Abstract
This introductory discussion prefaces the chapters in this volume by surveying some key theoretical and practical insights into the teaching of the four language skills of listening, speaking, reading and writing. This chapter highlights the importance of contextually based teaching practices and innovations at the local level as well as the increasing incorporation of bottom-up and metacognitive abilities as they apply to the four skills.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). The Longman grammar of spoken and written English. New York: Longman.
Burns, A. (2016). Functional approaches to teaching grammar. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages (pp. 84–105). New York: Routledge.
Burns, A. & Seidlhofer, B. (2010). Speaking and pronunciation. In N. Schmitt (Ed.), An introduction to applied linguistics. (2nd ed., pp. 197–214). London: Hodder Education.
Carrell, P., & Grabe, W. (2010). Reading. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed., pp. 215–231). London: Hodder Education.
Cauldwell, R. (2013). Phonology for listening: Teaching the stream of speech. Birmingham, UK: Speech in Action.
Connor, U. (2004). Intercultural rhetoric research: Beyond texts. Journal of English for Academic Purposes, 3, 291–304.
Day, R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2): 294–301.
Derewianka, B. (2014). Supporting students in the move from spoken to written language. In A. Mahboob & L. Barratt (Eds.), Englishes in multilingual contexts: Language variation and education (pp. 165–181). Dordrecht, Netherlands: Springer.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 6(2), 97–107.
Ferris, D. (2002). Treatment of errors in second language student writing. Ann Arbor: University of Michigan Press.
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge: Cambridge University Press.
Freebody, P. & Luke, A. (2003). Literacy as engaging with new forms of life: The four roles model. In G. Bull & M. Anstey (Eds.), The literacy lexicon (2nd ed., pp. 51–66). Sydney: Pearson.
Goh, C. M. M., & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
Grabe, W. & Stoller, F. (1997). Reading and vocabulary development: A case study. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 98–121). Cambridge: Cambridge University Press.
Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for Academic Purposes teaching and learning. TESOL Journal, 4(1), 9–24.
Hammond, J., & Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 186–193). New York: Cambridge.
Harmer, J. (2015). The practice of English language teaching (5th ed.). London: Pearson.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131.
Hinkel, E. (2010). Integrating the four skills: Current and historical perspectives. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (2nd ed., pp. 110–126). Oxford: Oxford University Press.
Hirvela, A. R. (2013). Connecting reading and writing in second language writing instruction. Michigan: University of Michigan Press.
Jalongo, M. R., & Isenberg, J. P. (1995). Teachers’ stories: From personal narrative to professional insight. San Francisco: Jossey-Bass.
Janzen, J. (2007). Preparing teachers of second language readers. TESOL Quarterly, 41(4), 707–729.
Jones, R., & Richards, J. C. (2015). Creativity in language teaching. New York: Routledge.
Larsen-Freeman, D. (1990). On the need for a theory of language teaching. In J. Alatis (Ed.), Linguistics, language teaching and language acquisition: The interdependence of theory, practice and research. Washington: Georgetown University Press.
Lee, I. (2005). Error correction in the L2 writing classroom: What do students think? TESL Canada Journal, 22(2), 1–16.
Lynch, T., & Mendelsohn, D. (2010). Listening. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed., pp. 180–196). London: Hodder Education.
Maley, A., & Peachey, N. (Eds.), (2015). Creativity in the English language classroom. London: The British Council.
McCarthy, M., & Carter, R. (1994). Language as discourse: Perspectives for language teaching. Cambridge: Cambridge University Press.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(59), 82.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.
Nation, I. S. P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27(1), 136–145.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.
Newton, J. (2009). Listening in the language classroom: Opportunity standards for effective pedagogy. Modern English Teacher, 18(3), 52–58.
Newton, J. (2016). Language teaching skills. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 428–440). New York: Routledge.
Nunan, D. (1989). Task-based language teaching. Cambridge: Cambridge University Press.
Reid, J. (2001). Writing. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 28–33). New York: Cambridge.
Richards, J. C., & Burns, A. (2012). Tips for teaching listening. New York: Pearson.
Rost, M. (2001). Teaching and researching listening (2nd ed.). Harlow: Longman.
Rost, M., & Wilson, J. J. (2013). Active listening. Harlow: Pearson Education.
Scrivener, J. (2012). Learning teaching: The essential guide to English language teaching (3rd ed.). Oxford: Macmillan Education.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
Siegel, J. (2015). Exploring listening strategy instruction through action research. Basingstoke: Palgrave Macmillan.
Thornbury, S. (2012). Speaking instruction. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 198–206). New York: Cambridge University Press.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210.
Vandergrift, L., & Goh, C. M. M. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge.
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.
Willis, J. (1996). A framework for task-based learning. London: Longman.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308–328.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Burns, A., Siegel, J. (2018). Teaching the Four Language Skills: Themes and Issues. In: Burns, A., Siegel, J. (eds) International Perspectives on Teaching the Four Skills in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63444-9_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-63444-9_1
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-63443-2
Online ISBN: 978-3-319-63444-9
eBook Packages: Social SciencesSocial Sciences (R0)