ERIC Number: ED281353
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Increasing the Ratio of Student Talk to Teacher Talk. ACTFL [American Council on the Teaching of Foreign Languages] Master Lecture Series.
Wing, Barbara H.
A discussion of foreign language classroom communication focuses on the ratio of teacher talk to student talk and its contribution to second language learning. It begins with the assumption that if students are to develop communicative competence in the target language, they must be allowed and encouraged to talk progressively more while the teacher talks progressively less. Three issues are addressed: (1) the kind of student talk that should be increased in the foreign language classroom; (2) the conditions teachers must create in the classroom so that students will want and need to talk more; and (3) the specific activities effective in increasing the amount and variety of student talk. Based on those issues, a rationale and means for progressively increasing the percentage of student talk while decreasing that of teacher talk are proposed. Instructional strategies suggested for encouraging student talk include providing a content-rich environment, helping students to understand, inviting students to participate, using nonverbal cues, listening for meaning, not form, and providing activities that engage the students. A distinction is made between "speaking" and "talking," the latter defined as a more meaningful communicative activity. Specific bridging activities, or class activities designed to move students from "speaking" practice to "talking" practice, and talking tasks are outlined. (MSE)
Descriptors: Change Strategies, Class Activities, Classroom Communication, Classroom Environment, Classroom Techniques, Communicative Competence (Languages), Instructional Effectiveness, Language Teachers, Second Language Instruction, Student Participation, Teacher Role, Teacher Student Relationship
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Defense Language Inst., Monterey, CA. Foreign Language Center.