'Small Talk': developing fluency, accuracy, and complexity in speaking

James Duncan Hunter

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

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.

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1997CORRECTIVE FEEDBACK AND LEARNER UPTAKE 1996A Framework for the Implementation of Task-based Instruction 2008A typology of written corrective feedback types 2006ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning 1998The Role of Implicit Negative Feedback in SLA: Models and Recasts in Japanese and Spanish 2005Rethinking Communicative Language Teaching: A Focus on Access to Fluency 2007Teachers' Intentions and Learners' Perceptions about Corrective Feedback in the L2 Classroom

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2017Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers 2022Student engagement with teacher oral feedback in EFL university classrooms 2018Effects of Shadowing and Tracking on Intermediate EFL Learners’ Oral Fluency

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