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| Acknowledgements | |
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| Preface | |
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| Data: recorded materials and transcripts | |
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| The spoken language | |
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| Preliminaries | |
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| Spoken and written language | |
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| Functions of language | |
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| Structured long turns | |
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| Spoken language models and feasibility | |
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| Feasibility--what can be taught? | |
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| Texts | |
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| Teaching spoken production | |
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| The production of spoken language | |
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| The aims of the course | |
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| Interactional short turns | |
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| Transactional turns | |
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| 'Communicative stress' | |
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| Grading tasks: events in time | |
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| Grading tasks: descriptions and instructions | |
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| Grading tasks: the discoursal approach | |
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| Pronunciation and intonation | |
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| Teaching listening comprehension | |
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| 'Listening comprehension ought to be naturally acquired' | |
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| Teaching listening comprehension | |
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| What might 'listening comprehension' mean? | |
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| Native listening: context and co-text | |
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| Native listening: strategies | |
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| Background: British background and culture | |
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| Background: the speaker's voice | |
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| Choosing materials | |
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| Grading materials: by speaker | |
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| Grading materials: by intended listener | |
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| Grading materials: by content | |
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| Grading materials: by support | |
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| Choosing materials: types of purpose | |
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| Approaching a text | |
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| Assessing listening comprehension | |
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| Assessing spoken language | |
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| Introduction | |
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| Assessing spoken English production | |
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| Practical requirements | |
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| An assessment profile | |
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| The student's tape | |
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| Speech in different modes | |
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| Task types | |
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| The information gap | |
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| Scoring procedures | |
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| Principles underlying the methodology | |
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| Elicit speech which has a purpose | |
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| Elicit extended chunks of speech | |
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| Elicit structured or organised speech | |
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| Control the input | |
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| Quantify the notion of 'communicative effectiveness' | |
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| Task types and scoring procedures | |
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| Tasks: general conditions | |
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| Description | |
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| Instruction/description | |
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| Story-telling | |
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| The eye-witness account | |
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| Opinion-expressing | |
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| Can listening comprehension be assessed? | |
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| Illustrations | |
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| Bibliography | |
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| Index | |