Schlagworte
Genre
Task
Interaction
Testing
Evaluation
Zitationsvorschlag
Abstract
The article deals with the problems of teaching and learning speaking, in particular those which are most relevant in the context of developing oral skills at the advanced level of foreign language proficiency. The complex nature of spoken discourse must be taken into account and reflected at each stage of the learning process. Thus, the article examines the difficulties connected with choosing the appropriate framework and approach and discusses the typical patterns of interaction in the foreign language classroom. It also examines forms of control and evaluation and suggests some speaking activities which seem most suitable for advanced language learners in the light of the above theoretical considerations.Literaturhinweise
Cazden, C.B., 1988. Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Dakowska, M., 2005. Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: Wydawnictwo Naukowe PWN.
Johnson, K.E., 1995. Understanding Communication in Second Language Classrooms. Cambridge: Cambridge University Press.
Nolasco, R., Arthur, L., 1987. Conversation. Oxford: Oxford University Press.
Skehan, P., 1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Thornbury, S., 2007. How to Teach Speaking. Harlow: Pearson Education Limited.
Ur, P., 1995. A Course in Language Teaching. Practice and Theory. Cambridge: Cambridge University Press.
Webb, N.M., 1982. Student interaction and learning in small groups. In: Review of Educational Research 52 (3), 421–445.
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