광진ECC

Interoffice Memo

Date:       December 7

To:            Native Teachers

From           Sue

 

 

Conclusions

In general, you will probably find students who write well also speak well and vice versa

 

In addition, as students get more experience with the tasks, they grow more familiar with the process, and as a result their performance will improve with the tasks. The principle behind this finding is echoed in the following assertion by Rod Ellis (See also Foster & Skehan 1996; Skehan & Foster 1997 quoted in Hitotuzi, N., 2008): When learners know what they are going to talk or write about they have more processing space available for formulating the language needed to express their ideas with the result that the quantity of the output will be enhanced and also fluency and complexity (Ellis, 2006, p. 23 quoted in Hitotuzi, N., 2008).

 

The goal is to try and get our students to engage in specific writing and speaking tasks after they leave the classroom.

 

Again, thank you for taking the time to meet. I remain interested in listening to additional ideas you may have on this topic or other topics.

 

The next workshop will take place on Tuesday December 15 at 11:30AM.  I’ll let you know the topic of the workshop by the end of the week.

 

Thank you

Sue

 

Reminders:

      ·         Tape a list of absent students to the outside of your classroom door ·         Assign diaries to EC4 and above classes, and Special classes

 

Open Item: Korean teachers need to be aware of our responsibilities with the Practice Books