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Teaching Speaking: A Holistic Approach (Cambridge Language Education), by Dr Christine C. M. Goh, Anne Burns
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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.
- Sales Rank: #1083188 in Books
- Published on: 2012-01-31
- Released on: 2012-04-05
- Original language: English
- Number of items: 1
- Dimensions: 9.02" h x .67" w x 5.98" l, .90 pounds
- Binding: Paperback
- 322 pages
About the Author
Anne Burns holds professorial positions at Aston University, Birmingham, and the University of New South Wales, Sydney. She is also an Honorary Professor at the University of Sydney and a Visiting Professor at the University of Stockholm. She is known for her work in action research, teacher education, and the theory and practice of teaching speaking.
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Most helpful customer reviews
1 of 1 people found the following review helpful.
Thoughtful, informative perspective on teaching spoken English to second language learners
By E. Jaksetic
Second language learners often find it more difficult to learn spoken English than to learn written English. This book offers a framework for teaching spoken English to help teachers identify and address the difficulties of teaching spoken English to second language learners.
The authors contend that teaching spoken English involves more than just having English language learners engage in English speaking activities. More specifically, they contend that teaching spoken English needs to be systematic, and based on the perspective that speaking is a communication skill that requires a holistic approach that takes into account three important factors: the teacher, the language learners, and the teaching materials.
The book consists of 12 chapters organized in 4 parts:
In Part I, the authors: (1) describe the cognitive, social, and affective aspects of speaking; (2) identify the cognitive demands of speaking that English language learners face and the cognitive skills that they must develop to learn spoken English; and (3) discuss what constitutes second language speaking competence, and its implications for teaching spoken English.
In Part II, the authors: (1) identify the similarities and differences between spoken and written language, and explain why teachers need to help English language learners to understand and deal with the differences between spoken and written English; and (2) discuss the significant differences among various types and kinds of spoken discourse and how they are affected by the contexts and situations in which they appear.
In Part III, the authors: (1) offer a methodological framework for teaching speaking to English language learners; (2) suggest and recommend how teachers can better teach spoken English through various activities, and how they can develop lessons that are focused on teaching speaking; and (3) suggest and recommend how teachers can plan and develop a course for teaching spoken English.
In Part IV, the authors suggest and recommend classroom practices and procedures for teachers to use to: (1) develop and implement speaking tasks for English language learners; (2) enhance speaking performance by English language learners; (3) help English language learners develop and apply metacognitive awareness to enhance their learning of spoken English; and (4) assess the speaking performance of English language learners.
The book is fairly technical in its approach, and probably would be difficult to follow and understand without some prior training or experience with teaching English to second language learners. However, I recommend this book to teachers and instructors who are looking for ways to enhance and improve their teaching of spoken English to second language learners.
Readers interested in this book should also consider taking a look at the following other books: Keith S. Folse, The Art of Teaching Speaking: Research and Pedagogy for the ESL/EFL Classroom; Noel R. Houck and Donna H. Tatsuki, Pragmatics: Teaching Natural Conversation (Classroom Practice Series); I.S.P. Nation and Jonathan Newton, Teaching ESL/EFL Listening and Speaking (ESL & Applied Linguistics Professional Series); and Penny Ur, Teaching Listening Comprehension (Cambridge Handbooks for Language Teachers).
1 of 1 people found the following review helpful.
Great for ESL/EFL teachers
By Rachel Sterrett
Fabulous book with great framework and ideas for teaching spoken English to ESL/EFL classes. I'll be taking this book to Ecuador with me for Peace Corps, and given the limited baggage I am allotted for my two years, I think that's a pretty high compliment! :-)
0 of 0 people found the following review helpful.
Five Stars
By Sara Lopez
Great book.
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