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ABSTRACT
Given that individual learning
agendas determine what is 'learnt' in the language classroom, it is generally
recognized that students need to be fully involved in what happens there.
Project-work satisfies this need, involving the learners at every level
of the educational process as they pass through project design, decision-making,
implementation, preparation, rehearsal, performance and reflection. If
carried out in the target language, this has obvious advantages in terms
of authenticity and meaning, but project-work can also be beneficial in
encouraging learners to address their learning needs, to assess themselves,
and to become self-directed. In Part 1 of this presentation, the speakers
(Andrew Finch and Kevin Sampson) will talk about projects in the Korean
situation and will offer an approach which helps students (and teachers)
to approach what might seem a daunting task. In Part 2, they will hold
a workshop to demonstrate these ideas.
PRESENTER
BIOGRAPHY
Gerry Lassche has been an
English teacher in South Korea for two years, and is the English instructor
for LG Chemical Yosu plant Human Resources Team. His background in psychology
and counseling motivates him to have a student-centered approach rather
than an information-centered one. He holds an RSA CELTA, and is currently
working on his graduate degree in TESL.
MATERIALS |
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