
Contents
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I. Introduction I. Introduction
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II. Aspects of Spoken Language II. Aspects of Spoken Language
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III. An Integrated Model of Oral Language Production III. An Integrated Model of Oral Language Production
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Discourse Modeling Discourse Modeling
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Message Conceptualization Message Conceptualization
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Message Formulation Message Formulation
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Message Articulation Message Articulation
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Monitoring Monitoring
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IV. Processing Demands and Quality of Performance IV. Processing Demands and Quality of Performance
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V. Forms of Oral Language V. Forms of Oral Language
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VI. Pedagogy VI. Pedagogy
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VII. Conclusion VII. Conclusion
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21 Language Transfer and Cross Linguistic Studies: Relativism, Universalism, and the Native Language
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4 Speaking
Get accessMartin Bygate lectures in TESOL at the School of Education, University of Leeds. His main areas of interest are instructed second language acquisition, oral second language proficiency, and the role of tasks in language learning. He has directed research projects, coedited two volumes, and published a book and various research articles on the teaching and learning of oral skills. Prior to his appointment at Leeds, he taught in France, Morocco, and Brazil as well as at the Universities of Reading and London. He is currently coeditor of Applied Linguistics journal. He can be reached at http://m.bygate@education.leeds.ac.uk.
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Published:18 September 2012
Cite
Abstract
This article focuses on the skill of speaking. The study of speaking—like the study of other uses of language—is properly an interdisciplinary enterprise. It involves understanding the psycholinguistic and interpersonal factors of speech production, the forms, meanings, and processes involved, and how these can be developed. This article views speaking as a multilevel, hierarchical skill, in which high-level plans, in the form of speaker intentions, are realized through the processes of formulation and articulation under a range of conditions. For the purposes of this article, spoken language is taken to be colloquial in the two senses of representing dialogue and of representing the features typically associated with the everyday use of language. This article first outlines the need for an integrated account of oral language processing. It then presents such an account, considers the range of formal features that characterize spoken language, and reviews oral language pedagogy in the light of this account. The conclusion outlines issues for further exploration.
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