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Dan cornford.back channelling
 

Dan cornford.back channelling

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    Dan cornford.back channelling Dan cornford.back channelling Presentation Transcript

    • Back-channelling:reacting inconversationDan Cornford, IH Valladolid
    • The next ten minutes• Define back-channelling and identify different types.• Discuss why back-channelling is important for learners.• Demonstrate a class activity to raise awareness of back-channellinglanguage.• Demonstrate a class activity to practise back-channelling language.
    • What is back-channelling?Back-channelling: “the things listeners say to show they arelistening, and to demonstrate conversational involvement, evenwhen not holding the floor.” (Thornbury, 1997)Example language• Non-lexical e.g. hmm, uh-huh• Phrasal e.g. really?, I see• Substantive e.g. asking for clarifications or repetitions• Paralinguistic e.g. facial expression, hand gestures
    • Raising awarenessWhat back-channelling language does Sybil use?For students:• Who is Sybil talking to? What is their conversation about? Why isBasil annoyed?• How does Sybil participate in the conversation? What languagedoes she use? Why is her participation important?• Complete Audrey’s part of the conversation in pairs.• Perform conversation.• Extension: students write their own conversation.Fawlty Towers The Wedding Party © BBC 1975 used under Fair Use principles
    • Why is back-channelling important?Back-channelling devices “control turn‐taking, the negotiation ofagreement, the signalling of recognition and comprehension,management of interpersonal relations such as control andaffiliation, and the expression of emotion, attitude, and affect.”(Ward, 2006)Learners need to be taught ‘engaged listenership’ in L2: “thedesire of the listener to portray active, supportive and politelistenership.” (Lambertz, 2011)
    • A practice activity – lower levelsStudents decide whether the phrases would be used to react togood news or bad news.Adapted from Fast Forward 1 by Val Black et al. (1986)
    • A practice activity – lower levelsStudent A tells student B some good or bad news from their card.Student B replies with an appropriate phrase. Both students thencontinue the conversation.Adapted from Fast Forward 1 by Val Black et al. (1986)My cat has just died.That’s terrible! Whathappened?She had been ill for a week...
    • A practice activity – higher levelsAdapted from Fast Forward 1 by Val Black et al. (1986)Students place the cards jumbled up face down.
    • A practice activity – higher levelsAdapted from Fast Forward 1 by Val Black et al. (1986)Student A tells student B some good or bad news from their card.Student B turns over a reply card at random and must useintonation to make the reply appropriate to the conversation.I’ve just got engaged!Don’t worry, we can still goout every so often!I know, but it won’t be thesame...
    • ConclusionFurther reading:http://www.griffith.edu.au/__data/assets/pdf_file/0005/384017/Lambertz-backchannelling.pdf - The use of yeah and mm to portrayengaged listenershiphttp://net.educause.edu/ir/library/pdf/eli7057.pdf - 7 things youshould know about back-channel communication• Back-channelling is an essential component of conversation.• Students are unlikely to naturally produce the language in L2.• Speaking activities become more effective and more interactive.
    • Back-channelling:reacting inconversationDan Cornford, IH Valladolid