Teaching Esl/Efl Listening and Speaking
by Nation, I. S. P.; Newton, JonathanPub. Date: 2008-08-18
Publisher(s): Taylor & Francis
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Summary
Using a framework based on principles of teaching and learning, this highly practical guide provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands meaning-focused input, meaning-focused output, language-focused learning, and fluency development ESL and EFL teachers will be able to design and present a balanced program for their students.
Table of Contents
| Parts and goals of a listening and speaking course | |
| The four strands | |
| A commonsense justification of the four strands | |
| Learning through listening and reading | |
| Learning through speaking and writing | |
| Language-focused learning Becoming fluent in listening, speaking, reading and writing Balancing the four strands | |
| Integrating the four strands Principles and the four strands Learning goals | |
| Beginning to listen and speak in another language | |
| What should they learn? How should the teaching and learning be done? | |
| Practising sentence patterns | |
| Guiding listening and speaking | |
| Techniques for early meaning-focused speaking | |
| Planning a listening and speaking programme for beginners | |
| Listening Listening and language learning Advanced listening | |
| Notetaking How to take notes Learning how to take notes | |
| Monitoring notetaking Monitoring meaning focused listening | |
| Learning through interaction and negotiation | |
| Encouraging negotiation Using written input to encourage negotiation | |
| Using information distribution to encourage negotiation | |
| Factors affecting the amount and type of negotiation | |
| Using learner training to encourage negotiation | |
| Monitoring negotiation Learning through non-negotiated interaction | |
| Understanding language teaching tasks: Ranking | |
| What is a ranking task? | |
| Method steps | |
| What can you use ranking tasks for? | |
| How can you make and prepare for ranking tasks? | |
| What material can you base ranking tasks on? | |
| Monitoring a ranking task Monitoring learners beginning to speak | |
| Learning through pushed output | |
| Pushed output Pushing output Formal speaking | |
| The nature of formal speaking | |
| Teaching formal speaking | |
| A process approach to formal speaking | |
| Guidelines for presenting a formal talk | |
| Pronunciation | |
| The place of form focused pronunciation instruction | |
| Factors affecting the learning of another sound system | |
| Procedures and techniques | |
| Fitting pronunciation into a course | |
| Monitoring pronunciation | |
| Deliberate teaching | |
| The value and limits of language-focused learning | |
| Deliberate vocabulary learning | |
| The requirements of language-focused vocabulary instruction | |
| Techniques and procedures Deliberate grammar learning | |
| The causes of error | |
| The effect of correction Correction procedures | |
| Fitting language-focused learning into a course | |
| Dictation and related activities | |
| Dictation Pre-dictation exercises | |
| Variations of dictation | |
| Related techniques | |
| Monitoring dictation | |
| Dicto-comp Related techniques | |
| Developing fluency | |
| The nature of fluency Fluency and accuracy | |
| Developing fluency Designing fluency activities | |
| Fitting fluency into a course | |
| Developing fluency in listening and speaking | |
| Techniques for developing fluency in listening | |
| Techniques for developing fluency in speaking | |
| Monitoring fluency tasks | |
| Testing Monitoring progress | |
| Testing listening and speaking | |
| Listening tests Speaking tests | |
| The survival syllabus | |
| The most useful words for beginning graded reading | |
| Topic types | |
| Topics for listening and speaking | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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