Summary

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 â€œ meaning-focused input, meaning-focused output, language-focused learning, and fluency development â€œ teachers will be able to design and present a balanced program for their students. Teaching ESL/EFL Listening and Speaking, and its companion text, Teaching ESL/EFL Reading and Writing, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring. All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.

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
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