Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18680
Title: Research into practice: Scaffolding learning processes to improve speaking performance
Authors: Goh, Christine Chuen Meng
Issue Date: 2017
Citation: Goh, C. C. M. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching, 50(2), 247-260. https://doi.org/10.1017/S0261444816000483
Abstract: This article is a personal view of the application of results from three areas of research that I believe are relevant to developing second language speaking in the classroom: task repetition, pre-task planning and communication strategies. I will discuss these three areas in terms of levels of research application - where research is not applied well (task repetition), where it is reasonably well applied (pre-task planning), and where it may have been over-applied (communication strategies). For each area I briefly review the relevant research to highlight how teachers can potentially apply the research findings to scaffold learning processes in speaking. I will also suggest how much of the research is getting through to teachers and being taken up in day-to-day teaching of English. I draw mainly on my own extensive experience as a teacher educator for over 20 years working with pre-service English teachers of bilingual students in Singapore schools and in-service teachers attending professional development courses or pursuing Master's degree studies, as well as College EFL teachers from the People's Republic of China receiving postgraduate teaching certification in ELT and higher degree qualifications in my university each year. I will also include some observations about classroom practice based on a survey of selected course books.
Description: This is the final draft, after peer-review, of a manuscript published in Language Teaching. The published version is available online at https://doi.org/10.1017/S0261444816000483
URI: http://hdl.handle.net/10497/18680
ISSN: 0261-4448 (print)
1475-3049 (online)
Other Identifiers: 10.1017/S0261444816000483
Appears in Collections:Journal Articles

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