This book combines up-to-date listening theory with case studies of actual pedagogical practice. The paperback edition combines up-to-date listening theory with case studies of actual pedagogical practice. As an essential part of communicative competence, listening is a skill, which deserves equal treatment with the other basic skills of speaking, reading, and writing. The authors describe current models of listening theory and exemplify each with a textbook task. They address the role of technology in teaching listening, questioning techniques, and testing. This text is designed for use with both pre-service and in-service teachers who are involved in the teaching of listening or the design of pedagogic materials for listening.

This article presents a case study of a nonnative‐English‐speaking scholar from Hong Kong and his experience in publishing a scholarly article in an international refereed journal on his return from doctoral study in the United States. The investigation is presented as a contribution to the important study of what it means to be a non‐anglophone researcher seeking international publication in English but living and researching in a non‐anglophone country. The article applies elements of social constructivist theory—most importantly the notions of discourse community (e.g., Swales, 1990) and learning as peripheral participation (Lave & Wenger, 1991)—to interpret the difficulties the writer experiences. It also considers the role that TESOL may play in addressing these difficulties.

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More and more nonnative speakers (NNSs) are seeking to publish in international journals devoted to English language teaching and applied linguistics. Strong anecdotal evidence and occasional references in the literature attest to the disadvantages NNSs encounter vis-à-vis their native speaker (NS) peers. This article presents the results of an interview study with the editors of 12 leading international journals in applied linguistics and English language teaching. The purpose was to find out how these editors viewed the issue of NNSs publishing in their journals and to gain insight into how to enhance the chances of successful publication by NNSs. The results of the interviews included a questioning of the concept of the term nonnative speaker, the overall attitudes of editors and reviewers to NNS contributions, problematic aspects of NNS contributions, and positive attributes of NNS contributors. Problematic aspects included surface errors, parochialism, absence of authorial voice, and nativized varieties of English. Positive attributes include awareness of cross-linguistic and cross-cultural issues, objectivity of outsider perspectives, an international perspective, a testing mechanism for the dominant theories of the centre, access to research sites and data where NSs would be intrusive, and the alerting of centre scholars to research undertaken on the periphery. derive from the privilege of being an NNS would be a disservice not only to those NNS individuals concerned but also to the development of the disciplines.

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