國立虎尾科技大學 |

International Perspectives on Teaching the Four Skills in ELT = Listening, Speaking, Reading, Writing /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	International Perspectives on Teaching the Four Skills in ELT/ edited by Anne Burns, Joseph Siegel.
Reminder of title:	Listening, Speaking, Reading, Writing /
other author:	Burns, Anne.
Description:	XIV, 260 p. 12 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	English language. -
Online resource:	https://doi.org/10.1007/978-3-319-63444-9
ISBN:	9783319634449

International Perspectives on Teaching the Four Skills in ELT = Listening, Speaking, Reading, Writing /
International Perspectives on Teaching the Four Skills in ELTListening, Speaking, Reading, Writing /[electronic resource] :edited by Anne Burns, Joseph Siegel. - 1st ed. 2018. - XIV, 260 p. 12 illus.online resource. - International Perspectives on English Language Teaching. - International Perspectives on English Language Teaching.

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; Vraštilová, 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 15—Using 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.

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. 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. .

ISBN: 9783319634449

Standard No.: 10.1007/978-3-319-63444-9doiSubjects--Topical Terms:

554988
English language.

LC Class. No.: PE1-3729

Dewey Class. No.: 420

International Perspectives on Teaching the Four Skills in ELT = Listening, Speaking, Reading, Writing /
LDR:04832nam a22004095i 4500 001 996739
003 DE-He213
005 20200701030635.0
007 cr nn 008mamaa
008 201225s2018 gw | s |||| 0|eng d
020 $a 9783319634449 $9 978-3-319-63444-9
024 7 $a 10.1007/978-3-319-63444-9 $2 doi
035 $a 978-3-319-63444-9
050 4 $a PE1-3729
072 7 $a CB $2 bicssc
072 7 $a LAN000000 $2 bisacsh
072 7 $a CB $x 2ACB $2 thema
082 0 4 $a 420 $2 23
245 1 0 $a International Perspectives on Teaching the Four Skills in ELT $h [electronic resource] : $b Listening, Speaking, Reading, Writing / $c edited by Anne Burns, Joseph Siegel.
250 $a 1st ed. 2018.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2018.
300 $a XIV, 260 p. 12 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a International Perspectives on English Language Teaching
505 0 $a 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; Vraštilová, 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 15—Using 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.
520 $a 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. 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. .
650 0 $a English language. $3 554988
650 0 $a Language and languages—Study and teaching. $3 1254127
650 0 $a Language and education. $3 555467
650 0 $a Language policy. $3 555404
650 0 $a Psycholinguistics. $3 555290
650 1 4 $a English. $3 1106403
650 2 4 $a Language Teaching. $3 1104881
650 2 4 $a Language Education. $3 668404
650 2 4 $a Language Policy and Planning. $3 1106779
700 1 $a Burns, Anne. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1287976
700 1 $a Siegel, Joseph. $e author. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1256616
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319634432
776 0 8 $i Printed edition: $z 9783319634456
776 0 8 $i Printed edition: $z 9783319875576
830 0 $a International Perspectives on English Language Teaching $3 1254126
856 4 0 $u https://doi.org/10.1007/978-3-319-63444-9
912 $a ZDB-2-SLS
912 $a ZDB-2-SXS
950 $a Social Sciences (SpringerNature-41176)
950 $a Social Sciences (R0) (SpringerNature-43726)