Abstract
The paper is the outcome of an action research project that investigated factors that keep students from participating in classroom small talk (ST). In-class observations, surveys and students’ logs, backed by the author’s self-reflection resulted in an intervention plan which aimed to help students with their anxiety and ST apprehension. The final role plays, as well as the survey demonstrated that there was a change in how the students noticed and used the opportunities to utilize ST. Specifically, they started to see the potential of classroom talk for putting ST skills into practice. Another finding is the need to raise the students’ awareness of ST as a social and linguistic skill, to clearly establish ground rules for practising ST, and to create high-frequency, naturalistic opportunities to develop ST in class. It is argued in the paper that ST skills can be practised in the classroom beyond the purposefully designed activities, i.e. in spontaneous interactions between the teacher and the students. Such interactions may decrease the students' anxieties and reluctance to get engaged in small talk. This change would have a positive effect on their outside-the-classroom interactions in English, both in academic and work-place situations.
Highlights
Small talk (ST) is often metaphorically described in reference to its pragmatic function
Within the communicative language teaching (CLT) paradigm, there is an expectation that a teacher will provide opportunities for learners to be engaged in interaction and meaningful communication while experimenting with the language (Richards, 2006)
In many institutions EFL teachers do not make classroom ST at all. This observation resonates with the literature review: the methodology and pedagogical implications of making spontaneous ST with the group have not been explicitly researched. This action research project was started in order to check the initial assumption that classroom ST can improve students’ attitudes about ST
Summary
The paper is the outcome of an action research project that investigated factors that keep students from participating in classroom small talk (ST). The final role plays, as well as the survey demonstrated that there was a change in how the students noticed and used the opportunities to utilize ST They started to see the potential of classroom talk for putting ST skills into practice. It is argued in the paper that ST skills can be practised in the classroom beyond the purposefully designed activities, i.e. in spontaneous interactions between the teacher and the students Such interactions may decrease the students’ anxieties and reluctance to get engaged in small talk. For the ST practice, this CLT principle is translated into setting some specially designed communicative contexts such as reading ST episodes, acting them out, or role playing ST in prescribed situations While this is certainly a valid approach to practising talk as interaction, such activities can hardly take place in each class. The project should interest those teachers who are open to experimenting with their formal classroom talk and who seek new opportunities to encourage their students to make ST in class
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