Includes bibliographical references (p. 187-197), annexes and indexes.

"Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees 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 - teachers will be able to design and present a balanced program for their students." (Book Cover)

CONTENTS:

Chapter 1 Parts and goals of a listening and speaking course
The Four Strands
Meaning-focused Input: Learning through Listening and Reading
Meaning-focused Output: 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

Chapter 2 Beginning to Listen and Speak in Another Language
What Should they Learn?
How Should the Teaching and Learning be Done?
Activities and Approaches for Teaching and Learning in a Beginners’ Course
Techniques for Early Meaning-focused Speaking
Planning a Listening and Speaking Programme for Beginners

Chapter 3 Listening
Why Listening?
Models of Listening
Types of Listening
Listening Processes
Activities for Meaning-focused Listening
Supporting Listening
Information Transfer
Strategies
Advanced Listening: Note-taking
Monitoring Meaning-focused listening

Chapter 4 Language-focused Learning through Dictation and Related Activities
Choosing Dictation Texts
Pre-dictation Exercises
Variations of Dictation
Related Techniques
Monitoring Dictation
Dictogloss and Related Activities
Dicto-comp
Related Techniques

Chapter 5 Pronunciation
The Importance of Pronunciation
The Place of Pronunciation Instruction
Goals
Factors Affecting the Learning of Another Sound System
Procedures and Techniques
Fitting Pronunciation into a Course
Monitoring Pronunciation

Chapter 6 Learning through Task-focused Interaction
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
Monitoring Learners Beginning to Speak

Chapter 7 Learning through pushed output
Pushing Output
Informal Speaking
Formal Speaking
The Nature of Formal Speaking
Teaching Formal Speaking
A Process Approach to Formal Speaking
Guidelines for Presenting a Formal Talk
Monitoring Formal Talks

Chapter 8 Language-focused Learning: 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

Chapter 9 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

Chapter 10 Monitoring and Testing progress
Monitoring Progress
Testing listening and speaking
Listening tests
Speaking tests

APPENDICES:
Appendix 1 The Survival Syllabus
Appendix 2 Topic Types
Appendix 3 Topics for Listening and Speaking

References

Techniques Index

Index

Teachers and Teacher Trainees