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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 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
help them 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 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
help them 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.
Teachers' Perceptions, Experience and Learning offers insightful
views on the understanding of the role of teachers and the impact
of their thinking and practice. The articles presented in this book
illustrate the influence of teachers on student learning, school
culture and their own professional identity and growth as well as
highlighting challenges and constraints in preand in-service
teacher education programmes that can impact teachers' own
learning. The first article examined teacher experiences in the use
of "design thinking" by Retna. Next, Hong's and Youngs' article
looks into contradictory effects of the new national curriculum in
South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese
teachers' commitment to being a cooperating teacher for rural
practicum placements. Kainzbauer and Hunt investigate foreign
university teachers' experiences and perceptions in teaching
graduate schools in Thailand. On inclusive education in Singapore,
Yeo, Chong, Neihart and Huan examined teachers' first-hand
experiences with inclusion; while Poon, Ng, Wong and Kaur study
teachers' perceptions of factors associated with inclusive
education. The book ends with two articles on teacher preparation
by Hardman, Stoff, Aung and Elliott who examined the pedagogical
practices of mathematics teaching in primary schools in Myanmar,
and Zein who focuses on teacher learning by examining the adequacy
of preservice education in Indonesia for preparing primary school
English teachers. The contributing authors' rich perspectives in
different educational, geographical and socio-cultural contexts
would serve as a valuable resource for policy makers, educational
leaders, individual researchers and practitioners who are involved
in teacher education research and policy. This book was originally
published as a special issue of the Asia Pacific Journal of
Education.
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.
Teachers' Perceptions, Experience and Learning offers insightful
views on the understanding of the role of teachers and the impact
of their thinking and practice. The articles presented in this book
illustrate the influence of teachers on student learning, school
culture and their own professional identity and growth as well as
highlighting challenges and constraints in preand in-service
teacher education programmes that can impact teachers' own
learning. The first article examined teacher experiences in the use
of "design thinking" by Retna. Next, Hong's and Youngs' article
looks into contradictory effects of the new national curriculum in
South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese
teachers' commitment to being a cooperating teacher for rural
practicum placements. Kainzbauer and Hunt investigate foreign
university teachers' experiences and perceptions in teaching
graduate schools in Thailand. On inclusive education in Singapore,
Yeo, Chong, Neihart and Huan examined teachers' first-hand
experiences with inclusion; while Poon, Ng, Wong and Kaur study
teachers' perceptions of factors associated with inclusive
education. The book ends with two articles on teacher preparation
by Hardman, Stoff, Aung and Elliott who examined the pedagogical
practices of mathematics teaching in primary schools in Myanmar,
and Zein who focuses on teacher learning by examining the adequacy
of preservice education in Indonesia for preparing primary school
English teachers. The contributing authors' rich perspectives in
different educational, geographical and socio-cultural contexts
would serve as a valuable resource for policy makers, educational
leaders, individual researchers and practitioners who are involved
in teacher education research and policy. This book was originally
published as a special issue of the Asia Pacific Journal of
Education.
This edited volume is dedicated to the exploration of English
language acquisition and development outside of the largely
monolingual environments of North America, the United Kingdom and
Australia. Specifically, the studies investigate different facets
of English language learning in Singapore, and uses this experience
to forge connections with other New English contexts. Using
empirical data drawn from a range of language classrooms, the
contributors emphasise the place of education within a global
framework of English language learning. In so doing they examine
economic, social and political factors influencing language
education, and present a refreshingly global perspective on English
language acquisition. This comprehensive examination of language
learning in New English contexts will be of interest to researchers
in applied linguistics and world Englishes.
This title examines economic, social and political factors
influencing language education, and presents a global perspective
on English language acquisition. This book is dedicated to the
exploration of English language acquisition and development outside
of the largely monolingual environments of North America, the
United Kingdom and Australia. Specifically, the studies investigate
different facets of English language learning in Singapore, and use
this experience to forge connections with other New English
contexts.Using empirical data drawn from a range of language
classrooms, the contributors emphasise the place of education
within a global framework of English language learning. In so doing
they examine economic, social and political factors influencing
language education, and present a refreshingly global perspective
on English language acquisition. This comprehensive examination of
language learning in New English contexts will be of interest to
researchers in applied linguistics and world Englishes.
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