Speaker
Description
Some teachers may have struggled to increase the amount of student talk beyond these minimized turns. Numerous learning-motivation studies have demonstrated that student language anxiety lessen their L2 speech amount. However, the approach does not focus on how actually they interact in classroom. This presentation will outline ways students can be encouraged to expand their talk. The presenter will detail how students manipulate L1/L2 language choice and speech acts in oral activities and how students attend to their limited L2 proficiency. The findings suggest that students produce the least voluntary L2 speech when they are working on information-gap task-based activities, and they would not develop their chat once the task has been completed. Furthermore, some teaching tips to facilitate more expanded turns will be demonstrated based on the findings. The importance that learners should be given certain learning tips and be explicitly trained to manipulate interactional strategies will be broadly discussed. An awareness of those interactional issues can help both students and their teachers orientate themselves to an interactional view of language with concomitant consequences for teaching and learning.
