Christine C. M. Goh, Xuelin Liu

Confident Speaking

Theory, Practice and Teacher Inquiry

• Broschiertes Buch

Produktbeschreibung

Confident Speaking provides language teachers and teacher educators with evidence-informed ideas to help second language (L2) learners speak fluently and confidently in different social and academic contexts.

Christine C. M. Goh and Xuelin Liu, thought leaders in the field of language education, draw on scholarly literature and their own experience to show language teachers how to apply insights from research and theory in everyday classroom teaching. They offer 80 hands-on activities to help learners develop speaking skills through fluency practice and language-focused activities, and tap into their metacognitive thinking to adopt strategies for facilitating oral communication. Also included is guidance for teachers in designing lessons and larger units of work with the activities and carrying out professional inquiry activities into their own practice of teaching L2 speaking.

This book is a valuable resource for language teachers and teacher educators, as wellas researchers interested in the teaching and development of second language speaking.

Produktdetails

• Research and Resources in Language Teaching
• Verlag: Routledge / Taylor & Francis
• Seitenzahl: 248
• Erscheinungstermin: 22. Dezember 2023
• Englisch
• Abmessung: 229mm x 152mm x 14mm
• Gewicht: 364g
• ISBN-13: 9780367211011
• ISBN-10: 0367211017
• Artikelnr.: 68715877

Autorenporträt

Christine C. M. Goh is President's Chair Professor of Linguistics and Language Education at the National Institute of Education, Nanyang Technological University Singapore. She has more than 30 years of experience in language teaching, teacher education and language learning research. Her most recent book is the second edition of Teaching and Learning Second Language Listening: Metacognition in Action by Routledge (with Larry Vandergrift). Xuelin Liu has taught EFL/ESL for more than four decades, at Yangzhou University, China; the National Institute of Education, Nanyang Technological University, Singapore; and Thompson Rivers University, Canada. In addition to teaching, she has been a consultant developing oral communication curricula for language institutions in several countries. Her latest project is an English education programme offering courses in language proficiency and test preparation for international students in Canada and China.

Inhaltsangabe

Permissions & Acknowledgements

Series Editor Preface

1 From Research to Implications

Introduction

A. Processes in Speech Production

1. Conceptualisation, Formulation and Articulation

2. Monitoring and Evaluation

B. Linguistic Knowledge for Speaking

1. Knowledge of Discourse

2. Knowledge of Grammar and Pronunciation

C. Learning to Speak and Speaking to Learn

1. Speaking Skills

2. Discussion Skills

3. Metacognitive Knowledge

D. Instructional Enablers that Support Speaking Performance and Development

1. Pre-Task Planning

2. Task Repetition

3. Strategy Use and Instruction

E. Practical Implications for Teaching L2 Speaking

1. Develop Learners' Knowledge about Speaking

2. Plan Learning Activities for Practice and Holistic Development

F. Application, Implementation and Research

2 From Implications to Application

Overview

A. Developing Speaking Fluency and Skills

B. Learning to Discuss

C. Learning about Spoken Discourse and Language

D. Developing Metacognitive Knowledge and Strategy Use

A. Developing Speaking Fluency and Skills

I. OFF-THE-CUFF ACTIVITIES

Activity A1: Sequence and Complete

Activity A2: Ask and Answer

Activity A3: Share and Reconstruct

Activity A4: Imagine and Share

Activity A5: Respond and Share

II. PLANNED ACTIVITIES

Activity A6: Read and Compare

Activity A7: Listen and Compare

Activity A8: Sequence and Complete

Activity A9: Construct and Explain

Activity A10: Construct and Compare

Activity A11: Select and Narrate

Activity A12: Respond and Share

Activity A13: Recall and Recount

Activity A14 Prepare and Talk

Activity A15: Construct and Retell

Activity A16: Explain and Advise

Activity A17: Describe and Share

Activity A18: Draw, Share and Think

Activity A19: Describe and Choose

Activity A20: Infer and Construct

Activity A21: Design and Share

Activity A22: Select and Explain

Activity A23: Create and Demonstrate

Activity A24: Reflect and Share

Activity A25: Share and Predict

Activity A26: Summarise and Organise

Activity A27: Collate and Report

Activity A28: Infer and Tell

Activity A29: Consider and Resolve

Activity A30: Explain and Defend

Activity A31: Understand and Retell

Activity A32: Describe, Ask and Present

Activity A33: Describe, Draw and Compare

B. Learning to Discuss

I. UNDERSTANDING THE DEMANDS OF DISCUSSION

Activity B1: Learn about Discussion 1

Activity B2: Learn about Discussions 2

Activity B3: Learn to Manage Problems During Discussions

Activity B4: Learn to Lead a Discussion

II. PRACTISING DISCUSSION SKILLS

Activity B5: Discuss and Advise

Activity B6: Discuss and Justify

Activity B7: Discuss and Construct

Activity B8: Discuss and Evaluate

Activity B9: Discuss and Plan

Activity B10: Develop Others' Viewpoints

Activity B11: Offer Alternative Viewpoints

Activity B12: Explore Ideas Together

Activity B13: Discuss and Elaborate

Activity B14: Discuss and Propose

Activity B15: Discuss, Demonstrate and Observe

Activity B16: Discuss and Select

C. Learning about Spoken Discourse and Language

I. DISCOURSE STRUCTURE ACTIVITIES

Activity C1: Structure of a Casual Conversation

Activity C2: Structure of a Narrative

Activity C3: Structure of an Explanation Text

Activity C4: Structure of a Formal Conversation: Survey Interview

Activity C5: Structure of a Recount

Activity C6: Structure of a Procedure Text

Activity C7: Structure of an Information Report

Activity C8: Structure of an Expository Text

Activity C9: Making Speeches in Class Debates

II. LANGUAGE KNOWLEDGE ACTIVITIES

Activity C10: Language for Talking about the Future

Activity C11: Language for Conveying Preferences and Comparing

Activity C12: Transition Markers When Describing a Process

Activity C13: Language for Expressing Regrets

Activity C14: Language for Interrupting with Questions

Activity C15: Features of Spoken Language

Activity C16: Features of Spoken and Written Language

Activity C17: Features of Different Spoken Texts

D. Developing Metacognitive Knowledge and Strategy Use

I. PERSON AND TASK KNOWLEDGE

Activity D1: An Overview of Metacognitive Knowledge

Activity D2: Person Knowledge (Knowing about Myself)

Activity D3: Task Knowledge (Knowing about Speaking Tasks)

Activity D4: Task Knowledge (Cognitive Processes in Speaking 1)

Activity D5: Task Knowledge (Cognitive Processes in Speaking 2)

Activity D6: Task Knowledge (Monitoring and Evaluation)

Activity D7: Task Knowledge (Evaluating Speaking Performance)

Activity D8: Person and Task Knowledge (Self-Evaluation and Planning)

II. STRATEGY KNOWLEDGE AND STRATEGY USE

Activity D9: Strategy Knowledge (Knowing Which Strategies to Use)

Activity D10: Learning about Communication Strategies

Activity D11: Strategies for Presenting and Asking Presenters Questions

Activity D12: A Proficient L2 Speaker's Strategies

Activity D13: Sharing Experiences of Strategy Use

Activity D14: Sharing Plans for Strategy Use

Activity D15: Demonstrating and Observing Strategy Use

3 From Application to Implementation

Introduction

A. Planning Lessons for L2 Speaking

1. Fluency Activities

2. Language-Focused Activities

3. Metacognitive Activities

B. The Teaching Speaking Cycle

C. Lesson Planning with the Teaching Speaking Cycle

1. Sample TSC Plan 1

2. Sample TSC Plan 2

3. Sample TSC Plan 3

4. Planning Your Own Teaching Speaking Cycle

4 From Implementation to Research

Introduction

A. Teachers Inquiring into Your Own Practice

B. Inquiry Tasks

1. Doing Inquiry in a Group

2. Doing Inquiry on Your Own

3. Questions to Ask

C. Inquiry Projects

1. Topics of Inquiry Focus

2. Considerations When Planning an Inquiry Project

3. Inquiry Tools and Procedures

Conclusion and Final Thoughts

Appendix A: Three Types of Metacognitive Knowledge about L2 Speaking from Learners' Perspectives

Appendix B: Communication Strategies for L2 Speaking

Appendix C: Themes and Topics for Speaking Activities

Appendix D: Language Items to Support Speaking Activities

References

Index

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Permissions & Acknowledgements
Series Editor Preface
1 From Research to Implications
Introduction
A. Processes in Speech Production
1. Conceptualisation, Formulation and Articulation
2. Monitoring and Evaluation
B. Linguistic Knowledge for Speaking
1. Knowledge of Discourse
2. Knowledge of Grammar and Pronunciation
C. Learning to Speak and Speaking to Learn
1. Speaking Skills
2. Discussion Skills
3. Metacognitive Knowledge
D. Instructional Enablers that Support Speaking Performance and Development
1. Pre-Task Planning
2. Task Repetition
3. Strategy Use and Instruction
E. Practical Implications for Teaching L2 Speaking
1. Develop Learners' Knowledge about Speaking
2. Plan Learning Activities for Practice and Holistic Development
F. Application, Implementation and Research
2 From Implications to Application
Overview
A. Developing Speaking Fluency and Skills
B. Learning to Discuss
C. Learning about Spoken Discourse and Language
D. Developing Metacognitive Knowledge and Strategy Use
A. Developing Speaking Fluency and Skills
I. OFF-THE-CUFF ACTIVITIES
Activity A1: Sequence and Complete
Activity A2: Ask and Answer
Activity A3: Share and Reconstruct
Activity A4: Imagine and Share
Activity A5: Respond and Share
II. PLANNED ACTIVITIES
Activity A6: Read and Compare
Activity A7: Listen and Compare
Activity A8: Sequence and Complete
Activity A9: Construct and Explain
Activity A10: Construct and Compare
Activity A11: Select and Narrate
Activity A12: Respond and Share
Activity A13: Recall and Recount
Activity A14 Prepare and Talk
Activity A15: Construct and Retell
Activity A16: Explain and Advise
Activity A17: Describe and Share
Activity A18: Draw, Share and Think
Activity A19: Describe and Choose
Activity A20: Infer and Construct
Activity A21: Design and Share
Activity A22: Select and Explain
Activity A23: Create and Demonstrate
Activity A24: Reflect and Share
Activity A25: Share and Predict
Activity A26: Summarise and Organise
Activity A27: Collate and Report
Activity A28: Infer and Tell
Activity A29: Consider and Resolve
Activity A30: Explain and Defend
Activity A31: Understand and Retell
Activity A32: Describe, Ask and Present
Activity A33: Describe, Draw and Compare
B. Learning to Discuss
I. UNDERSTANDING THE DEMANDS OF DISCUSSION
Activity B1: Learn about Discussion 1
Activity B2: Learn about Discussions 2
Activity B3: Learn to Manage Problems During Discussions
Activity B4: Learn to Lead a Discussion
II. PRACTISING DISCUSSION SKILLS
Activity B5: Discuss and Advise
Activity B6: Discuss and Justify
Activity B7: Discuss and Construct
Activity B8: Discuss and Evaluate
Activity B9: Discuss and Plan
Activity B10: Develop Others' Viewpoints
Activity B11: Offer Alternative Viewpoints
Activity B12: Explore Ideas Together
Activity B13: Discuss and Elaborate
Activity B14: Discuss and Propose
Activity B15: Discuss, Demonstrate and Observe
Activity B16: Discuss and Select
C. Learning about Spoken Discourse and Language
I. DISCOURSE STRUCTURE ACTIVITIES
Activity C1: Structure of a Casual Conversation
Activity C2: Structure of a Narrative
Activity C3: Structure of an Explanation Text
Activity C4: Structure of a Formal Conversation: Survey Interview
Activity C5: Structure of a Recount
Activity C6: Structure of a Procedure Text
Activity C7: Structure of an Information Report
Activity C8: Structure of an Expository Text
Activity C9: Making Speeches in Class Debates
II. LANGUAGE KNOWLEDGE ACTIVITIES
Activity C10: Language for Talking about the Future
Activity C11: Language for Conveying Preferences and Comparing
Activity C12: Transition Markers When Describing a Process
Activity C13: Language for Expressing Regrets
Activity C14: Language for Interrupting with Questions
Activity C15: Features of Spoken Language
Activity C16: Features of Spoken and Written Language
Activity C17: Features of Different Spoken Texts
D. Developing Metacognitive Knowledge and Strategy Use
I. PERSON AND TASK KNOWLEDGE
Activity D1: An Overview of Metacognitive Knowledge
Activity D2: Person Knowledge (Knowing about Myself)
Activity D3: Task Knowledge (Knowing about Speaking Tasks)
Activity D4: Task Knowledge (Cognitive Processes in Speaking 1)
Activity D5: Task Knowledge (Cognitive Processes in Speaking 2)
Activity D6: Task Knowledge (Monitoring and Evaluation)
Activity D7: Task Knowledge (Evaluating Speaking Performance)
Activity D8: Person and Task Knowledge (Self-Evaluation and Planning)
II. STRATEGY KNOWLEDGE AND STRATEGY USE
Activity D9: Strategy Knowledge (Knowing Which Strategies to Use)
Activity D10: Learning about Communication Strategies
Activity D11: Strategies for Presenting and Asking Presenters Questions
Activity D12: A Proficient L2 Speaker's Strategies
Activity D13: Sharing Experiences of Strategy Use
Activity D14: Sharing Plans for Strategy Use
Activity D15: Demonstrating and Observing Strategy Use
3 From Application to Implementation
Introduction
A. Planning Lessons for L2 Speaking
1. Fluency Activities
2. Language-Focused Activities
3. Metacognitive Activities
B. The Teaching Speaking Cycle
C. Lesson Planning with the Teaching Speaking Cycle
1. Sample TSC Plan 1
2. Sample TSC Plan 2
3. Sample TSC Plan 3
4. Planning Your Own Teaching Speaking Cycle
4 From Implementation to Research
Introduction
A. Teachers Inquiring into Your Own Practice
B. Inquiry Tasks
1. Doing Inquiry in a Group
2. Doing Inquiry on Your Own
3. Questions to Ask
C. Inquiry Projects
1. Topics of Inquiry Focus
2. Considerations When Planning an Inquiry Project
3. Inquiry Tools and Procedures
Conclusion and Final Thoughts
Appendix A: Three Types of Metacognitive Knowledge about L2 Speaking from
Learners' Perspectives
Appendix B: Communication Strategies for L2 Speaking
Appendix C: Themes and Topics for Speaking Activities
Appendix D: Language Items to Support Speaking Activities
References
Index