risk of plagiarism limited but the standard of the writing is markedly increased. Thorough examination of concepts put forth by others, making connections, drawing inferences are what lead on to original thoughts. So that the end result is a body of work, that even while a part of the continuum, is also a clear individual.
As I novice myself I find this encouraging. I will be implementing that approach in the writing that lies ahead of me.


Cillers, J. (1996). In Search of meaning between Ubuntu and into: Perspectives in post apartheid South Africa.
Yamada, K. (2003). What Prevents ESL/EFL Writers from Avoiding Plagiarism?: Analyses of 10 North- American College Websites.

So this is my first lecture of the TESOL-MALL course and if I thought I was too old to study I'm certainly feeling like that now because I've never "blogged" before.

So I suppose the idea is to be creative and interesting and to practice my writing. I wish there was a less public way to practice this.

I am a South African teaching English in Korea and trying to expand my my own understanding of what it is I do.

I really love teaching. I want to excel at it.