Loose Lips--A Seminar on the Implication of Small Talk in Language Teaching

8/14/2019 Loose Lips--A Seminar on the Implication of Small Talk in Language Teaching

1/46


2/46

Small Talk

FlorrenchM.G

abin,LisaL

.S

erafica

&

Teresa

MayA.Mundiz

MEAL


3/46

a light start before aheavy meal of discussion

Hows the

weather like?Do I know you

from somewhere?

That reminds me

of the time

So, tell me

about yourself?


4/46

A pleasant conversation about

common interestsKenneth Beare

On business, its a picture framearound business conversation.Debra Fine


5/46

Small talk is likeappetizer. It cancreate wonder by

turning a challengingsituation into afavorable one.


6/46

SMALL TALK

is a casual form of conversation that breaks the ice andfills the awkward silence around people.


7/46


8/46


9/46


10/46

What do you say when

1. somebody is in your way (e.g.elevator)?

2. somebody sneezes?

3. you accidentally bumped intosomebody?

4. somebody is in danger?

5. the noise fromsomeones conversationis disturbing you?

6. there is only an emptyseat at a table where there

are already people?

Anything more?


11/46

Even you dont realise it, you use small talk everydayto interact with people.

Everyone is human and its ournature to talk.


12/46

Scott McArthur,executive

consultant atAtos Consulting,

says that firstimpressions are

made within 0.4of a second, withpeople makingsnap judgmentson the way youdress, use bodylanguage andshake hands.


13/46

Why is it important?


14/46

At work, people tend to overlook the importanceof small talk as they're too busy trying to look

efficient and impress the boss. If you're seen tobe making small talk, you may think your peers

are judging you for wasting time and not focusingon your workload.


15/46

Overcoming ShynessSmall talk helps to achieve this byencouraging people to talk in an informalway and, through this, resolve an issue,

negotiate effectively or find solutions.


16/46

Striking up a conversation and engaging with your peers

opens up dialogue. Small talk could lead into talking aboutthe similar challenges you face, sharing ideas, or even giving

or receiving advice to help solve a problem.


17/46

Hooks and cues

Use small talk as a tool to move into moreserious topics.


18/46

Raise your profile

By engaging in small talk, not only will you help to raise yourprofile, but you may also gain recognition from the directors if theyoverhear something of interest and are drawn into the conversation.


19/46

Do the five (5) things:

1. Don't talk about yourself, focus on others;2. Encourage colleagues to engage in small talk;3. Use small talk to open up lines of communication atconferences or other working environments ;


20/46

4. Stick to small talk - don't use it to gossip; and5. Use hooks and cues to drill down to key issues


21/46

In the 1980s, many companies used to allowemployees to take coffee breaks, giving staff

a chance to socialise.


22/46

Small Talk: a waiter/waitress can engage in with their customer to makethem feel more welcome

I am a timid person around new people and I am currently doing work experience ata restaurant. I am usually very polite and smiling at the customers but don't saymuch apart from hello, thank you and you're welcome. What are some good topicsfor small talk I can engage the customers in to make them feel more welcome?


23/46

Small Talk vs Gossip


24/46

IMPLICATIONS OF

SMALL TALK


25/46

DEVELOPING CLASSROOM

SPEAKING ACTIVITIESFrom Theory to Practice


26/46

In speaking and listening wetend to be getting something

done, exploring ideas, workingout some aspect of the world , orsimply being together. In writing

we may be creating a record,committing events or moments

to paper.


27/46

Features of Spoken Discourse(Louma, 2004)

Composed of idea units (conjoined short phrasesand clauses)

May be planned or unplanned

Employs more vague or generic words than

written language Employs fixed phrases, fillers and hesitation

markers

Contains slips and errors reflecting on-line

processing Involved reciprocity

Shows variation, reflecting speaker roles,speaking purpose , and the context


28/46

Functions of Speaking (Brownand Yules Framework)

Talk as interaction

Talk as transaction

Talk as performance


29/46

Talk as Interaction

Main features of talk as interaction

Has a primarily social function

Reflects speakers identityMay be formal or casualUses conversational conventionsReflects many generic words

Uses conversational registrarIs jointly constructed


30/46

Skills involved in using talk asinteraction:

Opening and closing conversations

Choosing topics

Making small-talkRecounting personal incidents and

experiences

Turn-taking

Using adjacency-pairsInterrupting

Reacting to others


31/46

Talk as Transaction

Examples of these kinds of talk are:


32/46

Main Features of talk as Transaction

It has a primarily information focus

The main focus is the message and not theparticipants

Participants employ communication strategiesto make themselves understood

There may be frequent questions, repetitions,and comprehension checks

There may be negotiation and digression

Linguistic accuracy is not always important


33/46

Skills involved in using talk fortransactions

Explaining a need or intentionDescribing something

Asking questioningConfirming informationJustifying an opinionMaking suggestions

Clarifying understandingMaking comparisonsAgreeing and disagreeing


34/46

Talk as Performance

Examples of Talk as Performance


35/46

Main features of Talk as Performance:

There is a focus on both message andaudience

It reflects organization and sequencing

Form and accuracy is importantLanguage is more like written language

It is monologic


36/46

Skills in using Talk as Performance:

Using an appropriate format

Presenting information in an appropriatesequence

Maintaining audience engagement

Using correct pronunciation and grammar

Creating an effect on the audience

Using appropriate vocabularyUsing appropriate opening and closing

I li ti f


37/46

Implications forTeaching

Three issues need to be addressed inplanning speaking activities for anoral English course:

To determine what kinds of speakingskills the course will focus on

To identify teaching strategies toteach each kind of talk


38/46

Talk as Interaction


39/46

Talk as Transaction


40/46

Talk as Performance

Initially talk as performance needs tobe prepared for and scaffolded in

much the same way as written text,

and many of the teaching strategiesused to make understandings ofwritten text accessible can be

applied to the formal uses of spokenlanguage


41/46


42/46

The third issue involved in

planning speaking activities isdetermining the expected level ofperformance on a speaking task

and the criteria that will be used toassess student performance.

M t i th A t f


43/46

Mastering the Art ofSmall Talk

You will learn to:

Create rapport through small talk

Spontaneously start conversations

Maintain stimulating conversations

Change topics gracefully End conversations tactfully

Converse with confidence


44/46

Questions such as thefollowing guide as follows:

What is the speakers purpose?

Who is the audience?

What kind of information does theaudience expect?

How does the talk begin, developand end?What moves or stages areinvolved

Is any special language used?


45/46

Conclusion

What will the focus of the activity be: talk asinteraction, transaction or performance?

How will the activity be modeled?

What stages will the activity be divided into?

What language support will be needed? What resource will be needed?

What learning arrangements will be needed?

What level of performance is expected?

How and when will be feedback be given?


46/46

Thank You for Listening!

Documents

Loose Lips--A Seminar on the Implication of Small Talk in Language Teaching