Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-5cf477f64f-h6p2m Total loading time: 0 Render date: 2025-04-02T17:05:05.788Z Has data issue: false hasContentIssue false

11 - Speaking

from Part III - Skill Development

Published online by Cambridge University Press:  25 June 2019

By
Dustin Crowther  and
Susan M. Gass
Edited by
John W. Schwieter  and
Alessandro Benati
John W. Schwieter
Affiliation:
Wilfrid Laurier University
Alessandro Benati
Affiliation:
American University of Sharjah, United Arab Emirates
Get access

Summary

In describing the difficulties of establishing a definition for the construct second language (L2) “speaking”, Fulcher (2014) notes that “speaking is the verbal use of language to communicate with others” (p. 23). Such a broad definition is of course limited, as what enables successful spoken communication is variable. For example, Fulcher lists the following considerations: pronunciation and intonation; accuracy and fluency; strategies for speaking; structuring speech; speaking in context; and interactional competence. Such variability is evident when considering how high-stakes language assessments (e.g., the American Council on the Teaching of Foreign Languages (ACTFL), instruments based on the Common European Framework of Reference, International English Language Testing System (IELTS), Test of English as a Foreign Language (TOEFL)) define speaking within their frameworks. For example, whereas the IELTS speaking rubric includes categories for Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation, the TOEFL speaking rubrics emphasize General Description, Delivery, Language Use, and Topic Development.

Type
Chapter
Information
The Cambridge Handbook of Language Learning , pp. 258 - 282
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abrahamsson, N., & Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59, 249–306.CrossRefGoogle Scholar
ACTFL. (2012). ACTFL proficiency guidelines. Alexandria, VA: ACTFL. Retrieved from https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012.Google Scholar
American Academy of Arts and Sciences (2017). America’s languages: Investing in language education for the 21st century. Cambridge, MA: American Academy of Arts and Sciences. Retrieved from https://www.amacad.org/content/Research/researchproject.aspx?i=21896.Google Scholar
Aoyama, K., Flege, J. E., Guion, S. G., Akahane-Yamada, R., & Yamada, T. (2004). Perceived phonetic dissimilarity and L2 speech learning: The case of Japanese /r/ and English /l/ and /r/. Journal of Phonetics, 32(2), 233–250.Google Scholar
Baker, W. (2015). Culture and identity through English as a lingua franca. Berlin: De Gruyter Mouton.Google Scholar
Bergeron, A., & Trofimovich, P. (2017). Linguistic dimensions of accentedness and comprehensibility: Exploring task and listener effects in second language French. Foreign Language Annals, 50(3), 547–566.Google Scholar
Best, C. T. (1993). Emergence of language-specific constraints in perception of non-native speech: A window on early phonological development. In de Boysson-Bardies, B., de Schonen, S., Jusczyk, P. W., McNeilage, P., & Morton, J. (eds.), Developmental neurocognition: Speech and face processing in the first year of life (pp. 289–304). Dordrecht: Kluwer Academic.Google Scholar
Best, C. T. (1994). The emergence of native-language phonological influences in infants: A Perceptual Assimilation Model. In Goodman, J. C. & Nusbaum, H. C. (eds.), The development of speech perception: The transition from speech sounds to spoken words (pp. 167–224). Cambridge, MA: MIT Press.Google Scholar
Best, C. T., & Tyler, M. D. (2007). Nonnative and second-language speech perception: Commonalities and complementarities. In Bohn, O.-S. & Munro, M. J. (eds.), Language experience in second language speech learning (pp. 13–34). Amsterdam: John Benjamins.Google Scholar
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Google Scholar
Canale, M. (1983). From communicative competence to communicative language pedagogy. In Richards, J. & Schmidt, R. (eds.), Language and communication (pp. 2–27). London: Longman.Google Scholar
Canale, M., & Swain, M. (1980). Theoretical basis of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47.Google Scholar
Caspers, J. (2010). The influence of erroneous stress position and segmental errors on intelligibility, comprehensibility and foreign accent in Dutch as a second language. Linguistics in the Netherlands, 27(1), 17–29.CrossRefGoogle Scholar
Chambers, F. (1997). What do we mean by fluency? System, 25, 535–544.CrossRefGoogle Scholar
Chan, J. Y. H. (2018). Attitudes and identities in learning English and Chinese as a lingua franca: A bilingual learners’ perspective. Journal of Multilingual and Multicultural Development, 39(9), 759–775.Google Scholar
Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2015). Does a speaking task affect second language comprehensibility? The Modern Language Journal, 99, 80–95.Google Scholar
Davidson, D. E. (2010). Study abroad: When, how long, and with what results? New data from the Russian front. Foreign Language Annals, 43, 6–26.Google Scholar
Davidson, D. E., & Shaw, J. (2019). A cross-linguistic and cross-skill perspective on L2 development in study abroad. In Winke, P. and Gass, S. (eds.), Foreign language proficiency in higher education (pp. 217–242). Cham: Springer.Google Scholar
De Costa, P. I. (2012). Constructing SLA differently: The value of ELF and language ideology in an ASEAN case study. International Journal of Applied Linguistics, 22, 205–224.CrossRefGoogle Scholar
De Costa, P. I. (2014). Cosmopolitanism and English as a lingua franca: Learning English in a Singapore school. Research in the Teaching of English, 49, 9–30.Google Scholar
DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499–533.Google Scholar
Dervin, F., & Risager, K. (2015). Researching identity and interculturality. New York: Routledge.Google Scholar
Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility. Studies in Second Language Acquisition, 20(1), 1–16.CrossRefGoogle Scholar
Derwing, T. M., & Munro, M. J. (2013). The development of L2 oral language skills in two L1 groups: A 7-year study. Language Learning, 63, 163–185.Google Scholar
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Philadelphia, PA: John Benjamins.Google Scholar
Derwing, T. M., Munro, M. J., & Thomson, R. I. (2007). A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics, 29, 359–380.Google Scholar
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393–410.Google Scholar
Derwing, T. M., Munro, M. J., Thomson, R. I., & Rossiter, M. J. (2009). The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition, 31(4), 533–557.CrossRefGoogle Scholar
Derwing, T. M., Thomson, R. I., & Munro, M. J. (2006). English pronunciation and fluency development in Mandarin and Slavic speakers. System, 34, 183–193.Google Scholar
Dörnyei, Z. (2009). The L2 motivational self system. In Dörnyei, Z. & Ushioda, E. (eds.), Motivation, language identity and the L2 self (pp. 9–42). Toronto: Multilingual Matters.Google Scholar
Duff, P. A. (2014). Communicative language teaching. In Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (eds.), Teaching English as a second or foreign language (4th edn., pp. 15–30). Boston, MA: National Geographic Learning/Heinle.Google Scholar
Eckman, F. (2004). From phonemic differences to constraint rankings: Research on second language phonology. Studies in Second Language Acquisition, 26(4), 513–549.Google Scholar
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In Strange, W. (ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–276). Timonium, MD: York Press.Google Scholar
Flege, J. E. (1999). Age of learning and second language speech. In Birdsong, D. (ed.), Second language acquisition and the Critical Period Hypothesis (pp. 101–131). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Foley, C., & Flynn, S. (2013). The role of native language. In Herschenson, J. & Young-Scholten, M. (eds.), The Cambridge handbook of second language acquisition (pp. 97–113). Cambridge: Cambridge University Press.Google Scholar
Foote, J. A., Holtby, A. K., & Derwing, T. M. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22.Google Scholar
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2016). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181–196.Google Scholar
Freed, B., Segalowitz, N., & Dewey, D. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275–301.Google Scholar
Fulcher, G. (2014). Testing second language speaking. New York: Routledge.Google Scholar
Gass, S. (1984). Development of speech perception and speech production abilities in adult second language learners. Applied Psycholinguistics, 5(1), 51–74.Google Scholar
Gass, S., & Mackey, A. (2006). Input, interaction and output: An overview. AILA Review, 19, 3–17.Google Scholar
Gass, S., & Mackey, A. (2007). Input, interaction and output in second language acquisition. In Williams, J. and VanPatten, B. (eds.), Theories in second language acquisition (pp. 175–199). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review, 61(3), 325–353.Google Scholar
Gatbonton, E., & Trofimovich, P. (2008). The ethnic group affiliation and L2 proficiency link: Empirical evidence. Language Awareness, 17(3), 229–248.Google Scholar
Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners’ ethnic group affiliation and L2 pronunciation accuracy:A sociolinguistic investigation. TESOL Quarterly, 39(3), 489–511.Google Scholar
Gatbonton, E., Trofimovich, P., & Segalowitz, N. (2011). Ethnic group affiliation and patterns of development of a phonological variable. The Modern Language Journal, 95(2), 188–204.Google Scholar
Gregg, K. (1996). The logical and developmental problems of second language acquisition. In Ritchie, W. C. & Bhatia, T. K. (eds). Handbook of second language acquisition (pp. 49–81). San Diego, CA: Academic Press.Google Scholar
Hardison, D. M. (2005). Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment. Applied Psycholinguistics, 26(4), 579–596.Google Scholar
Hardison, D. M. (2014a). Phonological literacy in L2 learning and teaching. In Levis, J. M. & Moyer, A. (eds.), Social dynamics in second language accent (pp. 195–218). Boston, MA: Walter de Gruyter.Google Scholar
Hardison, D. M. (2014b). Changes in second-language learners’ oral skills and socio-affective profiles following study abroad: A mixed-methods approach. Canadian Modern Language Review, 70(4), 415–444.Google Scholar
Hymes, D. (1971). On communicative competence. Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Hymes, D. (1972). On communicative competence. In Pride, J. B. & Holmes, J. (eds.), Sociolinguistics (pp. 269–293). Harmondsworth: Penguin.Google Scholar
Isaacs, T., & Trofimovich, P. (2012). Deconstructing comprehensibility: Identifying the linguistic influences on listeners’ L2 comprehensibility ratings. Studies in Second Language Acquisition, 34, 475–505.Google Scholar
Isbell, D., Park, O.-S., & Lee, K. (2019). Learning Korean pronunciation: Effects of instruction, proficiency, and L1. Journal of Second Language Pronunciation, 5(1), 13–48.Google Scholar
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2017). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605–624.Google Scholar
Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831–843.Google Scholar
Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press.Google Scholar
Lee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36, 345–366.Google Scholar
Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language learning, 40(3), 387–417.Google Scholar
Leonard, K. R., & Shea, C. E. (2017). L2 speaking development during study abroad: Fluency, accuracy, complexity, and underlying cognitive factors. The Modern Language Journal, 101(1), 179–193.Google Scholar
LeVelle, J., & Levis, J. (2014). Understanding the impact of social factors in L2 pronunciation: Insights from learners. In Levis, J. & Moyer, A. (eds.), Social dynamics in second language accent (pp. 97–118). Boston, MA: DeGruyter Mouton.Google Scholar
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 369–377.Google Scholar
Loewen, S. (2003). Variation in the frequency and characteristics of incidental focus on form. Language Teaching Research, 7(3), 315–345.Google Scholar
Long, A. Y., & Geeslin, K. (2018). Spanish second language acquisition across the globe: What future research on non-English-speaking learners will tell us, Hispania, 100(5), 205–210.Google Scholar
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. & Bhatia, T. (eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
Low, E. L., & Pakir, A. (2018) World Englishes: Rethinking paradigms. New York: Routledge.Google Scholar
MacIntyre, J., Dörnyei, Z., Clément, R., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545–562.Google Scholar
Mackey, A., Abbuhl, R., & Gass, S. (2012). Interactionist approach. In Gass, S. & Mackey, A. (eds.), Handbook of second language acquisition (pp. 7–23). New York: Routledge.Google Scholar
Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 417–497.Google Scholar
Magnan, S. S., & Back, M. (2007). Social interaction and linguistic gain during study abroad. Foreign Language Annals, 40(1), 43–61.Google Scholar
Moyer, A. (2014). What’s age got to do with it? Accounting for individual factors in second language accent. Studies in Second Language Learning and Teaching, 4, 443–464.Google Scholar
Muñoz, C. (2014). Contrasting effects of starting age and input on the oral performance of foreign language learners. Applied Linguistics, 35(4), 463–482.Google Scholar
Muñoz, C., & Llanes, Á. (2014). Study abroad and changes in degree of foreign accent in children and adults. The Modern Language Journal, 98(1), 432–449.Google Scholar
Munro, M. J. (2018). How well can we predict second language learners’ pronunciation difficulties? CATESOL Journal, 30(1), 267–281.Google Scholar
Munro, M. J., & Derwing, T. M. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 49(S1), 285–310.Google Scholar
Munro, M. J., Derwing, T. M., & Thomson, R. (2015). Setting segmental priorities for English learners: Evidence from a longitudinal study. International Review of Applied Linguistics in Language Teaching (IRAL), 53(1), 39–60.Google Scholar
Nagle, C. (2018). Motivation, comprehensibility, and accentedness in L2 Spanish: Investigating motivation as a time-varying predictor of pronunciation development. The Modern Language Journal, 102(1), 199–217.Google Scholar
Nation, P. (1989). Improving speaking fluency. System, 17(3), 377–384.Google Scholar
O’Brien, M. G. (2014). L2 learners’ assessment of accentedness, fluency, and comprehensibility of native and nonnative German speech. Language Learning, 64(4), 715–748.Google Scholar
Okuno, T., & Hardison, D. M. (2016). Perception–production link in L2 Japanese vowel duration: Training with technology. Language Learning & Technology, 20(2), 61–80.Google Scholar
Peng, J. E., Zhang, L., & Chen, Y. (2017). The mediation of multimodal affordances on willingness to communicate in the English as a foreign language classroom. TESOL Quarterly, 51(2), 302–331.Google Scholar
Piske, T., MacKay, I. R., & Flege, J. E. (2001). Factors affecting degree of foreign accent in an L2: A review. Journal of phonetics, 29(2), 191–215.Google Scholar
Risager, K. (2007). Language and culture pedagogy: From a national to transnational paradigm. Clevedon: Multilingual Matters.Google Scholar
Rubio, F., Hacking, J., Soneson, D., Winke, P., & Gass, S. (2018). Outcomes and observed trends from the Flagship Proficiency Initiative Paper presented at the 2018 Language Flagship Meeting, May, Philadelphia, PA.Google Scholar
Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46, 842–854.Google Scholar
Saito, K., & Akiyama, Y. (2017). Linguistic correlates of comprehensibility in second language Japanese speech. Journal of Second Language Pronunciation, 3(2), 199–217.Google Scholar
Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62(2), 595–633.Google Scholar
Saito, K., Ilkan, M., Magne, V., Tran, M., & Suzuki, S. (2018) Acoustic characteristics and learner profiles of low, mid and high-level second language fluency. Applied Psycholinguistics, 39(3), 593–617.Google Scholar
Sakai, M., & Moorman, C. (2018). Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research. Applied Psycholinguistics, 39(1), 187–224.Google Scholar
Sanz, C., & Morales-Front, A. (eds). (2018). Handbook of study abroad research and practice. New York: Routledge.Google Scholar
Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.Google Scholar
Segalowitz, N. (2016). Second language fluency and its underlying cognitive and social determinants. International Review of Applied Linguistics in Language Teaching (IRAL), 54(2), 79–95.Google Scholar
Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 173–199.Google Scholar
Segalowitz, N., French, L., & Guay, J. D. (2018). What features best characterize adult second language utterance fluency and what do they reveal about fluency gains in short-term immersion? Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 20(2), 90–116.Google Scholar
Sharma, B. K. (2018). Chinese as a global language: Negotiating ideologies and identities. Global Chinese, 4(1), 1–10.Google Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. & Madden, C. (eds.), Input in second language acquisition (pp. 235–256). New York: Newbury House.Google Scholar
Swain, M. (1995). Three functions of output in second language learning. In Cook, G. & Seidlhofer, B. (eds.), Principle and practice in applied linguistics: Studies in honor H. G. Widdowson (pp. 125–144). Oxford: Oxford University Press.Google Scholar
Swain, M. (2005). The Output Hypothesis: Theory and research. In Hinkle, E. (ed.), Handbook of research in second language learning and teaching (pp. 471–484). New York: Routledge.Google Scholar
Tao, L., & Taft, M. (2017). Effects of early home language environment on perception and production of speech. Bilingualism: Language and Cognition, 20(5), 1030–1044.Google Scholar
Thomson, R. I. (2011). Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28, 744–765.Google Scholar
Thomson, R. I. (2012). Improving L2 listeners’ perception of English vowels: A computer-mediated approach. Language Learning, 62, 1231–1258.Google Scholar
Thomson, R. I. (2018). Measurement of accentedness, intelligibility, and comprehensibility. In Kang, O. & Ginther, A. (eds.), Assessment in second language pronunciation (pp. 11–29). New York: Routledge.Google Scholar
Thomson, R. I., Nearey, T. M., & Derwing, T. M. (2009). A modified statistical pattern recognition approach to measuring the crosslinguistic similarity of Mandarin and English vowels. The Journal of the Acoustical Society of America, 126(3), 1447–1460.Google Scholar
Trofimovich, P., & Isaacs, T. (2012). Disentangling accent from comprehensibility. Bilingualism: Language and Cognition, 15, 905–916.Google Scholar
Varonis, E. M., & Gass, S. M. (1982). The comprehensibility of nonnative speech. Studies in Second Language Acquisition, 4, 114–136.Google Scholar
Werker, J. F., & Tees, R. C. (2005). Speech perception as a window for understanding plasticity and commitment in language systems of the brain. Developmental Psychobiology, 46(3), 233–251.Google Scholar
White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Interlanguage Studies Bulletin, 7(2), 133–161.Google Scholar
Winke, P., & Gass, S. (2018a). Individual differences in advanced proficiency. In Malovrh, P. and Benati, A. (eds). Handbook of Advanced Language Proficiency (pp. 157–178). New York: Routledge.Google Scholar
Winke, P., & Gass, S. (2018b). When some study abroad: How returning students realign with the curriculum and impact learning. In Sanz, C. & Morales-Front, A. (eds.), Handbook of study abroad research and practice (pp. 527–543). New York: Routledge.Google Scholar
Winke, P., Gass, S., & Heidrich, E. (2019). Modern-day foreign language majors: Their goals, attainment, and fit with a 21st century curriculum. In Winke, P. & Gass, S. (eds.), Foreign language proficiency in higher education (pp. 93–113). Cham: Springer.Google Scholar
Yan, X., & Ginther, A. (2018). Listeners and raters: Similarities and differences in evaluation of accented speech. In Kang, O. & Ginther, A. (eds.), Assessment in second language pronunciation (pp. 67–88). New York: Routledge.Google Scholar
Zaykovskaya, I., Rawal, H., & De Costa, P. I. (2017). Learner beliefs for successful study abroad experience: A case study. System, 71, 113–121.Google Scholar
Zyzik, E., & Polio, C. (2008). Incidental focus on form in university Spanish literature courses. The Modern Language Journal, 92(1), 53–70.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×