Document Type
Article
Publication Title
ELT Journal
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.
Pages
30-41
html
DOI
https://doi.org/10.1093/elt/ccq093
Volume
66
Issue
1
Publication Date
1-2012
Disciplines
Bilingual, Multilingual, and Multicultural Education
ISSN
0951-0893
Recommended Citation
Hunter, James, ""Small Talk": Developing Fluency, Accuracy, and Complexity in Speaking" (2012). TESOL Faculty Scholarship. 11.
https://repository.gonzaga.edu/tesolschol/11
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Comments
This is a pre-copyedited, author-produced version of an article accepted for publication in ELT Journal following peer review. The version of record [James Hunter, ‘Small Talk’: developing fluency, accuracy, and complexity in speaking, ELT Journal, Volume 66, Issue 1, January 2012, Pages 30–41] is available online at: https://doi.org/10.1093/elt/ccq093.