I thought I was in for a quiet and blogless Saturday evening until I came across this very slick and glossy pdf document by Pearson entitled ‘Approaches to spontaneous speaking‘ which represents in my eyes all that is wrong about the way teachers in England are trained to teach spontaneous talk. Hence this post, that I really did not want to write – as it is based on the work of someone I respect (Dr Rachel Hawkes) – but I felt compelled to.
Whilst I do agree with some of the points made – especially the fact that speaking is under-emphasized in most MFL classrooms and that student-to-student talk is grossly neglected – and I did find the activities listed useful (if limited in scope and variety) I was very disappointed with the advice given in this article, especially the absolute absence of a useful framework for classroom practitioners on how to get from imitation to speech spontaneity. A pity, since the rationale given for laying more emphasis on speaking is excellent; the rest, however, simply felt like a dry list of speaking activities (speaking instruction classics) and facts based on very feeble evidence described in an uninspiring OFSTED- or GCSE-specification-like style.
Hence, the impression one gets from reading this is the overly simplistic persuasion that by merely staging such activities lesson in, lesson out the students would develop spontaneity. I wish it was that easy !
I wasn’t surprised, though, as this is the kind of stuff teachers taking part in much Egland-based CPD on speaking get – a list of activities, some reference to what OFTSED would like to see in lessons and very little reference to neuroscience and the research that really matters.
These are the main problems I have with the Pearson article in question.
- Spontaneous talk equates with spontaneous grammar
As I often reiterate in my blogs, there cannot be spontaneous talk without spontaneous grammar. Whereas in immersive or naturalistic input-rich environments (e.g international school ; the L2 country) the L2 learner can acquire grammar subconsciously, in input-poor ones with little teacher-student contact time this is impossible without explicit grammar instruction and work on the automatization of the target structures/morphemes.
Hence, before being able to cope with unstructured communicative tasks (describing pictures, unplanned conversation tasks, simulations, etc.) language students need to be first trained to automatize grammar by applying it in speech in highly controlled tasks, what DeKeyser calls ‘Communicative drills’ such as the following (on negatives), that I produced for my year 11 French lesson last Monday :
This controlled, highly structured stage is paramount as, if we just give students open questions and unstructured tasks, as the article suggests, the students might simply come out in their answers with the same words and phrases all the time and teachers would not have any control on their output.
Moreover, unless we structure the kind of output we want the students to produce, they might produce language which does not contain the target structures we want them to practise and re-practise over and over again. Hence, recycling being the key to grammar automization, spontaneity will not be achieved. We all now that. Open tasks will not guarantee such recycling. Highly structured communicative drills, will.
Open questions and unstructured tasks, contrary to what the article suggests should occur much later on in spontaneous-speech development than the authors suggest -in what I call the Autonomous phase. This phase, if you have not read my posts on the topic, refers to the stage in which the students do not need scaffolding or any kind of support any longer and can stand on their own two feet. Only at this stage, once much consolidation and practice has occurred through structured and semi-structured tasks, should the students be asked open questions and involved in unstructured communicative tasks.
What it is often forgotten or ignored is that spontaneity is the equivalent of automatization of grammar and vocabulary use across a very wide range of contexts. Hence, to scaffold spontaneity, one needs to get the students to produce the target language fast and accurately across a wide range of contexts through tasks which involve systematic recycling and repetition of core language patterns (e.g. the same sentence stems applied to different vocabulary such as: je ne vais jamais au restaurant du coin; Je ne vais plus au restaurant chinois du coin; je ne vais jamais au bar du coin; etc.)
For example, going back to the negatives example, in the first phase of speech spontaneity-development (structured production) a teacher would make sure that the students practise the structure through controlled tasks on the topic in hand many times over.
Subsequently, the teacher will ensure that the students practise the structure across past and future topics (Expansion phase). Whilst in the Structured and Production phases support materials could still be used, in the subsequent phase (Autonomous phase), such materials are phased out. In the final stage of automization, the teacher will ensure that the students routinize the target structure through tasks which aim at developing speed (Routinization stage). In this final phase, communicative drills like the above one can come in handy again and can be used alongside more unstructured tasks eliciting the use of the target structure in real time conditions.
Being able to sequence instructional activities effectively and knowing at which proficiency stage to use them and for what purpose is what enhances one’s teaching, not random lists of tasks with a brief explanation of what they consist in.
In a nutshell, it is not clear from the article how on earth language students would ever be able to develop the all-important spontaneous grammar, as there is absolutely no mention of it. This is why a lot of the spontaneous talk one witnesses in English MFL classrooms is so ungrammatical and often contains many fossilised (automized) mistakes.
- Total absence of reference to receptive processing
The article does not mention the importance of listening in bringing about spontaneous speech – a shocking omission. Yet, how can one hope to develop spontaneous speech without listening ? The often unintelligible pronunciation and intonation patterns that language students exhibit in their speech is due exactly to this widespread and deeply engrained bad habit of teaching students to speak without adequate modelling through listening. Such modelling is imperative for spontaneous speech to happen. As long as the listening-speaking connection is not made explicit and emphasized by CPD providers and teacher trainers,speaking and language instruction will stay inadequate.
Another dimension of receptive processing vis-à-vis spontaneous talk which is grossly neglected in the article refers to Listenership, i.e. the ability of being able to respond to an interlocutor in real time (someone talking to us) in order to stay in the conversation. This is a very important component of spontaneous speech – unless we talk to ourselves, that is. No student training in this important skill is mentioned, yet, it is fundamental. That is why we have in England entire cohorts of language learners who do not comprehend impromptu questions in the target language .
In sum, students need to have speaking modelled to them through aural input day in day out and need to become expert ‘spontaneous comprehenders’ as well spontaneous speakers as one cannot produce an effective response without understanding the question or stimulus that would prompt it in the first place.
- No mention of pronunciation and decoding instruction
As most current models of speech production clearly posit, there is no way a language learner can produce fluent speech without developing fluent pronunciation and decoding skills. The reason for this being that for spontaneous speech to occur, cognitive control over the articulators (responsible for speech production) must occupy subsidiary awareness (i.e. must occur subconsiously). Without pronunciation practice how can students develop correct and fluent pronunciation? Emphasizing the importance of this dimension of speaking instruction is imperative as , sadly, nobody teaches pronunciation these days…
- No explicit framework provided
As mentioned above and discussed in section 1, the article provides no framework whatsoever on how to take the students from novice to expert speech production. Not only it advances the preposterous notion that we should start teaching spontaneous speech by asking open questions – which goes contrary to how children acquire languages, which is exclusively through masses of caregiver modelling through the aural modality (listening) and closed questions, at the initial stages ; but it does not even remotely show how a teacher should structure and map out the evolution of spontaneous speech. Hence, it is of no use to any classroom practitioner who may want to design a curriculum or even an instructional sequence aiming at developing spontaneous speech.
A random list of tasks without any recommendation as to how should be sequenced in the process of automatisation of speech production is of no use whatsoever.
- Spontaneous and accurate and intelligible talk ? Or simply spontaneous ?
Another gross omission is the reference to an important aspect of spontaneous speech – intelligibility. There is no use in forging spontaneous speakers if these cannot produce intelligible speech. Again, in reading this article the impression one gets is that all teachers have to concern themselves with is spontaneity. And how about accuracy, comprehensibility and appropriateness vs ungrammaticality, unintelligibility and inappropriateness ? For spontaneous talk to be fluent as well as accurate and comprehensible, there must be a skilful mix of speaking tasks focusing on accuracy and tasks focusing on fluency. No mention of this is made in the article and again one is left with a sense of ‘randomness ‘ and amateur nonchalance in the approach to spontaneous talk put forward in this article.
- Contain the conversation with students through implicit recasts
The article invites teachers to keep the conversation going through implicit recasts when students make mistakes (in teacher-student conversation), ignoring to consider the fact that implicit recasts usually go unnoticed and are of no use in terms of modelling and learning. There is plenty of research evidencing that (Macaro 2007). No alternative means of providing effective feedback strategy which may scaffold spontaneity are offered – yet, spontaneity can and must be coached (e.g. through critical listening)
7. Where do they get the answers from?
Another classic of English-based CPD: showing a task without telling the teacher where the students are going to learn the answers from and how – convenient, as this is the hardest bit of all. In the article there is a picture task with lots of questions in different tenses listed next to it. Do I need to read a document by Pearson to learn that I can get my students to ask questions about a picture? I was taught that on the second day of my PGCE and the GCSE photo-card task is basically that. What teachers need to know is: how do I get the students to comprehend and answer those questions fast and reasonably accurately? That is what a teacher needs to be told.
As it often happens with articles and CPD workshops attempting to enhance teacher competence in the development of spontaneous speech, this document by Pearson merely provides a random list of speaking activities without suggesting any approach rooted in sound cognitive or even mentalist theory as to how teachers can use those activities to take our students from A to Z. A teacher reading this article is left with the misleading impression that by simply staging the tasks listed in lessons day in day out they will magically develop spontaneous talk. A highly disappointing piece, coming as it does from a publishing giant.
2 thoughts on “Spontaneous talk revisited – courtesy of Pearson…”
Although I don’t know about the standards for teaching in schools in the UK, I do know that Ofsted is only responsible for schools in England – meaning that Scotland (which has an entirely different educational system), Wales and Northern Ireland, i.e. most of the constituent parts of the UK, are not covered by Ofsted. Referring to “the way teachers in the UK are trained” is very misleading: please correct this.
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Will do. Good point