The Language Teacher
04 - 2002
The Chat: Collaborative Student-centered Focus on Form and Fluency
Brad Deacon
Nanzan University
QUICK GUIDE
Key Words:Speaking
Learner English Level: All levels
Learner Maturity Level: Youth to adult
Preparation Time: None
Activity Time: 5 to 20 minutes or more
Materials: None
Imagine the following dialogue taking place with a small group.
Teacher: So, Kenji you said you went to the movies last weekend.
Kenji: Yes.
Teacher: Great. Tell me about it.
Kenji: Very enjoy time.
Teacher: What did Kenji say? (Gesturing to another student who restates Kenji's sentence. The teacher then writes it on the board). Let's look at this sentence.
Student 1: He means 'Had enjoyable time.' (The others consider this answer).
Kenji: Ah hah, I had a very enjoyable time.
Teacher: Does that sound right everyone? (The group nods in agreement). OK, now what are some other ways to say, "I had an enjoyable time"?
Student 2: Great time!
Student 1: Super time!
Kenji: Very, very enjoyable time! (Everyone laughs, the conversation resumes, and is paused again later to focus on another point).
You may have noticed that the teacher accepted most of the responsibility for guiding the above dialogue. The students assumed various roles including: listening, speaking, and correcting the language. The topic, or starting point, was personally relevant and is probably not unlike many conversations in your own classes. However, where this conversation may be different is when the teacher pauses the dialogue, and turns the language back to the group who accept responsibility for noticing their language and taking steps towards correction.
What is the Chat?
The Chat is a freer conversation activity that is paused periodically by the teacher for the group to recall and focus on various aspects of their language output. For instance, the group might rephrase language to make it more grammatical (e.g., "Yesterday I go shopping." ->went), or build vocabulary in a substitution drill (e.g., "I'm fine thank you." ->great, OK, terrible), or concentrate on pronunciation. Essentially, shifting from fluency to aspects of form is left to whatever the teacher feels is necessary in order to focus the learners' attention on developing their language ability. The activity presupposes that student-generated language is a good starting point, access to correct language is necessary, and the group is able to self-correct in most cases. The teacher actively listens to student responses ("So you ...") to show interest and understanding, acts as a language model, and assists the learners to maintain the flow of communication. In addition, the teacher draws attention to areas of output that need refinement, but corrects the language only if students prove unable to do so on their own.
Why use the Chat?
Many students desire freer practice using topics that connect to their lives and the world. At the same time, many express frustration at not being able to adequately share what is on their mind at the time of need (e.g., when a willing audience is immediately in front of them). They recognize their desire for fluency and their need for accuracy. I imagine teachers also enjoy discovering more about their students' worlds. An element of linguistic focus is also desirable in order to help our learners continually develop more native-like ability. Thus, the Chat serves the dual purpose of allowing students to share topics that are personal, relevant and motivating while increasing their ability to direct focused attention and accept greater responsibility for noticing and reshaping their language.
When do I use the Chat?
I have used this activity most successfully with small company classes and privately arranged groups. Usually I conduct the Chat for about 10 minutes at the beginning of class, but it is useful in the middle and end of class as well. In larger university groups, I have used it at the beginning of class with the most enthusiastic learners who arrive early. I have also used it with success in smaller groups within large classes while the other students engage in different tasks.
Suggestions for getting started
In general, the feedback for this activity has been very positive. If you'd like to try it in your classes, the following points will help you get started.
- 1. Begin with a simple opening question such as, "What did you do on the weekend?" (You can choose questions for future Chats to fit various grammar and topical functions and/or use student suggestions).
- 2. Accept most of the responsibility for guiding the conversation and make the students aware of what you'll be doing in the activity.
- 3. As a general rule I suggest pausing infrequently at first and then more regularly as you tune to the engagement and interest level of your learners.
- 4. Active listen (repeat in a way that shows understanding) their responses and reformulate their language correctly to give access to correct language for the group.
- 5. Write a sentence or two that students recall for the group to refine.
Although the Chat is ideal for small groups, you can also use the first five minutes of larger classes for a chat with your super genki learners.
Note: Thanks to Jack Millet at the School for International Training in Brattleboro, Vermont for first introducing me to the idea of the Chat.
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