Teaching English as a Foreign Language, Second Edition
Suggestions for further reading
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teaching-english-as-a-foreign-language-routledge-education-books
Suggestions for further reading
V.J.Cook, Active Intonation, Longman, 1968. A.C.Gimson, An Introduction to the Pronunciation of English, Arnold, 2nd edn, 1970. B.Haycraft, The Teaching of Pronunciation—A Classroom Guide, Longman, 1970. M.Heliel and T.McArthur, Learning Rhythm and Stress, Collins, 1974. J.D.O’Connor, Better English Pronunciation, Cambridge University Press, 1967. J.D.O’Connor and G.F.Arnold, Intonation of Colloquial English, Longman, 2nd edn, 1973. P.Tench, Pronunciation Skills, Macmillan 1981. 65 Chapter 6 Listening and Speaking Listening It is a principle common to this and the previous chapter that listening should precede speaking. Clearly, it is impossible to expect a student to produce a sound which does not exist in his mother tongue or a natural sentence using the stress, rhythms and intonation of a native speaker of the foreign language without first of all providing him with a model of the form he is to produce. It is not possible to produce satisfactorily what one has not heard. The logical first step, therefore, in attempting to achieve oral fluency or accuracy is to consider the learner’s ability to listen. At first sight it appears that listening is a passive skill, and speaking is an active one. This is not really true, since the decoding of a message (i.e. listening) calls for active participation in the communication between the participants. A receptive skill is involved in understanding the message. Indeed, it is essential to the speaker in any interaction that he is assured continually that his words are being understood. This is usually overtly signalled to him in a conversation by the nods, glances, body movements and often by the non-verbal noises (mm, uh-huh, oh, etc.) of his listener. A simple experiment to demonstrate the truth of this is to make absolutely no sound during a telephone conversation (where the verbal cues that the message is being understood are essential, since visual cues by the nature of telephone calls are eliminated)—within a few seconds the person speaking is guaranteed to ask if you are still there. Listening and Speaking 66 This visual and verbal signalling confirms to the speaker that listening and understanding has taken place. The receptive capacity for decoding the language and content of the message is a skill which can be trained and developed through teaching, no less than the productive skill of speaking. Download 0.82 Mb. Do'stlaringiz bilan baham: |
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