Teaching English as a Foreign Language, Second Edition

Suggestions for further reading
V.J.Cook, Active Intonation, Longman, 1968.
A.C.Gimson,  An Introduction to the Pronunciation of English, Arnold,
2nd edn, 1970.
B.Haycraft,  The Teaching of Pronunciation—A Classroom Guide,
Longman, 1970.
M.Heliel and T.McArthur, Learning Rhythm and Stress, Collins, 1974.
J.D.O’Connor,  Better English Pronunciation, Cambridge University
Press, 1967.
J.D.O’Connor and G.F.Arnold, Intonation of Colloquial English,
Longman, 2nd edn, 1973.
P.Tench, Pronunciation Skills, Macmillan 1981.
 

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65
Chapter 6
Listening and Speaking
Listening
It is a principle common to this and the previous chapter that
listening should precede speaking. Clearly, it is impossible to
expect a student to produce a sound which does not exist in
his mother tongue or a natural sentence using the stress,
rhythms and intonation of a native speaker of the foreign
language without first of all providing him with a model of
the form he is to produce. It is not possible to produce
satisfactorily what one has not heard. The logical first step,
therefore, in attempting to achieve oral fluency or accuracy is
to consider the learner’s ability to listen.
At first sight it appears that listening is a passive skill, and
speaking is an active one. This is not really true, since the
decoding of a message (i.e. listening) calls for active