TY  - BOOK
AU  - Alcón Soler,Eva
AU  - Burns,Anne
AU  - Bygate,Martin
AU  - Cumming,Alister
AU  - Dalton-Puffer,Christiane
AU  - Ediger,Anne M.
AU  - Field,Mary Lee
AU  - Grabe,William
AU  - Hughes,Rebecca
AU  - Johns,Ann M.
AU  - Kroll,Barbara
AU  - Lynch,Tony
AU  - Martínez-Flor,Alicia
AU  - Mendelsohn,David J.
AU  - Palmer-Silveira,Juan C.
AU  - Rost,Michael
AU  - Tribble,Christopher
AU  - Usó-Juan,Esther
AU  - White,Goodith
AU  - Williams,Eddie
TI  - Current Trends in the Development and Teaching of the four Language Skills
T2  - Studies on Language Acquisition [SOLA] ,
SN  - 9783110189681
AV  - P51 
U1  - 418/.007 22
PY  - 2008///]
CY  - Berlin, Boston : 
PB  - De Gruyter Mouton, 
KW  - Language and languages
KW  - Study and teaching
KW  - Angewandte Linguistik
KW  - Sprachdidaktik
KW  - Zweitspracherwerb
KW  - Zweitspracherwerbsforschung
KW  - LANGUAGE ARTS & DISCIPLINES / Linguistics / General
KW  - bisacsh
KW  - Second language acquisition
KW  - applied linguistics
KW  - language teaching
KW  - second language acquisition research
N1  - Frontmatter --; Contents --; Section I Theoretical perspectives on language --; learning and teaching --; Approaches to language learning and teaching: --; Towards acquiring communicative competence through the four --; skills --; Section II Listening --; Towards acquiring communicative competence through --; listening --; Areas of research that influence L2 listening --; instruction --; Learning how to listen using learning --; strategies --; Academic listening: Marrying top and bottom --; Teaching listening: Time for a change in --; methodology --; Section III Speaking --; Towards acquiring communicative competence through --; speaking --; Areas of research that influence L2 speaking --; instruction --; Questions as strategies to encourage speaking in --; content-and-language-integrated classrooms --; Turn-taking awareness: Benefits for teaching --; speaking skills in academic and other contexts --; Teaching speaking: A text-based syllabus --; approach --; Section IV Reading --; Towards acquiring communicative competence through --; reading --; Areas of research that influence L2 reading --; instruction --; Developing strategic L2 readersƒ by reading for --; authentic purposes --; Finding a path to fluent academic and workplace --; reading --; Teaching reading: Individual and social --; perspectives --; Section V Writing --; Towards acquiring communicative competence through --; writing --; Areas of research that influence L2 writing --; instruction --; Techniques for shaping writing course curricula: --; Strategies in designing assignments --; Written in, written out: Who sets the standards for --; academic writing? --; Teaching writing: Orienting activities to students --; goals --; Backmatter; restricted access; Issued also in print
N2  - Current Trends in the Development and Teaching of the four Language Skills builds connections from theory in the four language skills to instructional practices. It comprises twenty-one chapters that are grouped in five sections. The first section includes an introductory chapter which presents a communicative competence framework developed by the editors in order to highlight the key role the four skills play in language learning and teaching. The next four sections each represent a language skill: Section II is devoted to listening, Section III to speaking, Section IV to reading and Section V to writing. In order to provide an extensive treatment of each of the four skills, each section starts with a theoretical chapter which briefly illustrates advances in the understanding of how each skill is likely to be learned and taught, followed by four didactically oriented chapters authored by leading international specialists. These pedagogical chapters deal specifically with four key topics: 1) areas of research that influence the teaching of a particular skill; 2) an overview of strategies or techniques necessary for developing a particular skill; 3) an approach to the academic orientation of a particular skill, and 4) unique aspects of teaching each skill. Moreover, all chapters incorporate two common sections: pre-reading questions at the beginning of the chapter in order to stimulate readers' interest in its content, and a section entitled suggested activities at the end of the chapter in order to allow readers put the ideas and concepts presented into practice. The accessible style and practical focus of the volume make it an ideal tool for teachers, teacher trainers, and teacher trainees who are involved in teaching the four language skills in a second or foreign language context
UR  - https://doi.org/10.1515/9783110197778
UR  - https://www.degruyter.com/isbn/9783110197778
UR  - https://www.degruyter.com/document/cover/isbn/9783110197778/original
ER  -