Speaking

How do learners learn to speak a foreign language? What different approaches have been developed to teach this important skill? Speaking deals with both these questions, providing clear explanations of recent research and developments in methodology. In the final section the author suggests practical ways in which teachers can gain a better understanding of the role of oral classroom activities.

Author Notes

Professor Henry Widdowson is Emeritus Professor of Education, University of London, and has also been Professor of Applied Linguistics at Essex University and Professor of English Linguistics at the University of Vienna. Martin Bygate is Professor of Applied Linguistics and Language Education in the Department of Linguistics and Modern English Language at Lancaster University. He has worked as a teacher-trainer in a number of countries including France, Morocco, Brazil, Spain, and Italy, and as a lecturer at the School of Education, University of Leeds. His main research interests are in oral second language learning, particularly the use of pedagogic tasks, the development of oral second language proficiency, dimensions of teacher talk, and classroom interaction.

The author and series editors

Introduction

Section 1 Understanding speaking

1 Speaking as a skill

1.1 Knowledge and skill

1.2 Oral skills and interaction

2 Differences between speech and writing

2.1 Introduction

2.2 Processing conditions of speech and writing

2.3 Reciprocity conditions of speech and writing

3 Production skills

3.1 Introduction

3.2 Facilitation

3.3 Compensation

3.4 Conclusion

4 Interaction skills

4.1 Introduction

4.2 Routines

4.3 Negotiation skills

4.4 Negotiation of meaning

4.5 Management of interaction

4.6 Conclusion

5 Learner strategies of communication

5.1 Introduction

5.2 Achievement strategies

5.3 Reduction strategies

6 A checklist of skills

Section 2 The methodology of oral interaction

7 Introduction

8 Oral skills: methodological objectives

8.1 Introduction

8.2 Rivers and Temperley's view

8.3 Littlewood's view

8.4 Interaction criteria

8.5 Conclusion

9 Interaction activities

9.1 Introduction

9.2 Interaction activities: Littlewood

9.3 Interaction activities: Harmer

9.4 Interaction activities: Rivers and Temperley

9.5 Interaction activities: Ur

10 Activities for oral practice

10.1 Introduction

10.2 Information-gap activities

10.3 Communication games

10.4 Simulations

10.5 Project-based interaction activities

11 Students' production in interaction activities

12 Interaction skills in oral language methodology

12.1 Introduction

12.2 Accuracy and interaction in the curriculum

12.3 Integrating accuracy and interaction skills

12.4 Classroom organization and oral skills

Section 3 Exploring oral interaction in the classroom

13 Planning a project

13.1 Introduction

13.2 Collecting data

14 Exploring aspects of oral methodology

14.1 Exploring oral language

14.2 Exploring oral interaction activities

14.3 Exploring oral interaction and learners' level

14.4 Exploring learners' perceptions of activities

14.5 Exploring learners' oral language needsbr

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Author Notes

Table of Contents