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David Shaffer

Chosun University, English Language Department, Emeritus

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Gwangju News, Editor-in-Chief (2017-present). Korea TESOL Publications Committee Chair (2013-17, 2019-present). KOTESOL Proceedings Editing (1999-present). Korea TESOL Journal Assoc. Editor (2014-present).
Phone: +82 (0)10-5068-9179 // +82 (0)62-521-2013
Address: 201-1904 (Gyerim-dong, Geumho Apt.) 358 Jungang-ro, Dong-gu, Gwangju 61402 Korea

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David Scott Bowyer

Nagoya Gakuin University

Myongji University

Matsuyama University

Matsuyama University

Kyoto Women's University

Meio University

Rikkyo University

University of the Ryukyus

The University of Hong Kong

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Videos by David Shaffer

KOREANA: Things That Make You Go "Hmm..."

Pecha kucha presentation on Korean customs and practices that are seemingly illogical at first gl... more

9 views

Korean: Things That Make You Go "Hmm..."

Pecha kucha presentation on strange and seemingly inexplainable quirks in the Korean language. G... more

4 views

How Far English Teaching and Learning Has Come in Korea

Presentation on progress made in English education since the 1970s. GIC Talk, February 4, 2012. G... more

6 views

On Language Teaching and Learning: Beliefs and Misbeliefs

Pecha Kucha presentation on incorrectly held ELT beliefs. KOTESOL National Conference, May 26, 20... more

6 views

The Place of Grammar in the Young Learner Classroom

Presentation made at the Busan-Gyeongnam Chapter KOTESOL Conference, June 4, 2011. BUFS, Busan.

3 views

Korea TESOL at 25

Interview with David Shaffer and other early members of Korea TESOL, October 2017. SMU, Seoul.

3 views

ELT Articles by David Shaffer

EFL Teacher, Trainer, Researcher: Interview with Ian Moodie

Gwangju News, No. 274, pp. 22-24, December, 2024

The Anatomy of a Good Lesson II

Gwangju News, No. 267, pp. 30-32, May, 2024

The Anatomy of a Good Lesson

Gwangju News, No. 266, pp. 30-32, April, 2024

Why Attend an ELT Conference?

Gwangju News, No. 265, pp. 30-32, March, 2024

Learning a Language or Just Machine Translate

Gwangju News, No. 264, pp. 30-32, February, 2024

Misbeliefs About Second Language Learning Methods

Gwangju News, No. 263, pp. 30-31, January, 2024

Myth-Conceptions About Children Learning a Second Language

Gwangju News, No. 261, pp. 36-38, November, 2023

Often Overlooked Traits That a Good Language Teacher Make

Gwangju News, No. 260, pp. 31-35, October, 2023

Teacher Traits for Teaching Great

Gwangju News, No. 257, pp. 36-39, July, 2023

Traits That Make a Teacher Great

Gwangju News, No. 256, pp.30-33, June, 2023

Traits That Very Good English Teachers Exhibit

Gwangju News, No. 255, pp. 36-39, May, 2023

Chatting About and Chatting With ChatGPT

Gwangju News, No. 254, pp. 30-33, April, 2023

Looking for a Coursebook

Gwangju News, No. 253, pp. 35-37, March, 2023

Environmental Awareness Through English Teaching

Gwangju News, No. 248, pp. 28-33, October, 2022

Interview with Julian Warmington

KOREANA: Things That Make You Go "Hmm..."

Pecha kucha presentation on Korean customs and practices that are seemingly illogical at first gl... more

9 views

Korean: Things That Make You Go "Hmm..."

Pecha kucha presentation on strange and seemingly inexplainable quirks in the Korean language. G... more

4 views

How Far English Teaching and Learning Has Come in Korea

Presentation on progress made in English education since the 1970s. GIC Talk, February 4, 2012. G... more

6 views

On Language Teaching and Learning: Beliefs and Misbeliefs

Pecha Kucha presentation on incorrectly held ELT beliefs. KOTESOL National Conference, May 26, 20... more

6 views

The Place of Grammar in the Young Learner Classroom

Presentation made at the Busan-Gyeongnam Chapter KOTESOL Conference, June 4, 2011. BUFS, Busan.

3 views

Korea TESOL at 25

Interview with David Shaffer and other early members of Korea TESOL, October 2017. SMU, Seoul.

3 views

EFL Teacher, Trainer, Researcher: Interview with Ian Moodie

Gwangju News, No. 274, pp. 22-24, December, 2024

The Anatomy of a Good Lesson II

Gwangju News, No. 267, pp. 30-32, May, 2024

The Anatomy of a Good Lesson

Gwangju News, No. 266, pp. 30-32, April, 2024

Why Attend an ELT Conference?

Gwangju News, No. 265, pp. 30-32, March, 2024

Learning a Language or Just Machine Translate

Gwangju News, No. 264, pp. 30-32, February, 2024

Misbeliefs About Second Language Learning Methods

Gwangju News, No. 263, pp. 30-31, January, 2024

Myth-Conceptions About Children Learning a Second Language

Gwangju News, No. 261, pp. 36-38, November, 2023

Often Overlooked Traits That a Good Language Teacher Make

Gwangju News, No. 260, pp. 31-35, October, 2023

Teacher Traits for Teaching Great

Gwangju News, No. 257, pp. 36-39, July, 2023

Traits That Make a Teacher Great

Gwangju News, No. 256, pp.30-33, June, 2023

Traits That Very Good English Teachers Exhibit

Gwangju News, No. 255, pp. 36-39, May, 2023

Chatting About and Chatting With ChatGPT

Gwangju News, No. 254, pp. 30-33, April, 2023

Looking for a Coursebook

Gwangju News, No. 253, pp. 35-37, March, 2023

Environmental Awareness Through English Teaching

Gwangju News, No. 248, pp. 28-33, October, 2022

Interview with Julian Warmington

Teaching English Back in the Day: A Korean Retrospect

Gwangju News, No. 247, pp. 26-29, September, 2022

Peace Linguistics and Its Connections to TESOL

Gwangju News, No. 246, pp. 30-33, August, 2022

Interview with Jocelyn Wright

AsiaTEFL: "Unity Within Diversity, Diversity Within Unity"

Gwangju News, No. 245, pp. 24-27, July, 2022

Interview with Joo-Kyung Park

Leadership and Service: A Life Path for ELT Professionals

Gwangju News, No. 244, pp. 26-29, June, 2022

Interview with Joo-Kyung Park

Teaching Content Courses in the Students' L2

Gwangju News, No. 243, pp. 34-37, May, 2022

Interview with Phillip Schrank

"Teaching for a Better World": Advancing the Field of English Education

Gwangju News, No. 242, pp. 34-39, April, 2022

Interview with Lindsay Herron

English-Based Loanwords: Characteristics, Learner Preferences, and Pedagogical Potential

Journal of International Culture, 7(2), pp. 1-40, Dec 2014

The borrowing of loanwords into Korean is prevalent and is occurring at a quickening pace. In the... more The borrowing of loanwords into Korean is prevalent and is occurring at a quickening pace. In the learning of English vocabulary, the English cognates of these English-based loanwords (EBLs) could be targeted for instruction, but rarely are. Indeed, their inclusion in vocabulary learning is often stigmatized, and research on the use of EBLs in Korean discourse and on classroom instruction on their English cognates is minimal. This study sets out a classification of EBLs, based on their differences from their English cognates, and quantifies these differences with a quality designation. This EBL quality score identifies the types of differences for which more focused instruction may be required. The survey also show that learners us a considerable number of English cognates of EBLs in their written production and general use. However, the study also reveals that learners often do not know how the English cognates that they are using differ from their EBLs or even whether they differ in any way. It is obvious that there are pedagogical ramifications of these findings, and it is indeed proposed that much more attention be accorded to cognates of EBLs for a rapid English lexicon expansion and English cognate understanding.

Content-Based Instruction Considerations for Tertiary-Level Instruction

KOTESOL Proceedings 2011 (pp. 75-83)

Content-based instruction (CBI) is still in the early stages of implementation and development as... more Content-based instruction (CBI) is still in the early stages of implementation and development as an approach to English language in the Korean context. One area of particular concern is the tertiary level, where university-level courses are being offered with English as the medium of instruction by content specialists, and in many cases, to students who are less than fluent in English. Lack of institutional support often exacerbates the problem. This paper considers the various models of CBI and their adaptability to Korean university-level instruction. As well, the rationale for and benefits of CBI will be examined, program design is considered, requirements of the CBI course instructor and anticipated program outcomes are discussed.

Language Teaching and Learning with Technology: Student Use, Teacher Beliefs

Journal of US-China Public Administration, 10(9), pp. 927-932, 2013

Korea was named the world's most wired country in 2003 (Wired Magazine). Although technology is r... more Korea was named the world's most wired country in 2003 (Wired Magazine). Although technology is relatively new to Korea, the nation is often quick to adopt. This study examines the extent to which educational technology is being used in the English language classrooms throughout the Republic of Korea at the primary, secondary, and tertiary levels. This is effectuated through a survey of English as a Foreign Language (EFL) teachers teaching at these different educational levels. The survey covers frequency of use of: (1) digital devises such as CD players; (2) offline computer software such as those for English lessons; (3) online computer offerings such as listening materials and writing laboratories; and (4) out-of-class teaching tools for creating materials and for recordkeeping. In addition, teachers are surveyed on technology used in blended learning where the technology is used outside of the classroom to supplement in-class learning, e.g., recording, video, video-making, presentation tools. The survey examines the ease of use of technology in the teacher's educational setting and the reasons for using so much or so little technology in teaching. Interviews of high-level and low-level technology users give deeper insight into the reasons for different levels of technology use by different teachers. The survey results have implications for educational institutions on equipment handling and personnel training as well as for curriculum planners of teacher training programs in terms of incorporating instruction in technology use into EFL programs.

The Effectiveness of Song-Based EFL Instruction at the Tertiary Level

STEM Journal, 5(2), 2004

The aim of this study is to quantitatively examine whether the use of song through a cloze-type a... more The aim of this study is to quantitatively examine whether the use of song through a cloze-type activity is as effective as or more effective than non-musical methods in the learning of lexical items and syntactic structures. To this end, one experimental group was exposed to a song and later was asked to discuss it, while a second group was exposed to only the lyrics before discussing them. A control group receiving no instruction was also included. Through a Korean-to-English translation pretest and two posttests, the effectiveness of the musical and non-musical teaching methods were compared. In overall test scores, the song group performed better than the lyrics group, showing that the use of a song in a lesson is more effective than the introduction of the lyrics in the absence of the song. The test scores also indicated that the song group outperformed the lyrics group on both the lexical item questions and the syntactic questions, indicating that the use of song is more effective especially in teaching syntactical structures and lexical items.

Erring in English: Korean L1 and Cultural Interference

KOTESOL Proceedings 2002; pp. 219-232, 2003

Analysis of errors produced by Korean learners of English is one area in which much work remains ... more Analysis of errors produced by Korean learners of English is one area in which much work remains to be done. This paper attempts to delineate two particular types of errors: L1 syntax-influenced errors, those caused by L1 surface structure interference in L2 production, and L1 culturo-syntactically related errors, those caused by L1 surface structure interference which, in turn, has been influenced by cultural or other extralinguistic aspects of the L1 speech community. This culturo-syntactic influence of Korean is shown to occur at the morphological, lexical, phrasal, and sentential levels, all causing errors in English production. Two additional general principles are proposed to account for much of this influence. It is suggested that teacher awareness of these types of errors and imparting to the student information on the reasons causing them will be conducive to their expedient elimination.

Teaching Proverbs (with Conceptual Metaphors and Image Schemas)

The Internet TEFL Journal, 59, Nov 2005

Figurative language, proverbs as well as idioms and conventional metaphors, have long been both d... more Figurative language, proverbs as well as idioms and conventional metaphors, have long been both difficult for the EFL instructor to teach and for the learner to learn and use. They are often introduced with a definition, used in example sentences, and then left for the student to commit to memory for testing purposes. A more effective method of teaching figurative expressions such as proverbs seems to be necessary. It is proposed here that the cognitive linguistic constructs of conceptual metaphor and image schema can be adapted to form such a method. Rather than thinking of metaphor as an extraordinary form of discourse characteristic of literary language, Lakoff and Johnson (1980) have shown that conceptual metaphor is a fundamental property of everyday language and a powerful cognitive tool for the conceptualization of abstract categories. They motivate many of the conventional metaphors used in everyday speech as well as motivate many of the commonly used English idioms and proverbs. Image schemas are discussed in Lakoff (1987), Lakoff and Turner (1989), and Johnson (1987) and are characterized as recurring basic abstract conceptual structures that occur in our conceptualizations of the world, and which play a fundamental role in cognitive semantic processes. This study examines the teaching of proverbs as discussed by Gibbs (2001), Gibbs and Beitel (1995), and Gibbs, Strom, and Spivey-Knowlton (1997). It is proposed that visual or mental adaptations of image schema can contribute to making proverb learning more efficient.

Teaching Idioms with Conceptual Metaphors and Visual Representations

The Internet TEFL Journal, 57, Jul 2005

The cliché “a picture is worth a thousand words” has been used in connection with everything from... more The cliché “a picture is worth a thousand words” has been used in connection with everything from directions to the baseball stadium to the anatomy of a flea, but we do not readily think of it in connection with idiom instruction. The teaching of idioms in the EFL classroom is at the same time of great interest to the student, difficult for them to grasp, and problematic to teach for the instructor, as is figurative language in general. The instructor often introduces the idiom by defining it, using it in a few sentences, asking students for questions, and then sending them home with instructions to memorize it for a test. Idiom textbooks often have idioms arranged in lessons or units according to words they contain, e.g., body parts, clothing, colors, plants, sports, weather (e.g., Root & Blanchard, 1999), or even according to the literal meaning of idiomatic expressions (e.g., Collis, 1987). A more methodologically sound approach to teaching figurative expressions such as idioms seems necessary. This study suggests the use of the cognitive linguistic constructs of conceptual metaphor and image schema as part of such an approach. Rather than thinking of metaphor as an extraordinary form of discourse characteristic of literary language, Lakoff and Johnson (1980) have shown that metaphor is a fundamental property of everyday language and a powerful cognitive tool for the conceptualization of abstract categories. Image schemas, as discussed in Lakoff (1987), Lakoff and Turner (1989), and Johnson (1987), are characterized as recurring basic abstract conceptual structures that occur in our conceptualizations of the world and play a fundamental role in cognitive semantic processes. These cognitive linguistic concepts, though formulated for a theoretical explanation of linguistic processes rather that practical ELT application, are being adapted in this study to ascertain their efficacy for the teaching of idioms.

Teaching Idioms

The Internet TEFL Journal, 55, Mar 2005

Idioms, and figurative language in general, have long been both difficult for the EFL instructor ... more Idioms, and figurative language in general, have long been both difficult for the EFL instructor to teach and for the learner to grasp. The teacher often introduces the idiom by defining it, uses it in a few sentences, asks students if there are any questions (there usually are none), and students then go home to memorize the idioms for the upcoming test.
A more effective method of teaching figurative expressions such as idioms seems necessary. I propose using the cognitive linguistic constructs of conceptual metaphor and image schema to form such a method. Rather than thinking of metaphor as an extraordinary form of discourse characteristic of literary language, Lakoff and Johnson (1980) have shown that metaphor is a fundamental property of everyday language and a powerful cognitive tool for the conceptualization of abstract categories. Image schemas are discussed in Lakoff (1987), Lakoff and Turner (1989), and Johnson (1987) and are characterized as recurring basic abstract conceptual structures that occur in our conceptualizations of the world, which play a fundamental role in cognitive semantic processes.

Teaching Metaphors with Image Schemas

The Internet TEFL Journal, 53, Nov 2004

This paper deals with the possibility of applying some basic concepts of Cognitive Linguistics to... more This paper deals with the possibility of applying some basic concepts of Cognitive Linguistics to the teaching of metaphorical expressions in the EFL classroom. In associating cognitive with language learning, we most readily think of Skehan's (1998) cognitive approach with task-based instruction or the CALLA model with its content-based curriculum, cognitive instruction, and cooperative learning (Chamot & O'Malley, 1994). The cognitive theory employed in these is that of general learning, which is not closely related to that of Cognitive Linguistic theory. Cognitive Linguistics and its theoretical concepts are relatively new in Korean linguistic circles, and relatively unknown in Korean circles of applied linguistics and EFL teaching and materials design. My belief is that two concepts central to Cognitive Linguistics – conceptual metaphor and image schema – have the potential to be effective in improving teaching efficiency if incorporated into the design of teaching materials. Before going on to explain the study designed to test this belief, the concepts of conceptual metaphor and image schema are briefly described.

Teaching with Metaphors

The Internet TEFL Journal, 50, May 2004

Teaching Particles with Image Schemas (prepositions)

The Internet TEFL Journal, 51, Jul 2004

The field of TESL is constantly looking towards the field of linguistics for new and better ways ... more The field of TESL is constantly looking towards the field of linguistics for new and better ways of teaching English as a second or foreign language. Unfortunately, since the advent of generative grammars of almost a half century age, very little of the myriad of linguistic research has found its way into the ESL/EFL classroom in the form of practical teaching materials. In recent years, the field of cognitive linguistics has become more prominent and its theory more well-known. Some of its concepts and their representations outwardly appear to lend themselves to adaptation as classroom teaching materials with little alteration. Two of these concepts are image schemas and conceptual metaphors, which are interrelated. As the overwhelming majority of the work in the area of image schemas has had to do with particles (prepositions and phrasal verb particles), the graphical representations of some of these image schemas have been selected to test their efficacy as teaching material for the teaching of English particles.

Learner Perceptions on Correcting Oral Errors and Their Effectiveness

The Internet TEFL Journal, 45, Jul 2003

The production of errors is a part of the general skills learning process and a part of the forei... more The production of errors is a part of the general skills learning process and a part of the foreign language learning process as well. It is therefore not something that should be eliminated from the language-learning process, if that were indeed possible, but something that should ideally be kept to a minimum for the most efficient learning of language skills. The question is the best way to handle these learner errors to make language learning most efficient. Proposals run the gamut from error correction being useless to it being valuable. In recent years, more research is showing that error correction. Just as the question "What is the best teaching method?" has been with us for many years, so has the question of which error correction method is most effective.

The AUX Controversy

Foreign Cultural Research, 1984, pp. 323-351, 1984

Word Order and Generative Grammar

영어영문학21 (English Language and Literature Studies 21), 2, pp. 213-234, 1983

Aspects of the Scope of Negation

Foreign Cultural Research, 1980, pp. 155-166, 1980

A Study on Negation and Its Scope in Korean

MA Thesis, 1979

Chosun University Graduate School, Gwangju, Korea

In Defense of Extensive Reading for Language Learning

The 2012 Korea Association of Primary English Education (KAPEE) International Conference Proceedings (pp. 140-151)

Extensive reading (ER) as an effective approach for both first and second language (L2) learning ... more Extensive reading (ER) as an effective approach for both first and second language (L2) learning has been in the literature for decades. In Korea, however, little mention of ER or research in this area has occurred until recently. Domestic and international ELT materials publishers are increasingly promoting ER reading materials and their benefits. Nevertheless, the ELT community and the general public of this test-driven society remain largely unconvinced that something as enjoyable as casual reading could be as effective as explicit instruction combined with memorization and testing.

An Inductive Approach to Young Learner Grammar

The 2013 Korea Association of Primary English Education (KAPEE) Conference Proceedings (pp. 150-160)

English-Based Loanword Bias in Korean: Its Source and Effect on ELLs

The Korea TESOL National Conference 2014 Extended Summaries (pp. 43-46)

Making Interaction Key to Self-Directed Learning Projects

The Korea TESOL National Conference 2014 Extended Summaries (pp. 39-42)

Learning Journal Writing: Determining the Right Mix

The Korea English Education Society (KEES) 2013 Conference Proceedings (pp. 65-73)

The Potential of Korean-English Cognates for English Lexical Acquisition

The Modern English Education Society (MEESO) 2013 Conference Proceedings (pp. 34-38)

This study aims to systematically analyze Korean loanwords borrowed from English to assign them a... more This study aims to systematically analyze Korean loanwords borrowed from English to assign them a quality value. This overall quality value and the values of its components will be instrumental in determining the degree of difficulty Korean learners of English will have in learning the English counterparts of the Korean loanwords.

Perceptions on Punctuation: University Students' Views and Voices

The Korea Association of Teachers of English (KATE) 2013 International Conference Proceedings (pp. 326-330)

Promoting Motivation and Self-Directed Learning Through Language Portfolios

The Korea English Education Society (KEES) 2012 Conference Proceedings (pp. 111-122)

Journaling for Enhancement of Self-Direction in Language Learning

The 22nd Modern English Education Society (MEESO) Annual Conference Proceedings (pp. 139-144)

Proverb Comprehension Development in Native and Non-native English Speakers

The 2012 Korea Association of English Teachers (KATE) International Conference Proceedings (pp. 216-220)

Challenging Popular Opinions on Language Learning and Teaching

The 19th Annual Korea TESOL International Conference, pp. 297-300., 2011

Over the years, numerous beliefs about how languages are learned and how they should be taught ha... more Over the years, numerous beliefs about how languages are learned and how they should be taught have coalesced among laymen and foreign language teachers alike, often without very much theoretical foundation or research as a basis. The aim of this presentation is to challenge about fifteen such popular opinions and show how they are not supported or poorly supported by present second language acquisition research and theory. These opinions deal with first and second language acquisition beliefs, error correction, first language interference with language learning, pronunciation, vocabulary, grammar rules, structures, and interaction. The end goal is to produce a clearer perception of how second languages are learned and of current thinking on best practices for teaching them, making it possible for the teacher to make informed classroom instructional adjustments.

Avoiding Impressions of Discourtesy in Learner Discourse

The 2007 English Teachers Association in Korea (ETAK) International Conference Proceedings

An L2 English speaker may have the best intentions in the world but what they say produces a nega... more An L2 English speaker may have the best intentions in the world but what they say produces a negative reaction in the native-speaker hearer. This negative reaction may be caused by the speaker incorrectly applying a learned structural pattern, using inappropriate language for the situation, using an inappropriate appellation, or talking about an inappropriate subject. The culture and customs of a speech community are very closely related to what is considered appropriate speech habits in that community. English learners are often quite unaware of what these habits are and therefore are prone to inadvertently speak in ways that a native speaker may find offensive.

20 Years of AsiaTEFL: Creating Unity Within Diversity

Commemorating AsiaTEFL's 20th Anniversary (2003-2023). Edited by David Shaffer, 2023

https://www.asiatefl.org/main/main.php?main=10&sub=1

Seasonal Customs of Korea

Hollym, 2007

Crackin’ the Corean Code: Your Guide to Learning Korean

Hakmun Publishing, 2005

The Heavens, the Wind, the Stars, and Poetry: The Works of Yun Tong-ju

Hakmun Publishing, 2000

High School English: Practice

Darakwon, 2009

(Co-authored)

영어! 100일만 따라하면 쉐퍼 만큼 한다 [English! If You Follow for 100 Days, You’ll Be Like Shaffer]

Hanse Publishing, 2005

영어 쿵쿵따 [English: Ready, Set, Go!]

Vision Korea, 2003

Compass Media, 2003

Paul Y. Choe (co-author)

외국인 간 떨어지는 영어 [Jaw-Dropping English to a Native Speaker]

NeungYule English, 2001

New Mode English: For the Laboratory

Hakmun Publishing, 1999

Yoon Joo Lee (co-author)

Interactive English: For the Classroom

Chosun University Press, 1998

Elementary English: An Interactive Approach

Chosun University Press, 1998

Players on the World Stage: From EFL Classrooms to Global Lives

KOTESOL Proceedings 2024

David Shaffer (Ed.) // koreatesol.org

Advancing Collaboration: Exchanges Among Scholars, Instructors, and Students

KOTESOL Proceedings 2023

David Shaffer (Ed.) // koreatesol.org

20 Years of AsiaTEFL: Creating Unity Within Diversity

David Shaffer (Ed.), 2023

Full Book: https://www.asiatefl.org/main/main.php?main=10&sub=1

More Than Words: Teaching for a Better World

KOTESOL Proceedings 2022

David Shaffer (Ed.) // koreatesol.org

Re-envisioning ELT Altogether, All Together

KOTESOL Proceedings 2021

David Shaffer & James Kimball (Eds.) // koreatesol.org

Advancing ELT: Blending Disciplines, Approaches, and Technologies

KOTESOL Proceedings 2019

David Shaffer & James Kimball (Eds.) // koreatesol.org

Focus on Fluency

KOTESOL Proceedings, 2018

David Shaffer & James Kimball (Eds.) // koreatesol.org

Why Are We Here? Analog Learning in the Digital Era

KOTESOL Proceedings 2017

David Shaffer (Ed.) // koreatesol.org

Shaping the Future: With 21st Century Skills

KOTESOL Proceedings 2016

David Shaffer & Maria Pinto (Eds.) // koreatesol.org

Transitions in Education ㅡ Transitions in ELT

KOTESOL Proceedings 2015

Maria Pinto & David Shaffer (Eds.) // koreatesol.org

Embracing Change: Blazing New Frontiers Through Language Teaching

KOTESOL Proceedings 2014

David Shaffer & Maria Pinto (Eds.)

Exploring the Road Less Traveled: From Practice to Theory

KOTESOL Proceedings 2013

Maria Pinto & David Shaffer (Eds.)

Perfect Score: Methodologies, Technologies, and Communities of Practice

KOTESOL Proceedings 2012

Maria Pinto & David Shaffer (Eds.)

Pushing our Paradigms; Connecting with Culture

KOTESOL Proceedings 2011

David Shaffer & Maria Pinto (Eds.)

Advancing ELT in the Global Context

KOTESOL Proceedings 2010

Maria Pinto & David Shaffer (Eds.)

Pursuing Professional Excellence in ELT

KOTESOL Proceedings 2009

Maria Pinto & David Shaffer (Eds.)

Energizing ELT: Challenging Ourselves, Motivating Our Students // Responding to a Changing World

KOTESOL Proceedings 2007/2008

David E. Shaffer & Maria Pinto (Eds.)

Advancing ELT: Empowering Teachers, Empowering Learners

KOTESOL Proceedings 2006

Jake Kimball & David E. Shaffer (Eds.)

From Concept to Context: Trends and Challenges

KOTESOL Proceedings 2005

David E. Shaffer & Jake Kimball (Eds.)

Expandings Horizons: Techniques and Technology in ELT

KOTESOL Proceedings 2004

David E. Shaffer & David D.I. Kim (Eds.)

Cambridge Grammar of English: A Comprehensive Guide

Korea TESOL Journal, 9(1), 2006

Grammar at your fingertipsthe dream of everyone associated with language learning. This is litera... more Grammar at your fingertipsthe dream of everyone associated with language learning. This is literally what Carter and McCarthy provide with Cambridge Grammar of English (CGE)a comprehensive guide to the grammar and usage of both spoken and written English. Recent developments in computational techniques have made possible easier analysis of large amounts of linguistic data. Through such an analysis, CGE is quite comprehensive in detailing the types of structures comprising the English language. Whereas Quirk, Greenbaum, Leech, and Svartvick (1985) provided a traditional description of written grammar, and Huddleson and Pullum (2002) provide a comprehensive description that is heavily influenced by generative grammar, neither details those structures of spoken English not common to the written form. Biber, present frequencies for spoken English as well as various written forms, but their account is not as equally weighted or as comprehensive for both written and spoken grammar as is CGE. With CGE, we are presented with a more balanced description of the English language as it is used in contemporary times. Along with the explicit description of its written form, a large corpus is drawn upon to complement this with the spoken forms that are in use.

Oxford Advanced Learner’s Dictionary of Current English (7th ed.)

Korea TESOL Journal, 8(1), 2005

Longman Dictionary of Contemporary English (4th ed.)

Korea TESOL Journal, 7(1), 2004

Eight years is a full generation in dictionary terms, and 2003 marked the arrival of anotherthe 4... more Eight years is a full generation in dictionary terms, and 2003 marked the arrival of anotherthe 4th edition of Longman Dictionary of Contemporary English (LDOCE-4), the publisher's advanced learner's dictionary (ALD). Longman is known for the quality of the dictionaries that they produce, and the latest edition of LDOCE carries on that tradition. LDOCE-4 builds on the quality of its predecessor, LDOCE-3, to provide an ALD that is up-to-date, that provides more information in a larger variety modes, and is user-friendly. Throughout this review, LDOCE-4 will be compared with LDOCE-3 as well as with the other major ALDs. The review will look at individual entries for headwords, general features of the dictionary, and the packaging of the product.

The Cambridge Grammar of the English Language

Korea TESOL Journal, 6(1)

Cambridge Advanced Learner’s Dictionary

Korea TESOL Journal, 6(1), 2003

Macmillan English Dictionary for Advanced Learners

Korea TESOL Journal, 5(1), 2002

Learner Dictionaries for the Millennium (Longman & Collins COBUILD)

Korea TESOL Journal, 4(1), 2001

Review of: (1) Longman Advanced American Dictionary (2) Collins Cobuild English Dictionary for ... more

Oxford Advanced Learner’s Dictionary of Current English (6th ed.)

Korea TESOL Journal, 3(1)., 2000

The demand of the English-learning community worldwide for a comprehensive, easily accessible, an... more The demand of the English-learning community worldwide for a comprehensive, easily accessible, and reliable English resource has been rapidly increasing. This demand led to more impressions of the Oxford Advanced Learner's Dictionary being made in fewer years -65 impressions in 5 yearsthan ever before. It has also led to the publication of a sixth edition (OALD6). This new edition is not merely one in name but one in substance, a "radically revised (reference) for the new millennium" (front cover).

Learner Journals and Portfolios for Language Improvement

Gwangju News, No. 250, pp. 34-37, December, 2022

How to Publish a Lot and Still (Kind of) Have a Life: Tips and Tricks for PhD Students and Early-Career Academics

by David Shaffer, Kevin Kester, and Loughlin J V Sweeney

Korea TESOL Articles, 2019

As academics, we have the greatest vocation. We get to teach, theorize, and test our ideas. We ge... more

Classifying Language Learning Errors

The Internet TEFL Journal, 58, Sep 2005

If and How to Correct Errors

The Internet TEFL Journal, 56, May 2005

To Correct or Not to Correct: Is Oral Error Correction Effective?

The Internet TEFL Journal, 54, Jan 2005

Language learner errors are commonplace in the EFL teaching profession. For centuries, if not mil... more Language learner errors are commonplace in the EFL teaching profession. For centuries, if not millennia, it has been pedagogically held that it is the language teacher's duly to correct the language learner's errors. Likewise, the second-language (L2) learner has expected the language teacher to correct their errorsmost, if not all, of themin both spoken and written form. As EFL teachers, there is probably not a one among us who would think of going into the classroom without being prepared to correct student errors. However, this is not the thinking of all L2 pedagogists. John ) strongly questions error correction, both written and oral. concludes that "grammar correction has no place in writing courses and should be abandoned" (p. 328). Truscott (1999) [hereafter Truscott] states that "language teachers should seriously consider the option of abandoning oral grammar correction altogether" (Abstract, para. 1). Truscott concludes that "[oral] correction should be considered a bad idea" (Future Prospects…, para. 8) because:

Errors and Their Correction: What and Whether To

The Internet TEFL Journal, 52, Sep 2004

커뮤니케이션 매나: 에티켓 영어 (Manners in Communication: Etiquette in English Communication)

Printopia Publishing, 2003

Chapter in Sa Heeman (Ed.), 국제매너와 교양 - Global Manners and Etiquette for International Interaction.

Early English Education in Korea: An Early Appraisal

KATE Newsletter, 25(1)., Feb 2001

English instruction was first instituted into the Korean elementary school curriculum in the spri... more English instruction was first instituted into the Korean elementary school curriculum in the spring of 1997. During the period of hearings before the elementary school English curriculum was put into effect, there was heated debate on whether studying English would be beneficial, or in fact, harmful to language learning and child development.

International English Teaching Conference Comes to Gwangju

Gwangju News, No. 270, pp. 29-31, August, 2024

Interview with Lindsay Herron

The KOTESOL Logo and Its Evolution

Scribes Square, 2024

How many logos does KOTESOL have? Or maybe we should ask "How many logos has KOTESOL had?" This s... more How many logos does KOTESOL have? Or maybe we should ask "How many logos has KOTESOL had?" This short article is an attempt to answer these burning questions, and a bit more to boot. The TESOL Logo To consummately understand the evolution of the KOTESOL logo, we need to go back to pre-KOTESOL days-to the days of two English language teacher organizations that preceded KOTESOL: TESOL International Association (TESOL) and The Association of English Teachers in Korea (AETK). For many years, until its recent change in logos, TESOL's logo was a blackand-white circle with latitudinal and longitudinal lines to represent a globe and "TESOL" written across its equatorial center (see T1 above). We will be connecting back to this soon.

Special Interest Groups for English Teaching

Gwangju News, No. 251, pp. 26-30, January, 2023

Interview with Reece Randall

Gwangju Peeps, KOTESOL Peeps

Gwangju News, No. 249, pp. 28-33, November, 2022

In Korea, I first worked in language institutes for children grades K-9 and later taught children... more In Korea, I first worked in language institutes for children grades K-9 and later taught children, undergraduates, and graduate students in the English Department and the Language Education Center of Chonnam National University. I also completed my master's degree in English language at CNU. I served as treasurer for the Gwangju-Jeonnam Chapter of KOTESOL from 2006 to 2008 and then as chapter president (2008-2009). I helped plan monthly workshops, annual conferences, and outreach events for the chapter.

"Teaching for a Better World": Advancing the Field of English Education

Gwangju News, No. 242, pp. 34-39, April, 2022

Interview with Lindsay Herron

FAQs about Korea TESOL

Gwangju News, No. 216, pp. 40-41, February, 2020

Bryan Hale Heads Gwangju KOTESOL: An Interview

Gwangju News, No. 214, pp. 32-33, December, 2019

Lindsay Herron Leads Korea TESOL Through 2020

Gwangju News, No. 213, pp. 30-32, November, 2019

Interview with Korea TESOL

Gwangju News, No. 212, pp. 36-37, October, 2019

Why Go to an ELT Conference?

Gwangju News, No. 211, pp. 36-37, September, 2019

Korea TESOL President's Messages

The English Connection, 21(4)--23(3), 2017, 2018, 2019

KoreaTESOL.org

Korea TESOL Marches Onward

TESOL Affiliate News, August 12, 2019

koreatesol.org

Korea TESOL on the GO

TESOL Affiliate News, October 12, 2018

koreatesol.org

Up Close: An Encounter with Alan Maley

The English Connection, 14-3, p. 27, September, 2010

koreatesol.org

Korea TESOL: Past and Present

The English Connection, 14-3, p. 26, September, 2010

koreatesol.org

The Bounty of the Net: KOTESOL Conference 2000

The English Connection, 4-6, pp. 16-17, November, 2000

koreatesol.org

Middle English: The French Connection

The English Connection, 15-1, p. 29, Spring, 2011

By the middle of the 11th century, Old English seemed secure. However, it was very soon to face t... more

English: The Early Years

The English Connection, 14-4, p. 29, Winter, 2010

One would think that a language so widely used as English would have a long history, but it has g... more One would think that a language so widely used as English would have a long history, but it has gone through trials and tribulations, making its roots intricate and curious, in a relatively short period of time. The seeds of English are to be found beyond the eastern shores of the British Isles on the European continent. There Germanic tribes...

English-to-Korean Borrowing: Focusing on Meaning

The English Connection, 14-3, p. 31, Autumn, 2010

KoreaTESOL.org

Konglish and Lexical Borrowing: Focusing on Form

The English Connection, 14-2, p. 31, Summer, 2010

KoreaTESOL.org

Words of Legends

The English Connection, 14-1, p. 27, Spring, 2010

KoreaTESOL.org

Learning Vocabulary, Teaching Learning

The English Connection, 13-4, p. 25, December, 2009

KoreaTESOL.org

To "Know" a Word

The English Connection, 13-3, p. 29, September, 2009

KoreaTESOL.org

What in the World Are Words?

The English Connection, 13-2, p. 19, June, 2009

KoreaTESOL.org

Where Does Our Vocabulary Come From?

The English Connection, 13-1, p. 25, March, 2009

KoreaTESOL.org

Konglish: How Bad Is It?

The English Connection, 12-4, p. 23, December, 2008

koreatesol.org

Vocabulary Mythology

The English Connection, 12-3, p. 31, September, 2008

koreatesol.org

A Werd on Webster

The English Connection, 12-2, p. 23, June, 2008

koreatesol.org

Beau - Bow - Bow - Bough

The English Connection, 12-1, p. 23, March, 2008

koreatesol.org

The Apostrophe's Uses

The English Connection, 11-4, p.23, December, 2007

koreatesol.org

Punctuating the Comma

The English Connection, 11-3, p. 31, September, 2007

Irregular Verbs

The English Connection, 11-2, p. 23, June, 2007

Pluralizing Nouns

The English Connection, 11-1, p. 22, March, 2007

Pun In With Words

The English Connection, 10-4, p. 25, December, 2006

Where Do Words Come From?

The English Connection, 10-2, p. 21, June, 2006

Figure-a-Tive Language

The English Connectiion, 10-1, p. 25, March, 2006

Letters to KOTESOL: 2012 October

Gwangju News, No. 128, pp. 42-43, October, 2012

Letters to KOTESOL: 2012 September

Gwangju News, No. 127, pp. 42-43, September, 2012

Letters to KOTESOL: 2012 August

Gwangju News, No. 126, pp. 44-45, August, 2012

I work in a university where I teach English to students of various departments. At times, studen... more I work in a university where I teach English to students of various departments. At times, students don't meet the requirements to pass the course, so I give them failing grades. However, on occasion, these grades are contested by the students and department heads. I always stand my ground as I feel I give these students many chances throughout the semester to improve on their performances, but they only respond in the final hour when it really is too late -they seem to think that in one day they can make up for 15 weeks of poor attendance, test results, and class participation.

Letters to KOTESOL: 2012 July

Gwangju News, No. 125, pp. 36-37, July, 2012

Letters to KOTESOL: 2012 June

Gwangju News, No. 124, pp. 38-39, June, 2012

Letters to KOTESOL: 2012 May

Gwangju News, No. 123, pp. 42-43, May, 2012

Letters to KOTESOL: 2012 April

Gwangju News, No. 122, pp. 40-41, April, 2012

Letters to KOTESOL: 2012 March

Gwangju News, No. 121, pp. 40-41, March, 2012

Letters to KOTESOL: 2012 February

Gwangju News, No. 120, pp. 40-41, February, 2012

Letters to KOTESOL: 2012 January

Gwangju News, No. 119, p. 40, January, 2012

Letters to KOTESOL: 2011 December

Gwangju News, No. 118, p. 40, December, 2011

Letters to KOTESOL: 2011 October

Gwangju News, No. 116, p. 40, October, 2011

Letters to KOTESOL: 2011 September

Gwangju News, No. 115, p. 42, September, 2011

Letters to KOTESOL: 2011 August

Gwangju News, No. 114, p. 40, August, 2011

Letters to KOTESOL: 2011 July

Gwangju News, No. 113, p. 38, July, 2011

Letters to KOTESOL: 2011 June

Gwangju News, No. 112, p. 38, June, 2011

Letters to KOTESOL: 2011 May

Gwangju News, No. 111, p. 34, May, 2011

There is a sizable gap between properly composed English and commonly spoken English. In America ... more There is a sizable gap between properly composed English and commonly spoken English. In America especially, most people use so much slang and pop culture references in everyday speech that truly proper grammar and pronunciation stands out as unusual. When is the best time to begin introducing details of more natural speaking? Should that be reserved for advanced levels, after the rules are well understood, or is it better to introduce the contradictions to intermediate or beginner levels? Wendy =)

Letters to KOTESOL: 2011 April

Gwangju News, No. 110, p. 34, April, 2011

Letters to KOTESOL: 2011 March

Gwangju News, No. 109, pp. 40-41, March, 2011

Letters to KOTESOL: 2011 February

Gwangju News, No. 108, pp. 30-31, February, 2011

pronunciation and my students are familiar with American. Should I or shouldn't I use them?

Researching North Korea in Gwangju

Gwangju News, No. 251, pp. 26-30, January, 2023

Interview with Dr. Moe Taylor

"Mother of June": Bae Eun-sim

Gwangju News, No. 240, pp. 22-25, February, 2022

Photo Essay ▲ Bae Eun-sim speaks at Yonsei University in Seoul on June 9, 2020, in commemoration ... more Photo Essay ▲ Bae Eun-sim speaks at Yonsei University in Seoul on June 9, 2020, in commemoration of her son's death. There, she declared, "Democracy does not simply happen. It arrives one step at a time, stained with people's blood and tears and sweat. " (Photo courtesy of Lee Han Yeol Memorial Museum, (사)이한열기념사업회)

Two Score and Ten: Flashbacks on Korea (Poetry)

Gwangju News, No. 237, pp. 48-49, November, 2021

General Chun leads 12/12 coup stealthily Martial law extended needlessly Gwangju protests vehemen... more General Chun leads 12/12 coup stealthily Martial law extended needlessly Gwangju protests vehemently Ten days of blood, of death, of darkness. KAL passenger plane downed by Soviets Chun targeted by Northern assassins Seoul '86 Asian Games boycotted by socialists KAL airliner bombed by Northern agents General Roh morphs into President Roh '88 Olympics seal "highly developing nation" status Nationwide labor strikes erupt violently North Korean war tunnels found repeatedly

Witness to May 18

Gwangju News, No. 231, pp. 6-9, May, 2021

Interview with Dr. Paul Courtright

Ringing In the New Year … Again!

Gwangju News, No. 228, pp. 10-13, February, 2021

May 18: Violence, Blood, Sorrow

Gwangju News, No. 219, pp. 12-17, May, 2020

A chronological account of the 10-day Gwangju Uprising of 1980, an armed conflict that bloodied t... more

Gwangju News, No. 219, pp. 8-11, May, 2020

Photo essay of the 10-day Gwangju Uprising of 1980, an armed conflict that bloodied the streets o... more

Happy New Year -- Rats!

Gwangju News, No. 215, pp. 8-10, January, 2020

The Flower (Poetry)

Gwangju News, No. 210, pp. 46-47, August, 2019

Kim Chun-soo Poem (1955).

Green Grapes (Poetry)

Gwangju News, No. 209, pp. 48-49, July, 2019

Yi Yuksa Poem (1939).

The Ferryboat and the Traveler (Poetry)

Gwangju News, No. 208, pp. 46-47, June , 2019

Han Yong-un Poem (1926).

Yun Dongju and His Poetry

Gwangju News, No. 199, pp. 50-51, Sept., 2018

The Technology Collection (Poetry)

Gwangju News, No.193, p. 45, March, 2018

English in Korea: It Ain’t What It Used to Be

Gwangju EPIK Presentation, pp. 46-49, Aug. 26, 2013

A comparison of the state of ELT in Korea 40 years ago with that of today via first-hand observan... more

Korea: 30 Years Ago, in the Third Republic

The English Connection, 8-3, pp. 28-29, 31, September, 2004

koreatesol.org

Understanding Korea

The KOTESOL Handbook: Teaching English in Korea (Ch. 3), 1999

"White Ship" (Korean Short Story)

Korean Literature Today, Volume 2, Number 3, pp. 99-138, 1997

The award-winning short story by Yun Hu-myeong in English translation. 윤후명작가의 단편 소설 [영역]. Transl... more

Interview with David Shaffer

ELT Rants, Reviews, and Reflections, Oct. 2, 2019

더 많은 기여와 역할로 "광주국제화" 노력할 터 (Striving to Contribute More to "Gwangju Internationalization")

전라도인 (Jeollado People), No. 61, pp. 36-39, June, 2018

Interview with David Shaffer

People You Should Know . . . In Gwangju -- Dr. David Shaffer

Gwangju Blog, April 2, 2015

Go East, Young Man: Pioneer Educator Dr. David Shaffer Reflects

Gwangju News, No. 157, pp. 11-13, March, 2015

Interviewed by Benjamin Grady Young

Dr. David Shaffer: 40+ Years in Gwangju

Gwangju News, No. 115, pp. 14-15, September, 2011

Interviewed by Stephen Redeker

Membership Spotlight: David E. Shaffer

The English Connection, 6-6, p. 15, November, 2002

Interviewed by Jerry Foley

Celebrating 20 Years: Gwangju News

Gwangju News, No. 232, pp. 6-10, June, 2021

Compilation and Contribution by David Shaffer

Gwangju News 200th Issue Anniversary

Gwangju News, No. 200, pp. 20-53, October, 2018

Compilation and contributions by David Shaffer

Gwangju International Center Turns 20

Gwangju News, No. 214, pp. 6-12, December, 2019

Interview with Dr. Shin Gyonggu

Changing Times / 시대의 변화

Gwangju International Center News, No. 109, p. 5, Spring, 2021

Spring is coming to Gwangju and to the Gwangju International Center (GIC). Spring always signals ... more Spring is coming to Gwangju and to the Gwangju International Center (GIC). Spring always signals change-a change in the seasons but also a new beginning in human activity for the year and, of course, for the GIC. This spring has an additional change: My three-year term as chairman of the GIC Board of Directors ends and a new chairman will be beginning a new term. At this juncture, I would like to look back over the past three years of serving the community by the GIC and comment on the good work that the center has accomplished. The energy and the work ethic in the GIC office never ceases to amaze me. The office buzzes like a bee hive: The staff is always busy at their desks, attending meetings, or working on projects in and outside the office. I am sure that the work ethic exemplified by the GIC director and executive secretary have a very positive influence on the rest of the GIC staff.

Towards a New Norm / 새로운 기준을 향하여

Gwangju International Center News, No. 108, p. 3, Winter, 2021

January is ushering in a new year -just as it did last year. The now-naked ginkgo trees lining th... more January is ushering in a new year -just as it did last year. The now-naked ginkgo trees lining the city streets seem to shiver as the mercury drops below 0 degrees -this too, is the same as last year. I start my day with breakfast, before going to my computer to spend the day writing, editing, answering email, and whatnot -again, much like I did last winter. But there is one thing that is not the same as last year -not the same for me, nor for Gwangju, nor Korea, nor the world -and that is the global presence of the COVID-19 pandemic.

"Is it possible to teach global issues in a conservative context?"

Futurity - IATEFL Global Issues Special Interest Group e-zine, No. 2, p. 45, 2020

The Heat of Summer / 여름의 열(熱)

Gwangju International Center News, No. 106, p. 3, Summer, 2020

Harbingers of Spring

Gwangju International Center News, No. 105, p. 3, Spring , 2020

Human Rights Are Everyone's Concern

Gwangju International Center News, No. 104, p. 3, Autumn, 2019

Working Together

Gwangju International Center News, No. 102, p. 3, Spring, 2019

Furthering Efforts in Inclusiveness of Local Residents and the International Community / 지역의 내외국인 공동체와 소통위해 노력할 터

Gwangju International Center News, No. 99, p.3, Summer, 2018

How to Write a Lot and Still Kind of Have a Life

by David Shaffer, Jan M de Beer, and Loughlin J V Sweeney

KOTESOL, 2019

As academics, we have the greatest vocation. We get to teach, theorize, and test our ideas. We ge... more As academics, we have the greatest vocation. We get to teach, theorize, and test our ideas. We get to challenge (and be challenged) by our students and peers. We get to consistently carry out research for the arts, humanities, and social sciences. Mostly, we get to do this with time and place flexibility. This year, although being based in South Korea, the six of us as individuals and in smaller groups, traveled across the globe visiting Turkey, the UK, and the US. We presented our research to thought-provoking audiences. We published books and more than 20 papers in top peer-reviewed journals, including SSCI, Scopus, and KCI. We consulted with schools and international organizations; and we received research funding. In the process, we learned much from our students, peers, and the broader academic community. While that sounds like the idyllic dream of an academic career, in reality the stress of balancing the increasing demands placed upon professors (and aspiring professors) is sometimes overwhelming. Moreover, the training provided in graduate school can never fully prepare new researchers for the practical demands of academia: managing research projects, supervising students, completing administrative tasks, applying for funding, preparing syllabi, teaching, crafting assessment tools, navigating the publishing landscape, and so on. So, in this brief essay we will focus primarily on the demands of research, writing, and publishing that PhD students and early-career academics face, emphasizing the Korean context. We will offer tips that should