Marnie Reed – författare

This book is more than a collection of activities or ready-made lesson plans to add to a teaching repertoire. Instead, Goal-Driven Lesson Planning is intended to empower teachers and help them create a principled framework for their teaching—a framework that will shape the varied activities of the ESL classroom into a coherent teaching and learning partnership. After reading this book, teachers and prospective teachers will be able to articulate their individual teaching philosophies.Goal-Driven Lesson Planning shows readers how to take any piece from English language materials—an assigned text, a random newspaper article, an ESL activity from a website, etc.—and use it to teach students something about language. Readers are walked through the process of reflecting on their role in diagnosing what that “something” is—what students really need—and planning how to get them there and how to know when they got there in a goal-driven principled manner.This book has chapters on the theory of setting specific language goals for students; how to analyze learner needs (including an initial diagnostic and needs-analysis); templates to use when planning goal-driven English language lessons; explicit instruction on giving corrective feedback; how to recognize and assess student progress; and the mechanics and logistics that facilitate the goal-driven language classroom.

This Element explores ways in which language teachers, especially teachers of English, can benefit from knowledge of phonetics. It also offers recommendations for introducing and improving pronunciation teaching in the classroom. While hoping that this Element is useful to instructors of all languages, the majority of the examples comes from North American English (NAE) and the English language classroom. At the same time, the Element acknowledges that English language teaching is rather different from the teaching of other languages, since nowadays, most interactions around the world in English do not involve a native speaker, and use of English as a lingua franca (ELF) has become widespread. Teachers of English should be aware that their students may not want to mimic all aspects of native-speaker pronunciation; since some native-speaker patterns of speech, such as the extensive simplification and omission of sounds may not be helpful in enhancing intelligibility.

The Handbook of English Pronunciation presents a comprehensive exploration of English pronunciation with essential topics for applied linguistics researchers and teachers, including language acquisition, varieties of English, historical perspectives, accent’s changing role, and connections to discourse, technology, and pedagogy. Provides thorough descriptions of all elements of English pronunciationFeatures contributions from a global list of authors, reflecting the finest scholarship availableExplores a careful balance of issues and topics important to both researchers and teachersProvides a historical understanding of the importance of pronunciation and examines some of the major ways English is pronounced today throughout the worldConsiders practical concerns about how research and practice interact in teaching pronunciation in the classroom

The Handbook of English Pronunciation presents a comprehensive exploration of English pronunciation with essential topics for applied linguistics researchers and teachers, including language acquisition, varieties of English, historical perspectives, accent’s changing role, and connections to discourse, technology, and pedagogy. Provides thorough descriptions of all elements of English pronunciationFeatures contributions from a global list of authors, reflecting the finest scholarship availableExplores a careful balance of issues and topics important to both researchers and teachersProvides a historical understanding of the importance of pronunciation and examines some of the major ways English is pronounced today throughout the worldConsiders practical concerns about how research and practice interact in teaching pronunciation in the classroom

Essential insights and strategies for teaching and researching second language listening comprehension skills The Handbook of Second Language Listening provides comprehensive and authoritative coverage of the processes, challenges, and pedagogy of second language (L2) listening. Designed for researchers, teacher educators, and classroom practitioners, this volume presents a systematic examination of how L2 learners perceive and interpret spoken language across diverse contexts and discusses how instruction can better support the listening process. The Handbook addresses a broad range of topics essential to understanding and teaching L2 listening, including perceptual foundations, the influence of prosody, speech perception, listening assessment, and metacognitive strategy use. Chapters by leading scholars and emerging voices in applied linguistics bridge theory and practice by offering evidence-based insights into listener variability, instructional design, and the interface between listening and pronunciation. This book brings attention to topic areas often overlooked, such as decolonial theory in listening research and the impact of orthography on perception. Equipping educators and scholars with the tools needed to understand L2 listening as both a cognitive process and a teachable skill, the Handbook of Second Language Listening: Integrates current findings from phonetics, psycholinguistics, and applied linguistics Connects theoretical models of perception and processing with classroom-based applicationsAddresses foundational and emerging topics, from phonetic decoding comprehension of spoken academic discourseIncludes dedicated sections on technology-enhanced assessment and instructionCovers key pedagogical challenges such as listening in noise, processing of prosody, and strategy instructionProvides practical frameworks for evaluating and designing L2 listening tasksThe Handbook of Second Language Listening is ideal for graduate-level courses in TESOL and Applied Linguistics, including Second Language Acquisition, Listening Pedagogy, and Language Assessment, which are core to MA TESOL and Linguistics programs. It is also a critical reference for researchers, teacher educators, curriculum designers, and language assessment specialists.