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Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students.

Teaching ESL/EFL Listening and Speaking, and its companion text, Teaching ESL/EFL Reading and Writing, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring

• easily applied principles,
• a large number of useful teaching techniques, and
• guidelines for testing and monitoring.

All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.

• Sales Rank: #157281 in Books
• Published on: 2008-08-15
• Released on: 2008-10-15
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .51" w x 6.00" l, .70 pounds
• Binding: Paperback
• 224 pages

About the Author

I.S.P. Nation is Professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University in Wellington, New Zealand.

Jonathan Newton is a senior lecturer in the School of Linguistics and Applied Language Studies, Victoria University in Wellington, New Zealand.

 

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18 of 19 people found the following review helpful.
A relatively useful guide to listening/speaking activities
By newzild
This book and its companion volume (Teaching ESL/EFL Reading and Writing) were the core texts of two courses I took for my MA Applied Linguistics. The central tenet of the books is that EFL/ESL classroom learning should consist of equal amounts of the "four strands" of language learning - meaningful input, meaningful output, fluency, and direct attention to language items.

Compared with the other required texts I read while completing my MA, this book is highly pedagogically relevant (ie: some of the suggestions appear to be actually useful for classroom teachers).

The book contains a lot of suggestions for teachers in terms of tasks and activities. It gives a brief description of the research that underpins the suggestions and also suggests further reading material that might prove useful for writing essays and assignments at university level.

Having said that, I have found that I've used very few of the suggestions in my job as an EFL teacher at a South Korean elementary school. The reason is that the book focuses on specific tasks and activities, rather than explaining how to develop lesson plans that incorporate those tasks/activities. In other words, the book has a narrow focus.

I think this is an excellent book for academic courses and teachers who want some ideas for activities, but somewhat less useful for teachers seeking an overall guide to effective EFL/ESL teaching.

6 of 6 people found the following review helpful.
Excellence in Teaching ESL/EFL Listening and Speaking
By L. G. Sincebaugh
I bought this book because I had previously bought Nation's book, How to Teach Vocabulary, which is how I found out about this book. This book is a welcome anomaly, because it is very well written, and it clearly interrelates and explains a great deal of the theory behind the teaching suggestions as well as how to apply the theories in terms of the techniques, which I imagine Nation and his students spent a great deal of time coming up with, trying out and fine tuning. Nation organized this book around the four strands, as he calls them, which are the "parts and goals of a speaking course:" Meaning-focused input: Learning through Listening and Reading, Meaning-focused Output: Learning through Speaking and Writing, Language-focused Learning, and Becoming Fluent in Listening, Speaking, Reading and Writing. The four strands is a refreshing and different way of approaching language teaching and learning, which I think if you take the time to read carefully and to apply, that this book will prove to be a valuable addition to your teaching library, even if only for the voluminous teaching ideas and techniques sprinkled liberally but carefully throughout this book. In short, this is an excellent book on teaching ESL/EFL because it shows you, a teacher, that you don't have to throw the baby out with the bath water in order to be an innovative, well-prepared and effective teacher.

21 of 21 people found the following review helpful.
A must-buy for all ESL/EFL teachers
By Monica M. Roberts
This book is very cool for ESL/EFL teachers of all backgrounds because the language has been kept simple and is free from academic jargon. I read it from cover-to-cover and will use it to plan lessons in an English language school in Japan. I lent this book to a friend at a Japanese university and he found it very useful too. His colleagues gave him good feedback on it - a couple of them occasionally grab it to gain quick ideas for lessons that require little planning and few resources. This book is unlike many practical listening and speaking textbooks because it is based on sound ESL/EFL theory. It is also unlike many academic textbooks because it contains lots of practical suggestions. The balance between theory and practice is nice. I can`t wait to get the accompanying reading and writing book.

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First published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.

• Sales Rank: #6547001 in Books
• Published on: 2006-02-22
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .75" w x 5.98" l, 1.11 pounds
• Binding: Hardcover
• 276 pages

About the Author
Carolyn Daniel teaches children's literature at Monash University. This is her first book.

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1 of 1 people found the following review helpful.
Not fully digested...
By Kristiana W
Carolyn Daniel's Voracious Children: Who Eats Whom in Children's Literature examines how representations of food and appetite enculturate children, not only as literal consumers, but more significantly as partakers of society. She argues that in learning what to eat, how much of it, and in what manner, young readers learn what it means to be, alternately, a human, a well-behaved child, a boy, a girl, a citizen, an economic subject, and eventually a properly socialized adult.

Daniel's writing is lucid and accessible; her authorial voice is engaging, albeit frequently hesitant. There is much to like about this book, not least the tour of beloved children's classics. Scholars of children's literature, who tend to start out as bookish kids, will enjoy becoming reacquainted with old favorites like A.A. Milne, Enid Blyton, and Roald Dahl, as well as more recent additions from Philip Pullman and J.K. Rowling. (This is assuming that learning of seduction in C.S. Lewis or cannibalism in Lewis Caroll does not rub the bloom off their nostalgia.)

It is in the analysis of children's literature itself that Daniel is on her surest footing. She breaks down scenes from The Lion, The Witch and the Wardrobe or Charlotte's Web persuasively and confidently. However, it never becomes clear whether she is bringing discourses on food and body to bear on children's literature, or using her literary analyses to reinforce other people's theories. Most significantly, while she often establishes that the content of children's books fits neatly into adult discourses on hunger, body, and the psychological and cultural implications thereof, she never proves what the children's books can bring to the table. She uses her primary texts as good examples of developed theories, but there's little within her chosen texts that seems to complicate or question those theories.

Well-read academics will likely find the explanations of Freud's theories about oral fixations, or Bakhtin's notions of the carnivalesque, repetitive and unnecessary. For the lay reader, though, Daniel does synthesize such foundational ideas clearly and concisely. The issue is whether that synthesis leaves room for much original work. Daniel devotes so much effort to establishing herself within authoritative discourses that she ends up adding very little to the conversation.

To use Daniel's own metaphor, that "writing is also about the consumption of material, ideas and words from outside, digesting and reconstructing them," (213) her book is not fully digested. Her use of outside scholarship never feels entirely comfortable. The introduction is a brisk round-up of all the usual suspects of the social sciences-- Foucault, Lacan, Bakhtin, Butler--but Daniel relies on their best known works and most famous quotes.

There is a suggestion through the book that--whatever Daniel's intended thesis is--her real goal is to validate children's literature as a source of rich and too-often overlooked information about culture, psychology, and prevailing attitudes towards gender and body. I agree with this wholeheartedly, but considering the likely audience of the book, such assurances seem unnecessary. All told, Voracious Children is a well-written, engaging, and eminently readable book--but it left me hungry for the more confident and mature critical work the author is clearly capable of.

0 of 0 people found the following review helpful.
While there were bits that I found interesting in this ...
By Eric K. Taylor
While there were bits that I found interesting in this book, I found the style at times academic and awkward. In addition, the interpretations of children's books were rooted in Freudian ideology, so that for example, the taste of the fruits in Aslan's country is not discussed either in terms of the actual food description itself nor in terms of Lewis's Christian world view, but rather as "a hedonistic scenario redolent of the primal relationship," and, "that in psychoanalytic terms they have 'reached the True Breast'" (92). In addition, at least some quotes were taken out of context to support the author's perspective. For example, the author cites Katz in support of the food being a "substitute for sex" (81), but the author's context focuses on fetishes and "fictional food as a focus of childhood sexual desire" (81), but in Katz the context is that sometimes food functions for children as sex does for adults, not that there is something inherently sexual about food. Katz really didn't support the point but was used as an extra quote to bolster the author's shaky footing. The result was that, amidst some valid points, there was much that was read into the texts rather than drawn out, and much that was important that went unmentioned. The slim pickings at this table suggest that, if food in children's lit is your taste, you'd rather dine elsewhere.

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Tourism is arguably one of the largest self-initiated commercial interventions to create well-being and happiness on the entire planet. Yet there is a lack of specific attention to the ways in which we can better understand and evaluate the relationship between well-being and travel. The recent surge of scholarly work in positive psychology concerned with human well-being and flourishing represents a contemporary force with the potential to embellish and augment much current tourism study. This book maps out the field and then draws links between tourists, tourism and positive psychology. It discusses topics such as the issue of excess materialism and its fragile relationship with well-being, the value of positive psychology to lifestyle businesses, and the insights of the research field to spa and wellness tourism. This volume will interest those who study and practise tourism as well as scholars and graduate students in a range of disciplines such as psychology, sociology, business and leisure.

• Sales Rank: #11557509 in Books
• Published on: 2010-07-26
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .56" w x 5.98" l, .0 pounds
• Binding: Hardcover
• 242 pages

About the Author

Philip Pearce is a Foundation Professor of Tourism at James Cook University in Townsville, Australia and was appointed the First Professor of Tourism in Australia.

Sebastian Filep is a Research Fellow in Travel and Wellbeing at the Centre for Tourism and Services Research of Victoria University in Melbourne, Australia.

Glenn Ross is an Adjunct Professor of Tourism at James Cook University.

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Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for policy makers, analysts, and practitioners. The research examines a range of topics of interest to scholars and professionals including: purposes of Higher Education, administrative leadership, athletics, diversity, student activism, social class, the history of women in postsecondary institutions, and quality and science in the globalized university.

Students enrolled in Higher Education and Educational Policy programs will find this book offers them tools for thinking differently about policy analysis and educational practice. Higher Education faculty, managers, deans, presidents, and policy makers will find this book contributes significantly to their own policy analysis, practice, and discourse.

Elizabeth J. Allan is an Associate Professor of Higher Education at the University of Maine where she is also an affiliated faculty member with the Women’s Studies program.

Susan V. Iverson is an Assistant Professor of Higher Education Administration & Student Personnel at Kent State University where she is also an affiliated faculty member with the Women’s Studies Program.

Rebecca Ropers-Huilman is a Professor of Higher Education at the University of Minnesota.

• Sales Rank: #6339254 in Books
• Published on: 2009-10-08
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .80" w x 6.00" l, 1.10 pounds
• Binding: Hardcover
• 272 pages

Review
"Timothy Costelloe sets two tasks for himself in his thought-provoking Aesthetics and Morals in the Philosophy of David Hume: to make a contribution to our understanding of Hume's aesthetics, and then to use that contribution to throw light on Hume's theory of morals. Costelloe is a graceful writer with an impressive grasp of the whole of Hume's corpus. He is consistently engaging, his interpretations are consistently suggestive, and the comparisons that his powerful grasp of Hume's writings allow him to make are consistently striking." -- James Shelley, Department of Philosophy, Auburn University

About the Author

Elizabeth J. Allan is an Associate Professor of Higher Education at the University of Maine where she is also an affiliated faculty member with the Women’s Studies program.

Susan V. Iverson is an Assistant Professor of Higher Education Administration & Student Personnel at Kent State University where she is also an affiliated faculty member with the Women’s Studies Program.

Rebecca Ropers-Huilman is a Professor of Higher Education at the University of Minnesota.

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>> Ebook Download Philosophy Through Video Games, by Jon Cogburn, Mark Silcox

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How can Wii Sports teach us about metaphysics?

Can playing World of Warcraft lead to greater self-consciousness?

How can we learn about aesthetics, ethics and divine attributes from
Zork, Grand Theft Auto, and Civilization?

A variety of increasingly sophisticated video games are rapidly overtaking books, films, and television as America's most popular form of media entertainment. It is estimated that by 2011 over 30 percent of US households will own a Wii console - about the same percentage that owned a television in 1953.

In Philosophy Through Video Games, Jon Cogburn and Mark Silcox - philosophers with game industry experience - investigate the aesthetic appeal of video games, their effect on our morals, the insights they give us into our understanding of perceptual knowledge, personal identity, artificial intelligence, and the very meaning of life itself, arguing that video games are popular precisely because they engage with longstanding philosophical problems.

Topics covered include:

* The Problem of the External World

* Dualism and Personal Identity

* Artificial and Human Intelligence in the Philosophy of Mind

* The Idea of Interactive Art

* The Moral Effects of Video Games

* Games and God's Goodness

Games discussed include:

Madden Football, Wii Sports, Guitar Hero, World of Warcraft, Sims Online, Second Life, Baldur's Gate, Knights of the Old Republic, Elder Scrolls, Zork, EverQuest Doom, Halo 2, Grand Theft Auto, Civilization, Mortal Kombat, Rome: Total War, Black and White, Aidyn Chronicles

• Sales Rank: #1772310 in Books
• Published on: 2008-12-25
• Original language: English
• Number of items: 1
• Dimensions: 9.10" h x .60" w x 6.10" l, .70 pounds
• Binding: Paperback
• 216 pages

From School Library Journal
Cogburn (philosophy, Louisiana State Univ.) and Silcox (humanities & philosophy, Univ. of Central Oklahoma) note that philosophers have traditionally been depicted as "spacey dreamers" and that "it must be hard to imagine how the revelatory insights that philosophy is supposed to provide could be achieved while playing video games." To make this less difficult to imagine, the authors examine a large number of specific video games in terms of their possible philosophical implications. In each of seven chapters, they begin "by describing a philosophical puzzle that arises from reflection on some particular genre or species of video game," e.g., personal identity, theories of perception and phenomenalism, and how violent games affect users' ethical, moral, and aesthetic dilemmas. The final chapter deals with "what many philosophers regard as the most important philosophical question—'What is the meaning of life?'" Throughout, the pertinent thinking of many philosophers, both past and present, is thoughtfully considered. There has been an upsurge of interest in philosophy books dealing with pop culture subjects, and this book should be of interest to a large readership; highly recommended for all libraries.—Leon H Brody, Falls Church, VA
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

From the Author
Jon Cogburn (Author), Mark Silcox (Author)

About the Author
Jon Cogburn is Associate Professor of Philosophy at Louisiana State University.  Mark Silcox is Assistant Professor of Humanities and Philosophy at the University of Central Oklahoma.

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5 of 7 people found the following review helpful.
Great way to introduce philosophy
By Lee Braver
While many attempts to "make philosophy relevant" to beginners come across as forced and artificial, _Philosophy Through Video Games_ does an excellent job of showing how important philosophical problems naturally arise from thinking about video games. The issues discussed range from the very old to the cutting edge, some of which are sure to intrigue anyone who enjoys both video games and intensive reflection but has not been able to bring the two together in any meaningful way. Cogburn and Silcox are very good at explaining difficult issues clearly and helpfully, making them both understandable and important without presupposing any previous knowledge of philosophy.

Anyone looking for a new way to bring students into the oldest discipline should read this book. I plan on using it for a first-year course very soon.

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Themes of the American Civil War offers a timely and useful guide to this vast topic for a new generation of students. The volume provides a broad-ranging assessment of the causes, complexities, and consequences of America’s most destructive conflict to date. The essays, written by top scholars in the field, and reworked for this new edition, explore how, and in what ways, differing interpretations of the war have arisen, and explains clearly why the American Civil War remains a subject of enduring interest. It includes chapters covering four broad areas, including The Political Front, The Military Front, The Race Front, and The Ideological Front.

Additions to the second edition include a new introduction – added to the current introduction by James McPherson – a chapter on gender, as well as information on the remembrance of the war (historical memory). The addition of several maps, a timeline, and an appendix listing further reading, battlefield statistics, and battle/regiment/general names focuses the book squarely at undergraduates in both the US and abroad.

• Sales Rank: #977652 in Books
• Published on: 2009-08-08
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 6.00" w x .75" l, 1.31 pounds
• Binding: Paperback
• 424 pages

Review

"For college history professors who teach that the Civil War is more than just drums and guns, as I do, this book presents a nice introduction to the Civil War’s complexities. ... The 15 finely-crafted essays in this book ... offer fresh insight into important topics. They also include examinations of historiography that allow the reader to understand the genesis of particular debates."
– Jonathan A. Noyalas, Lord Fairfax Community College, Civil War News

About the Author

Susan-Mary Grant is Professor of American History at Newcastle University, UK. She is the author of The War for a Nation: The American Civil War (Routledge), and current editor of the journal American Nineteenth Century History.

Brian Holden Reid is Professor of American History and Military Institutions, King’s College London. He is the author of America's Civil War: The Operational Battlefield, 1861-1863 and Robert E. Lee: Icon for a Nation.

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Women, Girls, and Addiction is the first book on the efficacy of treatment approaches and interventions that are tailored to working with addicted women, and the first publication of any kind to provide a feminist approach to understanding the experience of addiction from the female perspective. Part I of the book provides an overview of feminist theory and addiction counseling, followed by an historical look at women and addiction (research, treatment, demographics). The three chapters in part two give an in-depth look at the biological, psychological, and social factors of the experience of addiction as unique in women. The final section of the book presents a series of chapters spanning the lifespan, which each feature age-specific special issues, treatment strategies, interventions, and commonly encountered topics in therapy with the population.

• Sales Rank: #1959288 in Books
• Published on: 2009-06-19
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .56" w x 5.98" l, 1.00 pounds
• Binding: Hardcover
• 202 pages

Review

In this landmark text, [the authors] have given a voice to a population and attention to a problem that heretofore has been overlooked, underserved, or inappropriately treated. Readers will find within these pages a wealth of ways to productively work with addicted women and girls. This book is both a first and a foremost contribution to the field of addiction. - Samuel T. Gladding, Wake Forest University, North Carolina, USA

In a field with no shortage of literature on addiction focused on men and boys, Women, Girls, and Addiction is crucial to developing effective helping approaches with women and girls. Briggs and Pepperell deliver a thorough and informative research- and practice-based exploration of addiction from a feminist perspective that takes into account various sociological, cultural and contextual realities that converge and interact. - Hugh C. Crethar, Oklahoma State University, USA 

As Cyndi Briggs and Jennifer Pepperell mention in this book, men and women differ on many levels, yet, for some reason, therapeutic treatment for them does not. This becomes problematic in treating females exhibiting addictive behaviors, as the current methods of treatment fail to focus on the relational and cultural aspects of women and the possible underlying reasons they suffer from substance or process addictions. Briggs and Pepperell offer empowering approaches of working with females across the lifespan in addictions treatment, taking into consideration the multifaceted contexts of women’s lives. A feminist perspective in working with women, particularly in addictions, has been needed in mental health! - Dr. Kelly L. Wester, University of North Carolina, USA

"The authors...have taken a refreshing approach to addiction counseling by unabashedly asserting their feminist perspective and integrating it throughout their discussion of counseling issues...well written and organized. To be commended for covering a wide range of topics, often in novel ways. This book provides a useful overview of critical and timely issues related to understanding and treating women and girls with addictive disorders." - Christine Grella, PsycCRITIQUES, Vol. 55, Release 15

About the Author
Winona State University, Minnesota, USA Minnesota State University, Mankato, USA

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Five Stars
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