如何让学生开口说英语？
“地域口音”要不要纠正？
和谐、高效、有趣的课堂氛围为什么重要？
如何评价，反思，改进自己的英语口语课？
本书作者乔纳森·M．牛顿根据三十多年的教师培训经验，结合心理学、教学法的最新理论研究成果，分九章论述了英语口语教学的各个方面，提供了大量经过实践检验的案例。这有助于英语教师解决教学中的实际问题，实现口语教学的终极目标——培养学生出色的跨文化沟通能力。

乔纳森·M.牛顿（JonathanM。Newton）是新西兰惠灵顿维多利亚大学TESOL／应用语言学文学硕士部主任、副教授。他起初在中国任教；在过去的三十多年里，他为亚洲各地的教师们提供指导。迄今为止，他已出版五部专著，发表的文章及受邀撰写的专著章节超过七十篇。其研究方向为任务型语言教学，听力与口语教学，词汇教学，以及跨文化能力教学。

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