Selected References on Teaching Speaking

(Compiled by Kathi Bailey; last updated December, 2005) Bailey, K.M. (2005). Practical English language teaching: Speaking. Bosto : Mc!ra"#$ill. Bailey, K.M. (200%). &pea'i (. ) D. *u a (ed.) Practical English language teaching (pp. +,# --). *e" .or': Mc!ra"#$ill. Bailey K.M. (/001). 2liciti ( speech samples i role plays. ) Learning about language assessment: Dilemmas, decisions and directions (pp. /-1#/1+). Bosto : $ei le 3 $ei le. Bailey, K. M., 3 &a4a(e, 5. (2ds.). (/00+). New ways in teaching speaking. 6le7a dria, 86: 9eachers o: 2 (lish to &pea'ers o: ;ther 5a (ua(es, ) c. Brad:ord, B. (/00-). <pspea'. Speak Out! Newsletter o the !"#E$L Pronunciation Special !nterest %roup, /1: 22#2+. Broo's, =. B., 3 Do ato, >. (/00+). 8y(ots'ya approaches to u dersta di ( :orei( la (ua(e lear er discourse duri ( commu icati4e tas's. &ispania, ,,: 2-2#2,+. Bro" , !., 3 .ule, !. (/01%). #eaching the spoken language: "n approach based on the analysis o con'ersational English. Cambrid(e: Cambrid(e < i4ersity ?ress. Bur s, 6. (/001). 9eachi ( spea'i (. "nnual (e'iew o "pplied Linguistics, /1: /02#/2%. Bur s, 6., !olli , &., 3 @oyce, $. (/00,). 6uthe tic spo'e te7ts i the la (ua(e classroom. Prospect, /2: ,2#1-. Bur s, 6., 3 @oyce, $. (/00,). $ocus on speaking. &yd ey: *atio al Ce ter :or 2 (lish 5a (ua(e 9eachi ( a d >esearch. By(ate, M. (200/). &pea'i (. ) >. Carter 3 D. *u a (2ds.), #he )ambridge guide to teaching English to speakers o other languages (pp. /+#20). Cambrid(e: Cambrid(e < i4ersity ?ress. By(ate, M. (200/). Speaking. ;7:ord: ;7:ord < i4ersity ?ress. Byr e, D. (/0,-). #eaching oral English. $o ( Ko (: 5o (ma !roup. Ca ale, M., 3 &"ai , M. (/010). 9heoretical bases o: commu icati4e approaches to seco d la (ua(e testi ( a d teachi (. "pplied Linguistics, /(/): /#+,. Carter, >., 3 McCarthy, M. (/005). !rammar a d spo'e la (ua(e. "pplied Linguistics, /-: /+/#/51.

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Carter, >., 3 McCarthy, M. (/00,). E*ploring spoken English. Cambrid(e: Cambrid(e < i4ersity ?ress. Cathcart, >.5. (/010). 6uthe tic discourse a d the sur4i4al 2 (lish curriculum. #ESOL +uarterly, 2%(/): /05#/2-. Cha , M. (200%). 9ech olo(y a d the teachi ( o: oral s'ills. #he )"#ESOL ,ournal, /5(/): 5/# 5-. Che (, 5. 5. (/001) 2 ha ci ( the commu icatio s'ills o: e"ly#arri4ed 6sia 6merica stude ts. 2>)C Di(est 2D+20,2-. >etrie4ed @uly 0, 2002 :rom 2>)C database. Cle ell, C. (/000). ?romoti ( pra(matic a"are ess a d spo'e discourse s'ills "ithi 26? classes. EL# ,ournal, 5%: 1%#0/. Cohe , 6. (/00-). De4elopi ( the ability to per:orm speech acts. Studies in Second Language "c-uisition, /1: 25%#2-,. Coo', !. (/010). Discourse. ;7:ord: ;7:ord < i4ersity ?ress. Curtis, 6., 3 Bailey, K.M. (200/). ?icture your stude ts tal'i (: <si ( pictures i the la (ua(e classroom. ESL .aga/ine, @ulyA6u(ust, /0#/2. DBr yei, C., 3 9hurrell, &. (/00+). 9eachi ( co 4ersatio al s'ills i te si4ely: Course co te t a d ratio ale. EL# ,ournal, +1: +0#+0. 2llis, >. (/000). !nstructed second language ac-uisition: Learning in the classroom. ;7:ord: Basil Blac'"ell. 2llis, >., 9a a'a, .., 3 .amaDa'i, 6. (/00+). Classroom i teractio , comprehe sio a d the acEuisitio o: 52 "ord mea i (s. Language Learning, ++: ++0#+0/. =loreD, M.6.C. (/001). )mpro4i ( adult 2&5 lear ersF pro u ciatio s'ills. 2>)C Di(est 2D# 52#01#0+. >etrie4ed 6pril ,, 200% :rom 2>)C database. =loreD, M.6.C. (/000). )mpro4i ( adult 2 (lish la (ua(e lear ersF spea'i ( s'ills. 2>)C Di(est 2D+%520+. >etrie4ed @uly ,, 2002 :rom 2>)C database. !ass, &. M. (/00,). !nput, interaction, and the second language learner. Mah"ah, *@: 5a"re ce 2rlbaum 6ssociates. !raham, @.!. (/00+). =our strate(ies to impro4e the speech o: adult lear ers. #ESOL ,ournal, %(%): 2-#21. $ammerly, $. (/00/). $luency and accuracy: #oward balance in language teaching and learning. Cle4edo , <K: Multili (ual Matters, 5td.

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@o es, K. (/012). Simulations in language teaching. Cambrid(e: Cambrid(e < i4ersity ?ress. 5am, G., 3 Go (, @. (2000). 9he e::ects o: strate(y trai i ( o de4elopi ( discussio s'ills i a 2&5 classroom. EL# ,ournal, 5+: 2+5#255. 5aDarato , 6. (200/). 9eachi ( oral s'ills. ) M. Celce#Murcia (2d.) #eaching English as a second or oreign language (%rd ed.) (pp. /0%#//5). Bosto : $ei le 3 $ei le. 5e4is, @. (200/). 9eachi ( :ocus :or co 4ersatio al use. English Language #eaching ,ournal, 55(/): +,#5+. McCarthy, M., 3 ;FKee::e, 6. (200+). >esearch i the teachi ( o: spea'i (. "nnual (e'iew o "pplied Linguistics0 2+: 2-#+%. McCarthy, M., 3 Galsh, &. (200%). Discourse. ) D. *u a (ed.), Practical English language teaching (pp. /,%#/05). *e" .or': Mc!ra" $ill. Moss, D., 3 8a DuDer, C. (/001). ?roHect#based lear i ( :or adult 2 (lish la (ua(e lear ers. 2>)C Di(est 2D+2,55-. >etrie4ed o @uly 0, 2002 :rom 2>)C database. Murphy, @. M. (/00/). ;ral commu icatio i 92&;5: ) te(rati ( spea'i (, liste i (, a d pro u ciatio . #ESOL +uarterly, 25(/): 5/#,+. *a'ata i, .. (2005). 9he e::ects o: a"are ess#raisi ( trai i ( o oral commu icatio strate(y use. .odern Language ,ournal, 10(/): ,-#0/. *u a , D. (/010). Designing tasks or the communicati'e classroom. Cambrid(e: Cambrid(e < i4ersity ?ress. ?ay e, @.&., 3 Ghit ey, ?.@. (2002). De4elopi ( 52 oral pro:icie cy throu(h sy chro ous CMC: ;utput, "or'i ( memory, a d i terla (ua(e de4elopme t. )"L!)O ,ournal, 20: ,#%2. ?ica, 9., .ou (, >. a d Dou(hty, C. (/01,). 9he impact o: i teractio o comprehe sio . #ESOL +uarterly, 2/(+): ,%,#,51. ?ridham, =. (200/). #he language o con'ersation. 5o do : >outled(e. >i((e bach, $. (/000). Discourse analysis in the language classroom, 1olume 2: #he spoken language0 6 6rbor: < i4ersity o: Michi(a ?ress. &ar"ar, C. (200/). ) o4atio s i lar(e classes i ?a'ista . #ESOL +uarterly, %5(%): +0,#500.

&a4i( o , &.@. (/00/). Commu icati4e la (ua(e teachi (: 9he state o: the art. #ESOL +uarterly, 25(2):2-/#2,,.

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&chmidt, >., 3 =rota, &.*. (/01-). De4elopi ( basic co 4ersatio al ability i a seco d la (ua(e: 6 case study o: a adult lear er o: ?ortu(uese. ) >.>. Day (ed.), #alking to learn: )on'ersation in second language ac-uisition (pp. 2%,#%2-). >o"ley, M6: *e"bury $ouse. &torch, *., 3 Gi((les"orth, !. (200%). )s there a role :or the use o: the 5/ i a 52 setti (I #ESOL +uarterly, %,(+): ,-0#,,0. &"ai , M. (2000). 9he output hypothesis a d beyo d: Mediati ( acEuisitio throu(h collaborati4e dialo(ue. ) @. ?. 5a tol: (2d.), Sociocultural theory and second language learning (pp. 0,#//+). ;7:ord: ;7:ord < i4ersity ?ress. &"ai , M. (/005). 9hree :u ctio s o: output i seco d la (ua(e lear i (. ) !. Coo' a d B. &eidlho:er (eds.), Principles and Practice in "pplied Linguistics: Studies in honor o &0%0 3iddowson0 (pp. /25#/++). ;7:ord: ;7:ord < i4ersity ?ress. &"ai , M., 3 5ap'i , &. (2000). 9as'#based seco d la (ua(e lear i (: 9he uses o: the :irst la (ua(e. Language #eaching (esearch, +: 25/#2,+. 9aro e, 2. (/01/). &ome thou(hts o the otio o: commu icatio strate(y. #ESOL +uarterly, /5(%): 215#205. 9sui, 6.B.M. (/00-). >etice ce a d a 7iety i seco d la (ua(e lear i (. ) K.M. Bailey a d D. *u a (2ds.), 1oices rom the language classroom: +ualitati'e research in second language education (pp. /+1#/-+). *e" .or': Cambrid(e < i4ersity ?ress. <r, ?. (/01/). Discussions that work: #ask4centred luency practice. Cambrid(e: Cambrid(e < i4ersity ?ress.

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