本书为大学生英语口语教学方面的全英文学术专著。本书首先介绍非英语专业大学生口语教学水平现状、教学方法及教学难点，对目前大学生英语口语的教学策略和学习策略进行调研分析。其次介绍目前常用的英语口语水平的测量手段，包括发音速度（速率B）测量法、无错误小句和T单位小句测量法等。最后通过实证研究提出提升非英语专业大学生口语水平的教学策略和学习策略，提高其英语口语的流利性、复杂性和准确性，为外语教学的可控性和有效性提出可供选择的教学策略和学习策略。
本书的特点：1）结合不同的教学目标，为英语口语课堂教学提供可参考的策略；2）重视实证研究，定性分析与定量分析相结合；3）重视不同教学理论与流派的结合与优化，为外语教学提供有效原则和依据。

Lists of Tables
List of Figures
Chapter 1 Status Quo and Challenge of College Oral English Teaching
1.1 Status Quo of College Oral English Teaching
1.1.1 Introduction
1.1.2 Conceptual Basis of Oral English Teaching Model
1.1.3 Focus of Research on College Oral English Teaching
1.1.4 Achievements of Research on College Oral English Teaching
1.1.5 The Challenges of Research on College Oral English Teaching
1.2 The Requirement for College Oral English Teaching
1.2.1 Oral Expression
1.2.2 Oral Narration
1.2.3 Oral Exposition
1.2.4 Oral Instruction
1.2.5 Oral Argumentation
1.2.6 Oral Interaction
1.2.7 Summary
1.3 Strengths and Limitations of Current Studies
1.3.1 Strengths of Current Studies
1.3.2 Limitations of Current Studies
1.6 The Structure of the Present Study
Chapter 2 Theoretical Foundation of Oral English Teaching
2.1 Overview
2.2 Task-based Language Teaching Approach
2.2.1 Definition of Task
2.2.2 Task-based Language Teaching: Problems and Future
2.3 Planning
2.3.1 Types of Planning
2.3.2 Strategic Planning
2.3.3 Planning and Acquisition
2.4 Task Implementation
2.4.1 What Is a Paradigm
2.4.2 Tasks as Educational Constructs
2.4.3 Tasks and Language
2.4.4 Tasks and Learning
2.4.5 Tasks and Teaching
2.5 Models of Speech Production
2.6 Cognitive Models of Task-based Performance and Learning
2.7 Information Processing Theory
2.7.1 Limited Capacity
2.7.2 Controlled and Automatic Processing
2.8 Focus on Form
2.9 Summary
Chapter 3 Principles and Basis of Oral English Teaching
3.1 Overview
3.2 Measurement of Learners' Oral Production
3.2.1 Measurement for Fluency
3.2.2 Measurement for Accuracy
3.2.3 Measurement for Complexity
3.2.4 Summary
3.3 The Status of Oral English Teaching in Class
3.4 Task Assessment and Feedback
3.4.1 Task Assessment
3.4.2 Formative Feedback
3.4.3 Summary
3.5 General Procedure of Oral English Teaching Model
3.5.1 Syllabus Design
3.5.2 Task Planning
3.5.3 Task Implementation
3.5.4 Feedback & Assessment
3.6 Summary
4.1 Overview
4.2 Previous Research on Strategic Planning
4.2.1 Ellis
4.2.2 Crookes
4.2.3 Foster and Skehan
4.2.4 Wendel
4.2.5 Mehnert
4.2.6 Ortega
4.2.7 Sangarun
4.2.8 Yuan and Ellis
4.2.9 Conclusion
4.3 Research Questions and Hypotheses
4.4 Experimental Design
4.4.1 Operationalization of Variables
4.4.2 Implementation of the Experiment
4.4.3 Procedures of the Experiment
4.5 Subjects
4.6 Control of Intervening Variables
4.6.1 Learners' Oral Proficiency
4.6.2 Anxiety of the Subjects
4.6.3 Choice of Working Language
4.6.4 Planning Time
4.6.5 Note-taking
4.7 Measurement of Dependent Variables
4.7.1 Fluency
4.7.2 Accuracy
4.7.3 Complexity
4.8 Independent Variables
4.9 Data
4.9.1 Data Collection
4.9.2 Data Transcribing
4.9.3 Data Analysis
4.10 Results of the Pre-test
4.11 Results of the Study
4.11.1 Results of Research Question
4.11.2 Results of Research Question
4.12 Discussions of the Study
4.13 Questionnaire on the Assessment and Feedback
4.13.1 Rationale of Questionnaire
4.13.2 Design of Questionnaire
4.13.3 Result of Questionnaire
4.13.4 Discussion of Questionnaire
4.14 Summary
Chapter 5 Reflections on and Improvement of the Oral English Teaching Model
5.1 Key Factors in the Oral English Teaching Model
5.1.1 Usage-based Approach
5.1.2 Real Scenario Design
5.1.3 Focus on Form
5.1.4 Formative Assessment
5.1.5 Instructional Strategies
5.2 Adjustment in the Teaching Process
5.2.1 A Pilot Plan
5.2.2 Observations, Interviews,