英语口语教学

Acknowledgements
Preface
Data: recorded materials and transcripts
1 The spoken language
Preliminaries
Spoken and written language
Functions of language
Structured long turns
Spoken language models and feasibility
Feasibility - what can be taught?
Texts
Teaching spoken production
The production of spoken language
The aims of the course
Interactiona] short turns
Transactional turns
"Communicative stress'
Gradine tasks: events in time
Grading tasks: descriptions and instructions
Grading tasks: the discoursal approach
Pronunciation and intonation
Teaching listening comprehension
'Listening comprehension ought to be naturally
acquired'
Teaching listening comprehension
What might 'listening comprehension' mean?
Native listening: context and co-text
Native listening: strategies
Background: British background and culture
Background: the speaker's voice
Choosing materials
Grading materials: by speaker
Grading materials: by intended listener
Grading materials: by content
Grading materials: by support
Choosing materials: types of purpose
Approaching a text
Assessing listening comprehension
Assessing spoken language
Introduction
Assessing spoken English production
Practical requirements
An assessment profile
The student's tape
Speech in different modes
Task types
The information gap
Scoring procedures
Principles underlying the methodology
Elicit speech which has a purpose
Elicit extended chunks of speech
Elicit structured or organised speech
Control the input
Quantify the notion of 'communicative effectiveness'
Task types and scoring procedures
Tasks: general conditions
Task type A: description
Task type B: instruction~description
Task type C: story-telling
Task type D: the eye-witness account
l ask type E: opimon-expressing
Can listening comprehension be assessed?
Illustrations
Bibliography
Index