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20 - Speaking and Good Language Teachers

from Part III - Instructional Perspectives

Published online by Cambridge University Press:  22 April 2020

By
Robbie Lee Sabnani  and
Christine C. M. Goh
Edited by
Carol Griffiths  and
Zia Tajeddin
Carol Griffiths
Affiliation:
University of Leeds
Zia Tajeddin
Affiliation:
Tarbiat Modares University, Iran
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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.

Keywords

speakingmetacognitionfluencyaccuracycomplexitystrategiesfeedback
Type
Chapter
Information
Lessons from Good Language Teachers , pp. 260 - 272
Publisher: Cambridge University Press
Print publication year: 2020

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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
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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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