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E-grāmata: Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking

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(Universi), (Northern Arizona University, USA), (Nanyang Technological University, Singapore (NTU Singapore)), (University of California, Davis, USA), (Victoria University of Wellington, New Zealand), (Northern Arizona University, USA)
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Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and SpeakingPalielināt
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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.

Recenzijas

"This volume uniquely brings together practical applications of theory and research on teaching the four language skills. It is written by experts in the field who understand what teachers need for their practice."

--Denise Murray, Macquarie University, Australia

"This book offers a critical perspective of the teaching and assessment of the four language skills. It is research-informed and inspiring as it focuses on a variety of topics and tasks to offer an understanding of how reading, writing, listening and speaking can be taught and learned effectively. It is a useful resource, with an accessible treatment of theoretical contents and a well-balance combination of theory, practical illustration and pedagogical insights into the teaching/learning of the four language skills."

--Carmen Perez-Llantada, University of Zaragoza, Spain

"[ T]this volume is written in a clear and readable-friendly style, providing an accessible resource for pre-service and in-service teachers keen on the teaching of the four language skils within EAP.[ T]his book captures a wide range of topics and synthesizes them from various sources, focusing on the dimensions of pedagogical principles, instructional activities and assessment options for L2 teaching.In view of this, we strongly recommend it as an inspirational resource book for EAP and L2 teachers, curriculum designers as well as graduate students who have research and professional interests in the field of ESL teaching in academic contexts. --Journal of English for Academic Purposes 37 (2019) pp. 170 -172

"Overall, this book offers a professional understanding of language skills teaching and development in the EAP context. The sections will not only inform the experience-based actions undertaken by English teachers, but enlighten the theoretical considerations involving the linkage among the teachers profession, instructional methods, academic contexts, and students individual characteristics."

--Xing Wei, Tsinghua University, Beijing, China, Tesol Quarterly

"[ This text] aims for instant impact, and it is easy to dip in and out of to find guidance and tips on the run. It is invaluable in invigorating anyone trapped on the Ixions wheel of teaching IELTS, with clear pointers on how to bring those formulaic examination materials to engaging pedagogical life.This work moves beyond being a primer on how to teach to offering insightful practical/praxical strategic insights into how English is learned in academic contexts"

--TESOL ANZ Journal 2019

Acknowledgements xiii
A Preface xv
Glossary xvii
1 Teaching Language Skills in EAP Contexts
1(6)
Four Overarching Assumptions
2(3)
Further Reading
5(2)
Section 1 Introduction to Reading 7(66)
2 How Reading Comprehension Works
9(19)
Who Reads and Who Needs to Read?
10(1)
What Do We Read and Why Do We Read?
10(2)
What Is Reading Comprehension?
12(1)
What Skills and Abilities Support Reading Comprehension for Good Readers?
13(2)
How Does Reading Comprehension Work?
15(3)
How Does L2 Reading Differ from L1 Reading?
18(3)
Why Do L2 Reading Abilities Differ So Much from Person to Person?
21(1)
How Fluent Should L2 Readers Become?
22(1)
How Does Reading Behavior Vary When the Goal Is Reading to Learn?
22(1)
How Does Digital Reading Vary from Print Reading?
23(1)
How Does Reading Comprehension Research Inform L2 Reading Pedagogy?
24(1)
Chapter Summary
25(1)
Discussion Questions and Tasks
26(1)
Further Reading
26(2)
3 Building an Effective Reading Curriculum: Guiding Principles
28(20)
Principle #1: Asking Students to Read for Well-Defined Purposes, Rather than Simply Asking Students to Read (for No Purpose at All), Should Guide Reading and Re-Reading Tasks
29(2)
Principle #2: Reading a Lot and Reading Often Are Crucial for Reading-Skills Development
31(1)
Principle #3: Reading Requires the Coordination of Numerous Reading Abilities that Should Be Addressed Explicitly Across a Reading Curriculum
31(1)
Principle #4: Teaching (Rather than Testing) for Main-Idea Comprehension Should Be a Standard Component of Classroom Instruction
32(1)
Principle #5: Training Strategic Readers Is More Effective than Teaching Reading Strategies One at a Time
33(1)
Principle #6: Making a Commitment to Vocabulary Teaching and Learning Is Foundational to Students' Reading Success
34(1)
Principle #7: Reading Fluently-at Word and Passage Levels-Is Essential for Efficient Reading Comprehension Abilities
34(2)
Principle #8: Building Students' Motivation to Read Is Essential
36(1)
Principle #9: Connecting Reading to Writing Prepares Students for the Realities of Most Academic Contexts
37(1)
Principle #10: Assessing Students' Reading Progress Is an Essential Part of Teaching, Curriculum Development, and Student Learning
38(1)
Principle #11: Selecting and Adapting Texts Should Be Driven by Students' Proficiency Levels, Current and Future Reading Needs, and Interests
39(2)
Principle #12: Structuring Lessons around a Pre-Reading, During-Reading, and Post-Reading Framework Should Guide Class Planning
41(1)
Chapter Summary
41(2)
Discussion Questions and Tasks
43(1)
Further Reading
44(1)
Appendices
45(3)
4 Reading Instruction and Assessment: Activities and Options
48(25)
Instructional Activities that Improve Students' Reading Abilities
48(17)
Instructional Activities that Integrate Reading and Writing
65(1)
Assessments of and for Learning
66(2)
Chapter Summary
68(1)
Discussion Questions and Tasks
68(1)
Further Reading
69(1)
Appendix
70(3)
Section 2 Introduction to Writing 73(50)
5 Writing in a Second Language
75(14)
How is L2 Writing Different From L1 Writing?
76(1)
L2 Writers Know More Than One Language
77(1)
L2 Writers Have Varying Experiences and Backgrounds
78(2)
L2 Writers Are Still Acquiring the L2
80(1)
Contexts and Characteristics of L2 Writing and Writers
81(5)
Chapter Summary
86(1)
Discussion Questions and Tasks
87(1)
Further Reading
87(2)
6 Building a Writing Curriculum and Developing Strategic Writers
89(17)
Approaches to Teaching L1 and L2 Composition
89(2)
Current Trends in L1 Composition
91(2)
Steps for L2 Writing Course Design
93(4)
Developing Strategic Writers
97(6)
Chapter Summary
103(1)
Discussion Questions and Tasks
104(1)
Further Reading
104(2)
7 Writing Instruction and Assessment: Activities, Feedback, and Options
106(17)
Lesson Design for L2 Writing Courses
106(5)
Response Systems for L2 Writing Courses
111(7)
Assessment Issues for L2 Writing Courses
118(1)
Chapter Summary
119(1)
Discussion Questions and Tasks
120(1)
Further Reading
120(1)
Appendix
121(2)
Section 3 Introduction to Listening 123(58)
8 How Listening Comprehension Works
125(20)
What is Listening Comprehension?
126(1)
Listening as Process
127(8)
Learner Factors in Listening Success
135(7)
Listening Skills
142(1)
Chapter Summary
143(1)
Discussion Questions and Tasks
143(1)
Further Reading
144(1)
9 Building a Listening Curriculum
145(18)
Teaching and Learning L2 Listening
145(4)
Process-Oriented Listening Instruction
149(2)
Metacognitive Pedagogical Sequence for Listening
151(1)
Process-Based Listening with Reflections and Discussions
152(2)
Task-Based Metacognitive Instruction for Listening
154(1)
Scaffolded Extensive Listening Projects and Assignments
155(3)
Becoming Strategic L2 Listeners
158(1)
Curricular and Instructional Principles for L2 Listening
159(2)
Chapter Summary
161(1)
Discussion Questions
161(1)
Further Reading
162(1)
10 Listening Instruction and Assessment: Activities and Options
163(18)
Designing Instructional Activities
163(6)
Planning Lessons and Learning Units for Listening
169(3)
Assessment Options for Listening
172(7)
Chapter. Summary
179(1)
Discussion Questions
179(1)
Further Reading
179(2)
Section 4 Introduction to Speaking 181(76)
11 Speaking in a Second Language
185(16)
What's So Special About Speaking?
185(2)
Understanding How Speech Production Works
187(2)
What Role Does Speaking Play in Language Learning?
189(2)
What Role Does Interaction Play?
191(3)
What Role Does Corrective Feedback Play?
194(2)
What Role Does Practice Play?
196(3)
Chapter Summary
199(1)
Discussion Questions and Tasks
199(1)
Further Reading
200(1)
12 Building an Effective Speaking Curriculum: Guiding Principles
201(18)
Guideline 1: Use Cooperative Learning Principles to Organize Group Work
202(1)
Guideline 2: Use Principles of Task-Based Language Teaching (TBLT) to Plan Speaking Lessons
202(2)
Guideline 3: Integrate Rather Than Isolate
204(1)
Guideline 4: Look for Intercultural Learning Opportunities
205(1)
Guideline 5: Establish Roles for Students' Own Languages in the Classroom
206(2)
Guideline 6: Utilize Technology
208(1)
Guideline 7: Focus on Learning Opportunities
208(9)
Chapter Summary
217(1)
Discussion Questions and Tasks
217(1)
Further Reading
218(1)
13 Speaking Instruction and Assessment: Activities and Options
219(24)
Goal 1: Developing Clarity in Spoken Communication
220(3)
Goal 2: Developing Communicative and Conversational Ease
223(4)
Goal 3: Developing Dialogic Reasoning Skills and Negotiating Points of View
227(5)
Goal 4: Developing Formal Speaking Skills
232(2)
Goal 5: Developing Fluency
234(4)
Monitoring and Assessing Speaking
238(2)
Chapter Summary
240(1)
Discussion Questions and Tasks
241(1)
Further Reading
241(2)
14 Language Skill Development and EAP: A Reflection on Seven Key Themes
243(14)
Theme 1: Incorporating Integrated Skills Teaching
244(2)
Theme 2: Providing Practice
246(1)
Theme 3: Developing Fluency
247(2)
Theme 4: Building a Collaborative Learning Environment
249(2)
Theme 5: Developing the Strategic Language User
251(1)
Theme 6.: Providing Effective Assessment and Feedback
252(2)
Theme 7: Incorporating Technology
254(1)
Chapter Summary
255(2)
Author Biographies 257(4)
References 261(18)
Index 279
Jonathan M. Newton is Associate Professor and Director of the MA TESOL program at Victoria University of Wellington, New Zealand.

Dana R. Ferris is Professor of Writing and Associate Director of ESL at the University of California, Davis, USA.

Christine C. M. Goh is Professor of Linguistics and Language Education at the National Institute of Education at Nanyang Technological University, Singapore.

William Grabe is Regents Professor of Applied Linguistics at Northern Arizona University, USA.

Fredricka L. Stoller is Professor of English and Applied Linguistics at Northern Arizona University, USA.

Larry Vandergrift was Professor Emeritus from the Official Languages and Bilingualism Institute at the University of Ottawa, Canada.
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