This book offers a range of perspectives and insights from around the world on the teaching and learning of listening, speaking, reading and writing.
This book offers a range of perspectives and insights from around the world on the teaching and learning of listening, speaking, reading and writing. It brings together contributors from across six continents, who analyse a wide range of teaching and learning contexts, including primary, secondary, tertiary, private, and adult ESL/EFL classes. In doing so, they provide locally relevant accounts that nonetheless resonate with other contexts and wider concerns. This informative and practical edited collection will appeal to students and scholars who are interested in the four building blocks of language learning, as well as language education and teacher education.
Recenzijos
After reading it my expectations were fulfilled and I closed the book with many new ideas that had caught my attention. this volume provides the reader with an idea of how different perspectives and approaches are possible when tackling teaching problems and how these innovations might be implemented across contexts. This volume may be interesting for teacher-educators . It might also be attractive to teacher researchers, as it could prove a practical resource for their own research projects. (Marķa Fernanda Rojas, Argentinian Journal of Applied Linguistics, Vol. 7 (2), November, 2019) A fascinating collection of testimonies from English teachers all over the world and their experiences on teaching the four skills. International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing is a compelling read for both novice English teachers and experienced ones. this volume is highly recommendable and a good read. (Carla Florencia Lescano, Argentinian Journal of Applied Linguistics, Vol. 7 (1), May, 2019)
Chapter
1. Teaching the four language skills: Themes and issues; Anne
Burns and Joseph Siegel.- Part I. Listening.
Chapter 2. What teachers say
about listening and its pedagogy: a comparison between two countries; Santos
and Graham, United Kingdom and Brazil.
Chapter 3. L2 listening in China: An
examination of current practice; Renandya and Hu, China.
Chapter 4. The
development of a listening course for Japanese university students; McAuliffe
and Brooks, Japan.
Chapter 5. Listening instruction for ESP: Exploring
nursing education where English is a lingua franca; Tweedie and Johnson,
Qatar.- Part II. Speaking.
Chapter 6. I can talk about a lot of things in
the other language but not in English: Teaching speaking skills in Cameroon
primary schools; Tante, Cameroon.
Chapter 7. Inquiry Dialogue: A genre for
promoting teacher and student speaking in the classroom; Chappell,
Australia.
Chapter 8. Teaching Dialogic Speaking Strategies in a Canadian
EAP Program; Pang and Burri, Canada.
Chapter 9. Teaching Conversational
English to Adult Learners via Skype: A Russian Perspective; Kozar. Part III.
Reading.
Chapter 10. Supporting Elementary Students Reading through
Authentic Literature for Children; Vratilovį, Czech Republic.
Chapter 11.
Teaching Reading to Encourage Critical Thinking and Collaborative Work;
Murtiningsih and Hapsari, Indonesia.
Chapter 12. Reading Communities:
Developing Autonomy through Community Building in an ESL Academic Reading
Course; West, United States.
Chapter 13. Reading as Social Practice for
Adult Immigrants: Talk around Text; Roach, New Zealand.- Part IV. Writing.-
Chapter 14. Promoting Descriptive Writing through Culturally Relevant
Literature; Hayik, Israel.
Chapter 15Using Corrective Feedback on Writing
to Enhance Vietnamese learners autonomy; Pham and Iwashita, Vietnam.-
Chapter 16. Promoting Self-Reflection in Writing: A Showcase Portfolio
Approach; Lam, Hong Kong.
Chapter 17.Localizing second language writing
pedagogy in a skills-integrated language program in Brazil; Villas Boas,
Brazil.- Chapter
18. Future directions for the four skills; Joseph Siegel and
Anne Burns.
Anne Burns is Professor of TESOL at the University of New South Wales, Australia, and Professor Emerita, at Aston University, UK. She has published extensively on teaching speaking, action research and language teacher education.
Joseph Siegel is Senior Lecturer in the School of Humanities, Education and Social Science at Örebro University, Sweden. His research interests include action research, listening pedagogy, contextual education comparisons and pragmatic interaction.
