Christine C. M. Goh – författare

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 well as researchers interested in the teaching and development of second language speaking.

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 well as researchers interested in the teaching and development of second language speaking.

Now in its second edition, this reader-friendly text offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition.

This book advocates a learner-oriented approach to teaching listening that focuses on the process of learning to listen. It applies theories of metacognition and language comprehension to offer sound and reliable pedagogical models for developing learner listening inside and outside the classroom. To bridge theory and practice, the book provides teachers with many examples of research-informed activities to help learners understand and manage cognitive, social, and affective processes in listening.

Comprehensively updated with new research and references, the new edition includes additional and expanded discussions of many topics, including metacognition in young learners, working memory, and a L2 listening systems model. It remains an essential text on L2 listening pedagogy, theory, and research.

Now in its second edition, this reader-friendly text offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition.

This book advocates a learner-oriented approach to teaching listening that focuses on the process of learning to listen. It applies theories of metacognition and language comprehension to offer sound and reliable pedagogical models for developing learner listening inside and outside the classroom. To bridge theory and practice, the book provides teachers with many examples of research-informed activities to help learners understand and manage cognitive, social, and affective processes in listening.

Comprehensively updated with new research and references, the new edition includes additional and expanded discussions of many topics, including metacognition in young learners, working memory, and a L2 listening systems model. It remains an essential text on L2 listening pedagogy, theory, and research.