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  • 1.
    Burns, Anne
    et al.
    University of New South Wales, Sydney, Australia.
    Siegel, JosephÖrebro University, School of Humanities, Education and Social Sciences.
    International Perspectives on Teaching the Four Skills in ELT2017Collection (editor) (Other academic)
  • 2.
    Burns, Anne
    et al.
    University of New South Wales, Sydney, Australia.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching the four language skills: Themes and issues2017In: International Perspectives on Teaching the Four Skills in ELT / [ed] Anne Burns, Joseph Siegel, Cham: Palgrave Macmillan, 2017, 1, p. 1-20Chapter in book (Other academic)
  • 3. Firth, Mark
    et al.
    Broadbridge, James
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Pragmatic development and study abroad: Building and maintaining competence2017In: TESOL Voices: Insider accounts of classroom life: Higher education / [ed] Tim Stewart, Alexandria, Virginia: TESOL Press , 2017, p. 81-90Chapter in book (Refereed)
  • 4. Nation, Paul
    et al.
    Benevides, Marcos
    Broadbridge, James
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Reading for Speed and Fluency: Book 12018 (ed. 2)Book (Other academic)
  • 5. Nation, Paul
    et al.
    Benevides, Marcos
    Broadbridge, James
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Reading for Speed and Fluency: Book 22018 (ed. 2)Book (Other academic)
  • 6. Nation, Paul
    et al.
    Benevides, Marcos
    Broadbridge, James
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Reading for Speed and Fluency: Book 32018 (ed. 2)Book (Other academic)
  • 7.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Did you take "good" notes?: On methods for evaluating student notetaking performance2018In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 35, p. 85-92Article in journal (Refereed)
  • 8.
    Siegel, Joseph
    Meiji Gakuin University, Tokyo, Japan.
    Exploring listening strategy instruction through action research2015Book (Other academic)
    Abstract [en]

    Listening in a second language is challenge for students and teachers alike. This book provides a personal account of an action research intervention involving listening strategy instruction that investigated the viability of this innovative pedagogy in the Japanese university context.

  • 9.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Identifying Action Research Needs: A Report from Sweden2018In: IATEFL Teacher training and education SIG newsletter, ISSN 2520-2642, no Spring, p. 6-8Article in journal (Other academic)
  • 10.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Identifying priorities for Action Research in Swedish EFL classrooms2019In: Klassrumsforskning och språk(ande) (Classroom research and language/languaging): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 (Papers from the ASLA symposium in Karlstad, 12–13 April, 2018) / [ed] Birgitta Ljung Egeland, Tim Roberts, Erica Sandlund, Pia Sundqvist, Karlstad: Karlstad University Press, 2019, Vol. 27, p. 259-278Conference paper (Refereed)
  • 11.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Learning Second Language Listening2018In: The Cambridge Guide to Learning English as a Second Language / [ed] Jack Richards and Anne Burns, Cambridge: Cambridge University Press , 2018Chapter in book (Refereed)
  • 12.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Listening for Gist2018In: The TESOL Encyclopedia of English Language Teaching, Hoboken, New Jersey: Wiley-Blackwell, 2018Chapter in book (Refereed)
  • 13.
    Siegel, Joseph
    Meiji Gakuin University, Tokyo, Japan.
    Listening vocabulary: Embracing forgotten aural features2016In: RELC Journal A Journal of Language Teaching and Research in Southeast Asia, ISSN 0033-6882, E-ISSN 1745-526X, Vol. 47, no 3, p. 377-386Article in journal (Refereed)
    Abstract [en]

    This article describes an innovation in the teaching and learning of vocabulary in English as a Foreign Language classes. Whereas vocabulary coverage in classrooms and textbooks traditionally focuses on lists of target words in printed form, this article promotes the notion of 'aural vocabulary' as an important part of 'knowing' words. It describes a set of activities used to improve learners' academic listening abilities and illustrates the activities by using the Academic Word List (Coxhead, 2000).

  • 14.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Notetaking in ELT: A focus on simplification2019In: The Language Teacher, ISSN 0289-7938, Vol. 43, no 3, p. 20-24Article in journal (Refereed)
  • 15.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Notetaking in English language teaching: Highlighting contrasts2019In: TESOL Journal, ISSN 0163-7479, E-ISSN 1949-3533, Vol. 10, no 1, article id UNSP e00406Article in journal (Refereed)
  • 16.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Researching Listening Through Action Research2018In: The TESOL Encyclopedia of English Language Teaching, Hoboken, New Jersey: Wiley-Blackwell, 2018Chapter in book (Refereed)
  • 17.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching lecture notetaking with authentic materials2019In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, no 2, p. 124-133Article in journal (Refereed)
    Abstract [en]

    Authentic materials such as TED Talks have become an everyday presence in the ELT classroom, often for practice listening and taking notes. However, teachers can struggle to teach the sub-skills that are involved in notetaking, and instead often simply tell students to ‘take notes’. This approach lacks the scaffolding required for the complex activity. When unpredictable and loosely structured authentic materials are used for notetaking, students can be overwhelmed and teachers left with few pedagogic ideas. To address the need for pedagogy for teaching notetaking with authentic materials, this paper reports a project that introduced a four-step pedagogic sequence in conjunction with TED Talks to upper secondary school students in Sweden. Analysis of pre- and post-intervention comprehension tests and samples of notes suggests that the sequence has positive effects, particularly regarding the quantity of notes recorded. The paper describes and provides justification for each step of the approach and discusses the pedagogic implications.

  • 18.
    Siegel, Joseph
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching top-down and bottom-up strategies2018In: The TESOL Encyclopedia of English Language Teaching, Hoboken, New Jersey: Wiley-Blackwell, 2018Chapter in book (Refereed)
  • 19.
    Siegel, Joseph
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Broadbridge, James
    J. F. Oberlin University, Machida, Tokyo, Japan.
    Firth, Mark
    J. F. Oberlin University, Machida, Tokyo, Japan.
    Saying it 'just right': Teaching for pragmatic success in ELT2019In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, no 1, p. 31-40Article in journal (Refereed)
    Abstract [en]

    This paper helps to address the need for improvement related to the teaching of pragmatic abilities in the ELT classroom. Some of the issues surrounding direct pragmatic instruction are discussed with regard to teachers’ and learners’ roles and expectations. The paper is part of an ongoing research project that practically applies key components of Grice’s maxims and the use of speech acts for consciousness raising and instruction. The authors promote a pragmatic continuum that encourages learners to assess and reflect on their pragmatic abilities. Examples are given to demonstrate its utility for instructors at a variety of levels to enhance learners’ spoken pragmatic ability.

  • 20.
    Siegel, Joseph
    et al.
    Meiji Gakuin University, Tokyo, Japan.
    Broadbridge, James
    Firth, Mark
    Teach your students a lesson about threats2016In: Back to Basics: Filling the gaps in pragmatics teaching materials / [ed] Donna Tatsuki & Donna Fujimoto, N/A , 2016, p. 98-107Chapter in book (Refereed)
  • 21.
    Siegel, Joseph
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Burns, Anne
    University of New South Wales, Sydney, Australia.
    Future directions for the four skills2017In: International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing / [ed] Anne Burns, Joseph Siegel, Cham: Palgrave Macmillan, 2017, 1, p. 249-254Chapter in book (Other academic)
1 - 21 of 21
CiteExportLink to result list
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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  • text
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