Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- 15 Pragmatics and Good Language Teachers
- 16 Vocabulary and Good Language Teachers
- 17 Grammar and Good Language Teachers
- 18 Pronunciation and Good Language Teachers
- 19 Listening and Good Language Teachers
- 20 Speaking and Good Language Teachers
- 21 Reading and Good Language Teachers
- 22 Writing and Good Language Teachers
- Good Language Teachers: Past, Present, and Future Directions
- Epilogue Good Language Teachers – What Do They Do? What Do They Know?
- Index
- References
20 - Speaking and Good Language Teachers
from Part III - Instructional Perspectives
Published online by Cambridge University Press: 22 April 2020
Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- 15 Pragmatics and Good Language Teachers
- 16 Vocabulary and Good Language Teachers
- 17 Grammar and Good Language Teachers
- 18 Pronunciation and Good Language Teachers
- 19 Listening and Good Language Teachers
- 20 Speaking and Good Language Teachers
- 21 Reading and Good Language Teachers
- 22 Writing and Good Language Teachers
- Good Language Teachers: Past, Present, and Future Directions
- Epilogue Good Language Teachers – What Do They Do? What Do They Know?
- Index
- References
Summary
Chapter 20 discusses the importance of good speaking skills and strategies, and its authors present the findings about what a good language teacher does to draw on pedagogical content knowledge for speaking instruction.
- Type
- Chapter
- Information
- Lessons from Good Language Teachers , pp. 260 - 272Publisher: Cambridge University PressPrint publication year: 2020
References
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Coultas, V. (2012). Classroom talk: Are we listening to teachers’ voices? English in Education, 46(2), 175–189.Google Scholar
Goh, C., & Burns, A. (2012). Teaching speaking: A holistic approach. New York, NY: Cambridge University Press.Google Scholar
Goh, C., Zhang, L., Ng, C. H., & Koh, G. K. (2005). Knowledge, beliefs and syllabus implementation: A study of English language teachers in Singapore. Singapore: Graduate Programmes and Research Office, National Institute of Education, Nanyang Technological University.Google Scholar
Hall, J. K., & Walsh, M. (2002). Teacher student interaction and language learning. Annual Review of Applied Linguistics, 22, 186–203.Google Scholar
Mercer, N. (2000). Words and minds: How we use language to think together. New York, NY: Routledge.Google Scholar
Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89(1), 76–91.Google Scholar
Oliver, R., Haig, Y., & Rochecouste, J. (2005). Communicative competence in oral language assessment. Language and Education, 19(3), 212–222.CrossRefGoogle Scholar
Tan, Y. H., & Tan, S. C. (2010). A metacognitive approach to enhancing Chinese language speaking skills with audioblogs. Australasian Journal of Educational Technology, 26(7), 1075–1089.Google Scholar
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