"Small Talk": Developing Fluency, Accuracy, and Complexity in Speaking

Autor/in	Hunter, James
Titel	"Small Talk": Developing Fluency, Accuracy, and Complexity in Speaking
Quelle	In: ELT Journal, 66 (2012) 1, S.30-41 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccq093
Schlagwörter	Feedback (Response); Speech Communication; Language Fluency; Second Language Learning; Grammar; Language Teachers; Second Language Instruction; Error Correction; Communicative Competence (Languages); Teaching Methods; Language Usage; Course Descriptions + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Grammatik; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Korrektur; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Kursstrukturplan
Abstract	A major issue that continues to challenge language teachers is how to ensure that learners develop accuracy and complexity in their speaking, as well as fluency. Teachers know that too much corrective feedback (CF) can make learners reluctant to speak, while not enough may allow their errors to become entrenched. Furthermore, there is controversy over the effectiveness of recasts (the most common form of CF) in promoting acquisition. This article explores a methodology, "Small Talk", which aims to resolve some of the tensions between the need to encourage truly communicative language use and the need to develop complexity and to bring focus on forms into the syllabus in ways that can be recognized as valid and relevant by both teachers and learners. It presents some preliminary research on the viability of this CF methodology premised on attention to, and arising from the needs of, the individual learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10