Catalogue


Teaching the spoken language : an approach based on the analysis of conversational English /
Gillian Brown and George Yule.
imprint
Cambridge : Cambridge University Press, 1983.
description
xi, 162 p. : ill. --
ISBN
0521253772
format(s)
Other
Holdings
More Details
added author
imprint
Cambridge : Cambridge University Press, 1983.
isbn
0521253772
general note
Includes index.
catalogue key
2087894
 
Bibliography: p.160-161.
A Look Inside
Reviews
Review Quotes
‘This book presents excellent suggestions for teaching spoken production and listening comprehension which should be taken into account by foreign language teachers at all levels.’Hispania
'Brown and Yule do demonstrate that transactional spoken language is teachable.'Applied Linguistics
'This book presents excellent suggestions for teaching spoken production and listening comprehension which should be taken into account by foreign language teachers at all levels.'Hispania
‘Brown and Yule do demonstrate that transactional spoken language is teachable.’Applied Linguistics
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Summaries
Main Description
After a description of the features of spoken English, this text considers how they differ from the features of written language. The text describes practical techniques for teaching listening comprehension and speaking, which apply to ESL and foreign languages as well as English.
Main Description
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. The accompanying cassette contains extracts from original source recordings which are transcribed as examples in the book.
Table of Contents
Acknowledgementsp. vii
Prefacep. ix
Data: recorded materials and transcriptsp. x
The spoken languagep. 1
Preliminariesp. 1
Spoken and written languagep. 1
Functions of languagep. 10
Structured long turnsp. 16
Spoken language models and feasibilityp. 20
Feasibility--what can be taught?p. 23
Textsp. 24
Teaching spoken productionp. 25
The production of spoken languagep. 25
The aims of the coursep. 27
Interactional short turnsp. 28
Transactional turnsp. 33
'Communicative stress'p. 34
Grading tasks: events in timep. 37
Grading tasks: descriptions and instructionsp. 46
Grading tasks: the discoursal approachp. 50
Pronunciation and intonationp. 53
Teaching listening comprehensionp. 54
'Listening comprehension ought to be naturally acquired'p. 54
Teaching listening comprehensionp. 55
What might 'listening comprehension' mean?p. 58
Native listening: context and co-textp. 60
Native listening: strategiesp. 69
Background: British background and culturep. 74
Background: the speaker's voicep. 76
Choosing materialsp. 80
Grading materials: by speakerp. 80
Grading materials: by intended listenerp. 82
Grading materials: by contentp. 83
Grading materials: by supportp. 85
Choosing materials: types of purposep. 88
Approaching a textp. 89
Assessing listening comprehensionp. 99
Assessing spoken languagep. 102
Introductionp. 102
Assessing spoken English productionp. 103
Practical requirementsp. 104
An assessment profilep. 104
The student's tapep. 105
Speech in different modesp. 107
Task typesp. 108
The information gapp. 111
Scoring proceduresp. 112
Principles underlying the methodologyp. 117
Elicit speech which has a purposep. 117
Elicit extended chunks of speechp. 118
Elicit structured or organised speechp. 118
Control the inputp. 120
Quantify the notion of 'communicative effectiveness'p. 121
Task types and scoring proceduresp. 122
Tasks: general conditionsp. 122
Descriptionp. 123
Instruction/descriptionp. 126
Story-tellingp. 131
The eye-witness accountp. 138
Opinion-expressingp. 142
Can listening comprehension be assessed?p. 144
Illustrationsp. 150
Bibliographyp. 160
Indexp. 162
Table of Contents provided by Syndetics. All Rights Reserved.

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