2. 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-channelling
language.
• Demonstrate a class activity to practise back-channelling language.
3. What is back-channelling?
Back-channelling: “the things listeners say to show they are
listening, and to demonstrate conversational involvement, even
when 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
4. Raising awareness
What back-channelling language does Sybil use?
For students:
• Who is Sybil talking to? What is their conversation about? Why is
Basil annoyed?
• How does Sybil participate in the conversation? What language
does she use? Why is her participation important?
• Complete Audrey’s part of the conversation in pairs.
• Perform conversation.
• Extension: students write their own conversation.
5. Why is back-channelling important?
Back-channelling devices “control turn‐taking, the negotiation of
agreement, the signalling of recognition and comprehension,
management of interpersonal relations such as control and
affiliation, and the expression of emotion, attitude, and affect.”
(Ward, 2006)
Learners need to be taught ‘engaged listenership’ in L2: “the
desire of the listener to portray active, supportive and polite
listenership.” (Lambertz, 2011)
6. A practice activity – lower levels
Students decide whether the phrases would be used to react to
good news or bad news.
Adapted from Fast Forward 1 by Val Black et al. (1986)
7. A practice activity – lower levels
Student A tells student B some good or bad news from their card.
Student B replies with an appropriate phrase. Both students then
continue the conversation.
Adapted from Fast Forward 1 by Val Black et al. (1986)
My cat has just died.
That’s terrible! What
happened?
She had been ill for a week...
8. A practice activity – higher levels
Adapted from Fast Forward 1 by Val Black et al. (1986)
Students place the cards jumbled up face down.
9. A practice activity – higher levels
Adapted 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 use
intonation to make the reply appropriate to the conversation.
I’ve just got engaged!
Don’t worry, we can still go
out every so often!
I know, but it won’t be the
same...
