International Perspectives on Teaching the Four Skills in ELT

1. Front Matter

   Pages i-xiv

   PDF

2. Teaching the Four Language Skills: Themes and Issues

   • Anne Burns, Joseph Siegel

   Pages 1-17

3. Listening

   1. Front Matter

      Pages 19-19

      PDF

   2. What Teachers Say About Listening and Its Pedagogy: A Comparison Between Two Countries

      • Denise Santos, Suzanne Graham

      Pages 21-35

   3. L2 Listening in China: An Examination of Current Practice

      • Willy A. Renandya, Guangwei Hu

      Pages 37-50

   4. The Development of a Listening Course for Japanese University Students

      • Michael McAuliffe, Gavin Brooks

      Pages 51-63

   5. Listening Instruction for ESP: Exploring Nursing Education Where English is a Lingua Franca

      • M. Gregory Tweedie, Robert C. Johnson

      Pages 65-77

4. Speaking

   1. Front Matter

      Pages 79-79

      PDF

   2. ‘I Can Talk About a Lot of Things in the Other Language but not in English’: Teaching Speaking Skills in Cameroon Primary Schools

      • Achu Charles Tante

      Pages 81-95

   3. Inquiry Dialogue: A Genre for Promoting Teacher and Student Speaking in the Classroom

      • Philip Chappell

      Pages 97-110

   4. Teaching Dialogic Speaking Strategies in a Canadian EAP Program

      • Winnie Pang, Michael Burri

      Pages 111-124

   5. Teaching Conversational English to Adult Learners via Skype: A Russian Perspective

      • Olga Kozar

      Pages 125-137

5. Reading

   1. Front Matter

      Pages 139-139

      PDF

   2. Supporting Elementary Students’ Reading Through Authentic Literature for Children

      • Olga Vraštilová

      Pages 141-152

   3. Teaching Reading to Encourage Critical Thinking and Collaborative Work

      • Sri Rejeki Murtiningsih, Winda Hapsari

      Pages 153-165

   4. Reading Communities: Developing Autonomy in an ESL Academic Reading Course

      • Gordon Blaine West

      Pages 167-178

   5. Reading as a Social Practice for Adult Migrants: Talk Around Text

      • Kevin Roach

      Pages 179-190

6. Writing

   1. Front Matter

      Pages 191-191

      PDF

   2. Promoting Descriptive Writing Through Culturally Relevant Literature

      • Rawia Hayik

      Pages 193-203

   3. Using Corrective Feedback on Writing to Enhance Vietnamese Learners’ Autonomy

      • Nhu Luan Pham, Noriko Iwashita

      Pages 205-218

This book offers a range of perspectives and insights from around the world on the teaching and learning of listening, speaking, reading and writing. It brings together contributors from across six continents, who analyse a wide range of teaching and learning contexts, including primary, secondary, tertiary, private, and adult ESL/EFL classes. In doing so, they provide locally relevant accounts that nonetheless resonate with other contexts and wider concerns. This informative and practical edited collection will appeal to students and scholars who are interested in the four building blocks of language learning, as well as language education and teacher education.

• TEFL
• TESOL
• pedagogy
• regional differences
• autonomous learning
• english

“After reading it my expectations were fulfilled and I closed the book with many new ideas that had caught my attention. … this volume provides the reader with an idea of how different perspectives and approaches are possible when tackling teaching problems and how these innovations might be implemented across contexts. This volume may be interesting for teacher-educators … . It might also be attractive to teacher researchers, as it could prove a practical resource for their own research projects.” (María Fernanda Rojas, Argentinian Journal of Applied Linguistics, Vol. 7 (2), November, 2019)

“A fascinating collection of testimonies from English teachers all over the world and their experiences on teaching the four skills. … International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing is a compelling read for both novice English teachers and experienced ones. … this volume is highly recommendable and a good read.” (Carla Florencia Lescano, Argentinian Journal of Applied Linguistics, Vol. 7 (1), May, 2019)

• University of New South Wales, Sydney, Australia

  Anne Burns

• Örebro University, Örebro, Sweden

  Joseph Siegel

Anne Burns is Professor of TESOL at the University of New South Wales, Australia, and Professor Emerita, at Aston University, UK. She has published extensively on teaching speaking, action research and language teacher education. 



Joseph Siegel is Senior Lecturer in the School of Humanities, Education and Social Science at Örebro University, Sweden. His research interests include action research, listening pedagogy, contextual education comparisons and pragmatic interaction. 

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