000			04145pam a2200361 a 4500
999			_c1535 _d1535
001			1878422
003			OSt
005			20230808015637.0
008			830725s1983 enka b 001 0 eng
010			_a 83015349
020			_a0521273846 (pbk)
040			_aDLC _cJCRC _dDLC
050	0	0	_aPE1128.A2 _bB73 1983
100	1		_aBrown, Gillian
245	1	0	_aTeaching the Spoken Language : _bAn approach based on the analysis of conversational English / _cGillian Brown and George Yule.
250			_a1st ed.
260			_aNew York, NY : _bCambridge University Press, _c1983.
300			_axi, 162 p. : _bill. ; _c24 cm.
440		0	_aCambridge Language Teaching Library
500			_aIncludes index.
504			_aBibliography: p. 160-161.
505			_a1. The spoken language _t1.0. Preliminaries — 1.1. Spoken and written language — 1.2. Functions of language —  1.3. Structured long turns — 1.4. Spoken language models and feasibility — 1.5. Feasibility -- what can be taught? — 1.6. Texts
505			_a2. Teaching spoken production _t2.0. The production of spoken language — 2.1. The aims of the course — 2.2. Interactional short turns — 2.3. Transactional turns — 'Communicative stress' — Grading tasks: events in time — Grading tasks: descriptions and instructions — Grading tasks: the discoursal approach — Pronunciation and intonation
505			_a3. Teaching listening comprehension _t3.0. 'Listening comprehension ought to be naturally acquired' — 3.1. Teaching listening comprehension — 3.2. What might 'listening comprehension' mean? — 3.3. Native listening: context and co-text 3.4. Native listening: strategies — 3.5. Background: British background and culture -- Background: the speaker's voice — 3.6. Choosing materials — Grading materials: by speaker — Grading materials: by intended listener — Grading materials: by content — Grading materials: by support — Choosing materials: types of purpose — 3.7. Approaching a text — 3.8. Assessing listening comprehension
505			_a4. Assessing spoken language _t4.0. Introduction — 4.1. Assessing spoken English production — 4.2. Practical requirements — An assessment profile — The student's tape — Speech in different modes — Task types — The information gap — Scoring procedures — 4.3. 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' — 4.4. 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 — Task type E: opinion-expressing — 4.5. Can listening comprehension be assessed?
520			_a"This book 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 the book 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." (Book Cover)
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aEnglish language _xSpoken English.
700	1		_aYule, George _d1947-.
856	4	2	_uhttp://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/teaching-spoken-language?format=PB _zPublisher's Website.
856	4	1	_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991008531649705161 _zCheck the UO Library catalog.
942			_2z _cBK