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Conversation
Classes or Discussion Classes
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The term conversation class has always
puzzled me. In the context of a typical language school, it suggests that what takes place
during class time is indeed a conversation, and perhaps even implies that conversation is
actually being taught.
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Nothing could be further from the truth! If we
pause to consider some of the characteristics of conversation, we soon realize that a
conversation class cannot by definition exist.
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- Conversations have a small number of interlocutors. In the local corner shop, for
example, or over the garden fence, the number is usually not greater than two. Having made
this rule, let's break it immediately. At a dinner party you may find eight interlocutors
conversing together on the same topic; but for the greater part of an evening, guests from
a British cultural background invariably converse on different topics in groups of two or
three.
- The topic of the conversation is chosen by one of the interlocutors, never prescribed by
an outside agent (Richards and Schmidt 1983). Imagine your other neighbor asking you to
discuss the pros and cons of raising local taxes and improving the bus service, as you
hang out your washing!
- The language of a conversation is typically 'interactional' (Brown and Yule 1983:23). It
is about showing someone that you wish to be on friendly terms with them; it does not have
to impart new information.
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If we consider the teacher's role in a
conversation class, we must also come to the conclusion that the teacher is not in any
sense attempting to teach conversation. Perhaps the teacher simply arouses interest in a
topic, preteaches vocabulary, sets a task, monitors performance, and gives feedback on the
use of structure and lexis. And occasionally, there may be some teacher input on how to
interrupt or to close a conversation politely. But this kind of emphasis switches the
focus to how to converse in certain social contexts-a suitable topic perhaps for
businessmen clinching important deals, diplomats at crowded conferences or even (but how
often?) advanced students of English (Wiriyachitra 1994).
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The term discussion class is more
satisfactory as it gives a much more accurate idea of what happens during class time. It
suggests that the class as a whole (but not necessarily working as a whole) will be
involved in the discussion of a single topic, chosen perhaps by negotiation, or by
teachers exercising a time-honored prerogative.
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Just as the three crucial factors in the
construction of a new hotel are location, location, and location , so are the three
crucial factors in a discussion topic, topic, and topic . Put yourself in the
learner's position: Which topics are of sufficient intrinsic interest to spark animated
discussion, possibly with comparative strangers, for at least forty-five minutes on a wet
Wednesday afternoon? Not, I would hazard a guess, a discussion of the role of computers in
society today, however skillful your teacher may be at providing appropriate tasks.
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In classes with a heterogeneous composition,
topics should stretch across cultural boundaries. They should appeal to the young and old
alike. They should be relevant to both sexes. Books with prepared topics and tasks do
exist, but rarely offer a range of consistent excellence.
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Why are we discussing this?
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It is sometimes easy to give a robust and
convincing answer to this question, should it be asked by a student. For example,
intermediate students, sometimes do not have a very precise understanding of words
relating to familiar concepts and some discussions can probably be justified in terms of
vocabulary acquisition alone.
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In Britain, foreign students can hold
discussions in pubs and cafes, but it is only in class that they can receive lucid
presentations and carefully controlled practice of grammar. Psycholinguistics can provide
further answers.
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Whenever an item of linguistic input becomes
noticeable, one of the first steps in the process of acquiring that item has occurred. Noticing
(O'Malley and Chamot 1990) is a conscious process, aided by the teacher who may be
instrumental in deciding which items to make especially salient. The provision of
activities which gradually decrease control over the learner is underpinned by the
psycholinguistic notion of proceduralisation .
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Language learners, just like student drivers,
need opportunities to implement their knowledge and skills under conditions which allow
more and more autonomy. A language user struggles to combine aspects of language such as
recall of lexis, correct application of syntax and correct pronunciation, in the same way
that a student driver struggles to coordinate the various controls necessary to drive a
car.
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The quick and effective deployment of
communication strategies (Larsen-Freeman and Long 1991) is another aspect of
proceduralisation. As the learners' linguistic resources increase, so do their ambitions,
though the disparity between what they can say and what they want to say may always
remain. Being able to compensate for linguistic deficiencies by using a substitute word
for the one intended, by paraphrasing, or by restructuring, is all part of the process of
achieving competence in speaking.
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It is through discussions that many teachers
provide their learners with opportunities to improve their fluency skills: the swift
recall of appropriate lexis, the fluid formation of correct tenses, and the effective use
of communication strategies. In certain circumstances, conversational analysis may be
appropriate, but above all else, topic is to learner as gun is to soldier: without a
stimulating topic, engagement will be desultory at best.
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William
Bickerdike is working as Assistant Director of Studies at The British Council in
Kuwait. He has taught EFL in Saudi Arabia and Thailand. |
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- Brown, G. and G. Yule. 1983. Teaching the spoken language. Cambridge: Cambridge
University Press.
- Larsen-Freeman, D. and M. Long. 1991. An introduction to second language acquisition
research. New York: Longman.
- O'Malley, J. and A. Chamot. 1990. Learning strategies in second language acquisition.
New York: Longman.
- Richards, J. C. and R. Schmidt. 1983. Conversational analysis in Language and
communication, ed. J. C.
- Richards, and R. Schmidt. New York: Longman.
- Wiriyachitra, A. 1994. Advanced English conversation skills. English Teaching Forum, 32,
1, pp. 49-50.
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