ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book utilises research and theory on second language acquisition in classrooms as the basis for planning a listening and speaking programme for learners of English as a second or foreign language. It explains the wide range of activities that can be used in some strands of a course. The book suggests that the research evidence that justifies the existence of the strands and shows how teachers can monitor and assess the learning that occurs in each of the strands. It looks at what should make up a well-balanced listening and speaking course. Language-focused Learning Language-focused learning has many names—focus on form, form focused instruction, deliberate study and deliberate teaching, learning as opposed to acquisition, intentional learning. The book concludes with a set of pedagogical principles based on the strands that can be used to guide the teaching of a language course.
