In this paper I am going to analyze and comment an article written by James Hunter. My starting point will be a summary about the text in which I have been working. Next I will contextualize the topic which is “Small Talk”. Then, I will analyze different problematic issues raised in the text in which I propose proposals for solving the problems posed. Finally, I will reflect about the strengths and weaknesses of some points about this article changing some aspects of the author's proposal.
The author of this article stakes out a clear and insightful position on this educational issue and follows the specific instructions by presenting reasons to support that position. The article cogently argues that a corrective feedback can make learners reluctant to speak but it is necessary for developing fluency, accuracy and complexity . We need to develop a real speaking skill in our students. However, we can find problems that have been developed because of the usage of methodologies with very limited linguistic resources like, for example, CTL (Communicative Language Teaching) because they aren't based in a real teaching and content. Actually we have to call for more creative speaking and thinking, not less.
In further examples, the article shows how “small talk” allows for the linking of ideas that may never have been connected pushing students to think in new ways. This method opens pathways of thinking that were previously closed off to the speaking skill. With increased interdisciplinary interactions, we should use this method to make the speaking would be more related to the real world. For all that, Hunter proposes "small talk" as a methodology which develops language fluency and accuracy language allowing the teacher to give corrective feedbacks.
Accuracy, complexity, fluency, speaking, corrective feedback (CF), recasts, and syllabus.
Let’s begin about knowing what small talk is; we can say that it is a conversation for its own sake. To put this in an educational perspective means a comprehensive approach which develops accuracy, fluency and complexity in oral production. How did this come about? It was initially studied in 1923 by Bronislaw Lalinowski, however it began as an experiment in learner-centred over 20 years ago which pretended developing the oral communication. Nowadays this methodology has been introduced into the classroom so, in a “Small Talk” class, pupils improve their speaking skill in a conversation without intervention by the teacher, and then receive feedback.
Small talk can be divided into 6 steps:
1. The day before, the leader (who is responsible for choosing the topic, providing questions, vocabulary, grouping the class, etc.) announces the topic to their mates.
2. At the beginning, the leader writes on the board the questions and vocabulary and grouping the class.
3. Groups begin to discuss the theme.
4. Groups share what they are speaking about with the rest of the...