Teaching the Spoken Language
Teaching the Spoken Language is about teaching the spoken language. It presents in a highly accessible form the results of the author's important research on teaching and assessing effective spoken communication. The authors examine the nature of spoken language and how it differs from written language both in form and purpose. A large part of it is concerned with principles and techniques for teaching spoken production and listening comprehension. An important chapter deals with how to...
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Teaching the Spoken Language is about teaching the spoken language. It presents in a highly accessible form the results of the author's important research on teaching and assessing effective spoken communication. The authors examine the nature of spoken language and how it differs from written language both in form and purpose. A large part of it is concerned with principles and techniques for teaching spoken production and listening comprehension. An important chapter deals with how to assess spoken language. The principles and techniques described apply to the teaching of English as a foreign and second language, and are also highly relevant to the teaching of the mother tongue.
AcknowledgementsviiPrefaceixData: recorded materials and transcriptsx1The spoken language11.0Preliminaries11.1Spoken and written language11.2Functions of language101.3Structured long turns161.4Spoken language models and feasibility201.5Feasibility--what can be taught?231.6Texts242Teaching spoken production252.0The production of spoken language252.1The aims of the course272.2Interactional short turns282.3Transactional turns33'Communicative stress'34Grading tasks: events in time37Grading tasks: descriptions and instructions46Grading tasks: the discoursal approach50Pronunciation and intonation533Teaching listening comprehension543.0'Listening comprehension ought to be naturally acquired'543.1Teaching listening comprehension553.2What might 'listening comprehension' mean?583.3Native listening: context and co-text603.4Native listening: strategies693.5Background: British background and culture74Background: the speaker's voice763.6Choosing materials80Grading materials: by speaker80Grading materials: by intended listener82Grading materials: by content83Grading materials: by support85Choosing materials: types of purpose883.7Approaching a text893.8Assessing listening comprehension994Assessing spoken language1024.0Introduction1024.1Assessing spoken English production1034.2Practical requirements104An assessment profile104The student's tape105Speech in different modes107Task types108The information gap111Scoring procedures1124.3Principles underlying the methodology117Elicit speech which has a purpose117Elicit extended chunks of speech118Elicit structured or organised speech118Control the input120Quantify the notion of 'communicative effectiveness'1214.4Task types and scoring procedures122Tasks: general conditions122Task type ADescription123Task type BInstruction/description126Task type CStory-telling131Task type DThe eye-witness account138Task type EOpinion-expressing1424.5Can listening comprehension be assessed?144Illustrations150Bibliography160Index162
