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Developing the ability to speak in a foreign language is an arduous
task. This is because it involves the mastery of different language
subsystems, simultaneous focus on comprehension and production, and
the impact of a range of social factors. This challenge is further
compounded in situations in which learners have limited access to
the target language. Thus, there is a need to explore issues
related to teaching, learning and testing speaking with a view to
translating the guidelines based on theoretical positions and
research findings into feasible and context-specific pedagogical
recommendations. This is the rationale behind this book, which
considers speaking from leading theoretical perspectives,
investigates individual variables which affect its development, and
reports the results of studies focusing on different aspects of its
instructed acquisition.
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