Christine C. M. Goh

Confident Speaking provides language teachers and teacher educators with evidence-informed ideas to help second language (L2) learners speak fluently and confidently in different social and academic contexts.Christine C. M. Goh and Xuelin Liu, thought leaders in the field of language education, draw on scholarly literature and their own experience to show language teachers how to apply insights from research and theory in everyday classroom teaching. They offer 80 hands-on activities to help learners develop speaking skills through fluency practice and language-focused activities, and tap into their metacognitive thinking to adopt strategies for facilitating oral communication. Also included is guidance for teachers in designing lessons and larger units of work with the activities and carrying out professional inquiry activities into their own practice of teaching L2 speaking.This book is a valuable resource for language teachers and teacher educators, as well as researchers interested in the teaching and development of second language speaking.

Confident Speaking provides language teachers and teacher educators with evidence-informed ideas to help second language (L2) learners speak fluently and confidently in different social and academic contexts.Christine C. M. Goh and Xuelin Liu, thought leaders in the field of language education, draw on scholarly literature and their own experience to show language teachers how to apply insights from research and theory in everyday classroom teaching. They offer 80 hands-on activities to help learners develop speaking skills through fluency practice and language-focused activities, and tap into their metacognitive thinking to adopt strategies for facilitating oral communication. Also included is guidance for teachers in designing lessons and larger units of work with the activities and carrying out professional inquiry activities into their own practice of teaching L2 speaking.This book is a valuable resource for language teachers and teacher educators, as well as researchers interested in the teaching and development of second language speaking.

Now in its second edition, this reader-friendly text offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition.This book advocates a learner-oriented approach to teaching listening that focuses on the process of learning to listen. It applies theories of metacognition and language comprehension to offer sound and reliable pedagogical models for developing learner listening inside and outside the classroom. To bridge theory and practice, the book provides teachers with many examples of research-informed activities to help learners understand and manage cognitive, social, and affective processes in listening.Comprehensively updated with new research and references, the new edition includes additional and expanded discussions of many topics, including metacognition in young learners, working memory, and a L2 listening systems model. It remains an essential text on L2 listening pedagogy, theory, and research.

Now in its second edition, this reader-friendly text offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition.This book advocates a learner-oriented approach to teaching listening that focuses on the process of learning to listen. It applies theories of metacognition and language comprehension to offer sound and reliable pedagogical models for developing learner listening inside and outside the classroom. To bridge theory and practice, the book provides teachers with many examples of research-informed activities to help learners understand and manage cognitive, social, and affective processes in listening.Comprehensively updated with new research and references, the new edition includes additional and expanded discussions of many topics, including metacognition in young learners, working memory, and a L2 listening systems model. It remains an essential text on L2 listening pedagogy, theory, and research.

Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skill—reading, writing, listening, and speaking—works and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from theory to practice, this teacher-friendly text is an essential resource for courses in TESOL programs, for in-service teacher-training seminars, and for practicing EAP teachers who want to upgrade their teaching abilities and knowledge bases.

Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skill—reading, writing, listening, and speaking—works and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from theory to practice, this teacher-friendly text is an essential resource for courses in TESOL programs, for in-service teacher-training seminars, and for practicing EAP teachers who want to upgrade their teaching abilities and knowledge bases.

This book provides theoretical and pedagogical perspectives on teaching speaking within a coherent methodological framework. Teaching Speaking A Holistic Approach brings together theoretical and pedagogical perspectives on teaching speaking within a coherent methodological framework. The framework combines understandings derived from several areas of speaking research and instruction. By explaining, interpreting, evaluating, and synthesizing these diverse perspectives from linguistics and language learning, the text offers a comprehensive and versatile approach for teaching speaking. Different types of learning tasks are explained and illustrated with examples, and each chapter includes short tasks and ends with a number of tasks that enable readers to extend their ideas.