目录 CHAPTER 1 CONCEPTUAL FOUNDATIONS 1.1 Introduction 1.2 What roles does speaking play in language learning 1.3 Speaking as pushed output 1.4 Interaction and negotiation for meaning 1.5 Three dimensions of speaking: complexity, accuracy, and fluency 1.6 Options for balancing CAF in speaking lessons Summary CHAPTER 2 CREATING LEARNING OPPORTUNITIES FOR AND THROUGH L2 SPEAKING 2.1 Introduction 2.2 Seven learning opportunities 2.3 Learning opportunities in action: class presentations Summary CHAPTER 3 FOCUS ON THE LEARNER 3.1 Introduction 3.2 Anxiety 3.3 Motivation 3.4 Self-efficacy 3.5 Growth mindset Summary CHAPTER 4 TEACHING PRONUNCIATION 4.1 Introduction 4.2 What pronunciation features to teach 4.3 HOW to teach pronunciation Summary 0NLINE RESOURCES FOR PRONUNCIATl0N TEACHING CHAPTER 5 CONTROLLED SPEAKING PRACTICE 5.1 Introduction 5.2 Practice in what sense 5.3 Practice:mechanical or meaningful 5.4 Practice and PPP 5.5 Controlled speaking practice activities Summary CHAPTER 6 COMMUNICATIVE SPEAKING AND GROUP WORK 6.1 Introduction 6.2 Task—based language teaching 6.3 A comparison of two task-based speaking lessons 6.4 Planning time,rehearsal and TBLT 6.5 Group work and collaborative learning 6.6 Sample communication tasks and techniques Summary CHAPTER 7 FLUENCY 7.1 Introduction 7.7 Three key questions concerning fluency Summary CHAPTER 8 TEACHLNG SPEAKING FOR LNTEIKULTURAL COMMUNICATIVE COMPETENCE 8.1 Introduction 8.2 What iS culture 8.3 Language and culture 8.4 Intercultural communicative competence 8.5 Intercultural language teaching and learning 8.6 Principles for intercultural Communicative Language Teaching Summary CHAPTER 9 CORRECTIVE FEEDBACK AND ASSESSMENT 9.1 Introduction 9.2 Corrective feedback and communicative language teaching 9.3 Insights from research 9.4 Types of CF 9.5 Problems with CF and how to address them 9.6 Monitoring and assessing speaking 9.7 Assessing speaking and the CEFR 9.8 Conclusions Summary CODA: TECHNOLOGY FOR TEACHING SPEAKING APPENDIX: TASK RESOURCES REFERENCES
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