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Transferring
a Speaking-Listening Activity to Reading and Writing
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Simulated situations are one of the most common
features of any language learning classroom, and we try to bring them as close to reality
as possible. I have designed an activity which has most of the features of a real
situation. Here, I will discuss how it worked in the classroom.
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I describe this, perhaps at length, so that you
would be able to appreciate how the learners' perceptions began to change as soon as they
started working. At the end of the session, they found themselves "converted."
Initially, however, they refused to buy my oil.
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There were 30 adult learners, in their 20s, with
"intermediate" proficiency. They wanted to extemporize, rather tired of
simulated conversations. I appreciated their enthusiasm but reminded them that they had
twice "extemporized" on topics of their choice. It was time they did something
else. No. They tried to use their "persuasion" and "negotiation"
skills, I taught them! Fine, they could extemporize, but in an "unusual" way.
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In the usual extemporizing session I give them a
topic. First, they exchange ideas, in pairs or groups. And, then they take ten minutes to
plan their talk. Each student makes a presentation, for three minutes. This is recorded
and played back and the whole class, including the teacher, discusses each presentation.
We decide on a procedural checklist before beginning the feedback session. When the
recording is done on video we include body language also in the checklist.
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This activity helps students overcome their
stage fright. It encourages them to prioritize and organize their thoughts, and gives them
a sharp focus. However, it has a few limitations. Firstly, it tends to be repetitive and,
hence, monotonous, as most speakers express similar ideas in a slightly similar way.
Secondly, most of them would be busy planning their own talks instead of listening to the
speaker.
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Chain "reaction" is my answer to these
problems. It has the advantages of an "extempore" minus the limitations of the
activity I have just described. Chain reaction
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It was a two-and-a-half-hour session with a
fifteen-minute break if and when we wanted one.
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The chairs were arranged in a circle.
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The topic was, "Love is selfish."
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- The students moved around and gathered ideas.
- Returned to their seats, and noted down the ideas in two columns, Love is selfish, and
Love is not. These had to be just phrases.
- Then, I asked them to make a neutral statement about whether Love is selfish.
- After a brief 10-minute discussion, we decided on the following:
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Some say love is selfish and some say it is
selfless. Both opinions seem to be right.
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5. Then, I explained how we were going to
extemporize. I would repeat the statement and make a few observations developing the
thought. And then, the learner on his/her right would respond. This would go on till we
come back to the first speaker. We would continue with the second and, perhaps, third
round, till we find a logical, concluding remark.
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- Wait for your turn, you cannot speak out of turn.
- Take thirty seconds to reflect on the essence of the remarks you have heard.
- Speak for a minute.
- Respond to the idea only, developing it further. You may agree or disagree. Do not react
to the speaker; and
- Do not think that the observations reflect the character of the speaker.
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One of the first problems was, they had to wait
for their turn. Being active and enthusiastic, initially, they found it difficult to
control their urge to speak. Soon after the activity began, they protested against the
rule-wait for your turn. They were not being allowed to respond even when they had
something relevant to say, they observed. They had no opportunity to express their
feelings. True, I agreed. And, I reminded them that they had agreed to the rules and
requested them to continue with the activity. I had to resist my temptation to talk about
the qualities of a good listener.
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The second problem was, speaking relevantly.
Some of them spoke about how they felt about love instead of responding to the
observations of the speaker. It is only after I corrected a few speakers, giving them the
essence of the observations and asking them to respond to that, did they realize the
importance of critical listening.
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When the extemporizing was over, I asked the
students what they had learnt from the experience. They realized that:
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- It is more important to listen to what others have to say than to speak one's own mind.
- It is necessary to control the urge to speak. "This helps you to wait for your turn
rather than interrupt others."
- Analytical and critical listening is most important if we want to be good speakers.
- We need to listen with an open mind and grasp the essence of what the speaker says
before we respond to him or her. It will be most helpful if we can rephrase the idea in a
sentence or two. This requires a good command of language.
- To respond relevantly we should be able to think on our feet and give our remarks a
clear and sharp focus.
- The way an idea is expressed seems to control the content and nature of the expression
of the following idea. The students said that every time someone spoke they had to shuffle
their own ideas to be able to think of an appropriate response. In other words, most of
them were fully involved even when they did not have to respond.
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The usual exptemporizing session allows everyone
to prepare and rehearse well. Whereas, chain reaction places the speaker in a more
challenging situation where he needs to respond spontaneously. More important, s/he needs
to organize and present his/her opinion in relation to that of someone else. This is
precisely the reason why some of the students observed, "This is real
extemporizing."
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Initially, when the activity began, I asked my
students to gather ideas for and against the topic while listening to others. Though it is
a useful exercise in notetaking it seemed to turn a natural situation into a classroom
situation. Another disadvantage was, the students were so involved with rephrasing that it
prevented them from listening attentively. So, I asked them to stop taking down notes.
Then, they were totally engrossed with the presentation. In fact, whenever a speaker made
an inappropriate response, the other students were eager to sum up what the earlier
speaker had said and respond appropriately. They were, obviously, delighted to be able to
prove their skills.
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On the conceptual level, chain reaction raises
the student's awareness of how principles of relevance, development of ideas, and
organization work in real life. Therefore, we can use the activity for teaching writing
too. Any text which deals with a controversial topic will make the best study material.
For instance, a newspaper article on love marriage vs. arranged marriage. The student will
have to develop his ideas in relation to not only the article but also to what his or her
classmate has written. Equally important, he or she realizes the importance of discussing
the issue rather than the speaker or writer who has spoken or written. This will improve
his/her interpersonal skills.
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Prema
Kumari Dheram is a lecturer at the Osmania University College for Women, in
Hyderabad, India. She teaches undergraduate and post-graduate students of English. |
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