Running head: ACCENTING TALK

Page 1 of 17

Accenting Talk: The Impact of Conversation Replacing Textbooks on English Language Learning Danielle Bacon University of Missouri

ACCENTING TALK

Page 2 of 17

I still remember walking into my very first university class as a teacher, with required book in hand. When I entered the classroom I had 50 faces staring at me, hoping that I could be the miracle answer they needed to magically increase their English ability. As the semester progressed, their hopes were dashed as they realized that learning English doesnt have a miracle answer, it takes familiarity, confidence and time. But what I realized was that I wasnt doing enough to meet their expectations. While I might not have the ability to stimulate a students English proficiency overnight, I did have the ability to listen to my students and talk with them in a way that a textbook cannot. Walking into my classroom everyday with the textbook was giving them no better of an education than they could receive at home, self-studying with the same book. My role was being marginalized, and textbook authors, who neither my students nor me had ever met, were replacing me as a teacher. They knew nothing about my students and their struggles. But I did. So, one day I decided to make a change. I walked into class and looked around at all of the bored faces, the predictability of the next hour weighing on them already, with books open to the last page we had covered in the previous class. I told them to shut their books. I brought a news article I had been reading earlier and said we were going to read it together and then discuss our opinions as a class. It was risky of course. I didnt know what to expect, and neither did the students. But we worked together at it and it was a very rewarding experience. I saw my students actually trying to speak English and not because they had to, but because they wanted to express themselves. The class was laughing, talking, and questioning each other in a way that was authentic and meaningful. After that I never looked back. Conversation is an integral part of a classroom and to the relationship between class participants and the teacher. Students need the opportunity to express themselves and

ACCENTING TALK

Page 3 of 17

communicate in an open and comfortable environment. Conversation activities have the ability to transform an English learning classroom from a static environment into one that is full of potential. Considering the grave importance of communication skills for foreign language learners, such communication skills are, and should be, a focus for foreign language teachers. English is becoming more and more necessary for worldwide communication, which has heightened the need for innovative teaching tools. However, it is always a struggle to find ways to improve student communication through effective teaching strategies. By exploring aspects that affect conversational teaching, teachers can better understand how to implement discourse in the classroom. Important factors to consider are the limitations that a textbook can have (such as gender biases, inept social content, and unauthentic input), the impact of using conversation in a classroom (on student proficiency, via technology, and methodology), and the students who are being affected by a conversation teaching strategy (teaching in a multicultural environment, student abilities and expectations, and how students are affected by discourse). I will focus on Korean university students who are English language learners (ELLs).

Textbook Limitations Conversational skills are extremely important for successful communication and yet many textbooks, which are used in English learning classrooms, have core problems that prevent them from being efficient teaching devices. It has been found that textbooks often contain gender inequality, too broad of social content for the various markets in need of English learning, and dialogues that contain automated and atypical discourse that is not applicable towards

ACCENTING TALK

Page 4 of 17

realistic English use (Ghorbani, 2009; Tao, 2008; Tok, 2010; Yuasa, 2010; Eckard & Kearny, 1981; Timina & Butler, 2011). Gender Bias and Imbalance An unconscious gender bias and imbalance can be found in many English learning textbooks, which is then transferred to the students. Although gender equality has come a long way, society is still plagued with imperfect gender balance (Ghorbani, 2009). Language can be the vehicle for removing gender biases but also in some instances it can perpetuate it. Considering that authors writing English learning textbooks are focusing on English as a Foreign Language (EFL) content, it is very easy for gender biases to sneak into the text without being noticed. Therefore, even if a teacher has taken into consideration gender equality in their teaching, a textbook with content created by outside forces might negate the gender equality being taught in the classroom. The images and descriptors used in EFL textbooks can result in a very damaging impact on the understanding that learners have of sex roles (Ghorbani, 2009; Tao, 2008). It is believed that sexual discrimination can, without too much additional effort, be avoided in textbook material and that the removal of dangerous messages being conveyed about the status of women compared to men is very possible (Ghorbani, 2009; Tao, 2008). However, currently, few studying the issue of gender inequality in EFL textbooks would argue that this issue is rarely found in textbooks or that it is presently a small problem, as it is agreed that most textbooks in use today are powerful strengtheners and reinforcers of gender partiality in society, and exhibit sexist concepts and attitudes to English learning students along with any other prejudices or preferences of the authors (Ghorbani, 2009; Tao, 2008; Tok, 2010). In other words, sexism in textbooks is of no small consequence and must be regarded as such when determining the role a textbook should play in an EFL classroom. In a textbook I was asked to

ACCENTING TALK

Page 5 of 17

use last semester every chapter had review role-play that the students were supposed to pair up and participate in. However, many of the role-plays specified whether it was a boy speaking or a girl speaking and the dialogue was very gender specific such as a boy talking about his football practice. There is no need for conversation to be specifically female or male-oriented unless there is an assumption of a clear distinction between gender roles. Besides gender inequality, there are other aspects of society that are misrepresented or unnecessarily perpetuated via textbook social content. Social Content of Textbooks Research into problems of textbook usage in an EFL classroom has also addressed the untargeted nature of the social content presented by EFL textbooks. The content of textbooks is extremely important since the degree of student interest can have a great impact on their desire, and therefore motivation, to learn (Yuasa, 2010; Eckard & Kearny, 1981). It is agreed upon that the content of textbook topics must match the interests of the students, as well as align with their cultural backgrounds and needs, in order for successful learning to take place (Tok, 2010; Yuasa, 2010; Eckard & Kearny, 1981; Timina & Butler, 2011). Unfortunately, however, many textbooks are created for a worldwide market and are therefore generated with a broad audience in mind, making them untailored for a specific culture of students (Tok, 2010). Unless a textbook is specifically created for a certain audience, there are bound to be gaps in the material presented and the students it is being presented to. In such a case, it is often necessary to adapt some of the material and sometimes even substitute more appropriate content for inadequate subject matter (Tok, 2010). Therefore, considering the importance of matching student needs to textbook content, and the unlikelihood of such a match occurring, at least in its entirety, many textbooks are insufficient to be sole providers of an EFL classrooms education. I once had an

ACCENTING TALK

Page 6 of 17

interesting experience trying to use a textbook story that was designed for American students in a Korean classroom. The story was about a child who wanted to make salsa for her classmates in order to introduce her culture and make new friends. Unfortunately, the only thing that Koreans know about salsa is that it is the same as the Korean word for diarrhea. As a result, I learned very quickly after my first class that I needed to replace this story with a different one. Teachers cannot underestimate the importance of the content of the material being used to teach English and often textbooks miss the mark both with their cultural content and even the inauthenticity of their input and dialogue. Textbook Input There is the concern that textbooks do not provide good enough input for students. Research that has been conducted on textbook efficiency has shown that often textbooks are misdirected in what concepts they choose to focus on, how they focus on them, and the presentation of them. Textbooks rely on artificial examples of the target language and can even result in the oversimplification of language causing students to be inadequately prepared for reallife situations (Tok, 2010; Eckard & Kearny, 1981). I have heard the same robotic phrases over and over again from my Korean students as these phrases have been drilled into their heads through repetition in textbook conversations. I spend all day answering the question, Im fine thank you and you? every time I see a student in the hallway and ask them how their day is going. Sometimes students start a conversation with this question as a replacement for hello, demonstrating they are unclear about what they are actually saying, they have just been taught that this expression can be used to introduce a conversation. The exercises provided in textbooks rely heavily on grammar instruction and too often the dialogue used render EFL students to sounding unnatural and rehearsed (Tok, 2010; Eckard & Kearny, 1981). As a result, students

ACCENTING TALK

Page 7 of 17

have low confidence in their skills outside of the classroom environment and in a more natural and informal setting. For example, despite years of English learning many students in Japan and Korea still feel low levels of confidence when it comes to their English ability because their education relied too heavily on textbook studying rather than other more communicative methods, something I have also witnessed myself in Korea (Yuasa, 2010). While some research has shown the benefits of using well-evaluated textbooks as a starting point for a curriculum, supplementary material, or as a resource guide, the general consensus is that textbook input is far from perfect (Tok, 2010; Eckard & Kearny, 1981; Ghorbani, 2009; Tao, 2008). There are many problems with the various textbooks that are flooding the English learning market but some of the problems that have been researched include the manifestation of gender bias in textbooks, the inability of the untailored content of textbooks to meet the needs of micro-cultures within the EFL market, and the unnatural presentation of discourse through the exercises utilized by textbooks. As a whole, these issues can demonstrate the problematic nature of relying on textbooks to be the perfect channel for teaching English. Through research a wide range of specialists share the view that no textbook that is designed for a general market will be absolutely appropriate and ideal for ones articular group of learners and that in fact, the perfect book does not exist (Tok, 2010). With this in mind, it is clear that other avenues besides textbooks must be discovered to aid teachers in their English instruction. Replacement methods that might be beneficial for review are activities utilizing conversation.

Impact of Using Conversation in a Classroom Before it can be assumed that conversation is an effective teaching and learning strategy, the effect that classroom discussions have on students, the teacher, and the classroom

ACCENTING TALK

Page 8 of 17

environment as a whole must be studied and taken into consideration. After reviewing the possibilities for using conversation in a classroom it has been determined that there are indeed positive impacts on the English proficiency of students, technology can be a useful way to either supplement in-class discussions or introduce students to a broader means of accessing speaking opportunities, and that there are strategies and methods available for how to implement conversation in the classroom (Suh, Wasanasomsithi, Short, & Majid 1999; Horst, 2010; Kahn, 2007; Yuasa, 2010; Ernst & Richard, 1994; Yang & Chang, 2008; Guoquan, 2009; Young & Lee, 2004; Tok, 2010; Yuasa, 2010; Eckard & Kearny, 1981; Meloni, 1983; Ruhlemann, 2008). Impact of Conversation on Proficiency Research has been performed to evaluate the impact of conversation on the secondlanguage skills of students. It is noted, however, that the competence of the teacher and other conversational partners in the class can undermine the flourish of conversational skills as much as it can promote them (Suh, Wasanasomsithi, Short, & Majid 1999). Also, research on incidental vocabulary acquisition shows that while there is the potential for conversation to increase a learners vocabulary, when conversation is properly supplemented with other learning activities, discussion alone may not be sufficient for growing a students lexicon (Horst, 2010). Therefore, it is important for teachers to be including activities that provide opportunities for students to review and apply vocabulary encountered in the discussion settings. By ending a class discussion with a journal entry about that days topic, my students are not only able to individually state their opinions, but review vocabulary words learned during the discussion and then immediately apply them. These vocabulary words are then repeated week after week in student writing as students become comfortable and familiar with their use. Regardless of potential drawbacks to conversation activities it has been shown that speaking opportunities most

ACCENTING TALK

Page 9 of 17

often result in increased second-language proficiency (Suh, Wasanasomsithi, Short, & Majid 1999). One of the great aspects of involving conversation in the classroom is its ability to affect a wide range of student abilities (Kahn, 2007). Unfortunately, even when discussion is integrated into a class curriculum the discussion often focuses mainly on test-like questions that do not involve the necessary authentic questioning which can result in optimal open-ended answers (Kahn, 2007). It is important to note that for conversation to be a useful classroom technique the discussions must be authentic and engaging. In order to create opportunities for such discussions it is critical for teachers to spend a lot of time planning before entering the classroom and to find topics that are relevant and can introduce conflict or controversy (Kahn, 2007). Ultimately, however, while involving discussions in a classroom can be difficult and time-consuming, it has also been shown to be an important factor for increasing the abilities of English students (Kahn, 2007; Horst, 2010). Due to the importance of conversation practice for students, it might even be necessary for teachers to spend time out-of-class helping students supplement class discussions with conversations through various technological methods. Conversation via Technology Many students have difficulty developing English communication skills because it is a struggle to access conversational English interaction. This is a problem around the world as there are simply not enough qualified mentors to interact on a regular basis with all the students who are trying to learn English, especially in foreign countries where native speaking teachers are limited. In non-English speaking countries it is not uncommon for most residents to live only speaking their native language and lack regular English communication. As a result, the confidence of many English learners drops as they feel their English competence is inferior to that of other countries (Yuasa, 2010). This in turn decreases their willingness to communicate

ACCENTING TALK

Page 10 of 17

and take risks with English (Ernst & Richard, 1994). I concur that regular speaking opportunities are necessary for communicative development and thus have focused my classroom activities around formal and informal speaking opportunities. Although class time is limited, by introducing students to one another it opens doors for them to a network of students who want to practice English with each other. Technology can be a useful way of taking advantage of this network to continue discussion practice outside of class time or to even supplement classroom activities (Kahn, 2007; Yang & Chang, 2008; Guoquan, 2009). By fostering chances for conversational exchanges between students who would otherwise be barred from English speaking opportunities, teachers can introduce students to a broader set of means by which they can find speaking opportunities and enhance their English speaking ability. Regardless of the conversation type, Skype, or other synchronous computer-mediated communication (SCMC), allows students occasions to engage in flexible, real-time conversational exchange (Yang & Chang, 2008; Guoquan, 2009). This demonstrates the various means by which students are nowadays able to discover conversational opportunities for practicing English. It also establishes the growing need for increased occasions for conversational exchange in order to practice communicating via English and increase student confidence in engaging in English conversations. While I have yet to actually try any of these tools in my classes, I am very intrigued about how I could involve technology to aid my students in finding time for more opportunities for practicing speaking English. I am always looking for more methods of using conversation in my teaching. Methods for Implementing Conversation in the Classroom Implementing conversation in a classroom can be quite difficult, as there are inherent problems that can arise when native speakers try to induce conversation with a class full of non-

ACCENTING TALK

Page 11 of 17

native speakers (Young & Lee, 2004). However, there are methods available to try and curb these problems and create successful conversation. When students are given topics that are pertinent to their interests and relevant to their lives it can greatly increase their interest, their motivation, their collaboration with each other, and ultimately their education (Suh, Wasanasomsithi, Short, & Majid 1999; Tok, 2010; Yuasa, 2010; Eckard & Kearny, 1981; Ernst & Richard, 1994). Students too often find themselves in teacher-directed environments where they are unable to express themselves and their opinions or engage with their classmates. In English as a second language (ESL) classes teachers have the ability to open a gateway for student interaction and participation. Many students enjoy opportunities to display their inner thoughts and intermingle with others. Also, it is important to focus on what second language learners have rather than on what they lack by drawing upon student strengths (Ernst & Richard, 1994). In addition, writing and literature can be a great tool for inducing authentic and meaningful classroom discussion so students can enjoy using their second language as a tool for communicating their own beliefs and experiences (Ernst & Richard, 1994; Meloni, 1983). Besides spurring conversation writing can also be used to review a discussion. I actually like to use journal writings to follow classroom discussion as a summation of the days topic and an invitation for every student to identify their opinion. However, an important distinction for teachers to take note of when focusing a classrooms material on conversation is how authentic speech and conversational grammar often diverge from Standard English (SE), which is most commonly taught in English learning classrooms (Ruhlemann, 2008). Therefore, in a conversational class, writing activities should be used as a supplement to, not a replacement for, conversation opportunities. Using conversational grammar as a model for written language is advantageous for language learning.

ACCENTING TALK

Page 12 of 17

Despite some potential drawbacks to using conversation in the classroom the benefits outweigh the disadvantages. The research concludes that English proficiency can be strengthened via conversation activities, SCMC can be used to help students find access to speaking opportunities, and that teachers must understand how effective conversation can be used in a classroom. Learners experience many well attested advantages in communicative classrooms (Horst, 2010). There is much evidence to indicate the practicality of conversation practice for ELL students and the necessity of involving it in the curriculum of ELL classes.

Korean ELL University Students Every culture has unique characteristics that must be taken into account when teaching, as these cultural qualities highly affect the learning strategies and expectations of students. Without understanding the students who are the target of a teachers message, a teacher may completely miss the mark when preparing and executing a lesson. Therefore, culture plays an important role when conversing in an intercultural setting, a teacher must understand the abilities and expectations of their students, and discourse can have a very positive effect on ELL students (Root, 2009; Young & Lee, 2004; Park, 1997; Timina & Butler, 2011; Meloni, 1983; Truitt, 1995; Barnes & Lock, 2010; Zwiers & Crawford, 2009; Yuasa, 2010; Ernst & Richard, 1994; Morell, 2004). Conversing in an Intercultural Setting Culture plays an important role in any classroom that has cultural diversity but especially in classrooms where the culture of the teacher is different from that of the students (Root, 2009). In Korea this is no exception as native English speaking teachers often have a hard time aligning their expectations of the students with what the students are willing to provide. For example,

ACCENTING TALK

Page 13 of 17

conversation activities in a Korean classroom are difficult to stimulate because culturally Koreans feel uncomfortable speaking to one another in a foreign language. Even conversations between the teacher and students can be difficult at times due to the differences between conversational norms in different languages (Young & Lee, 2004). However, considering the amount of limited interaction one teacher can have with every student, it is necessary for students to learn how to create opportunities to engage in language practice with each other. Instructing students in how to increase their language proficiency and provide themselves with learning opportunities outside of the classroom, considering the great proportion of time spent out of class, is an important aspect of teaching that is often ignored (Park, 1997). I like to arrange most of my classroom activities and projects in small groups so as to continually create opportunities for my students to network with other students who also desire to learn English. Culture can also play a huge part on the effectiveness of certain topics. As the importance of topic relativeness has already been established, picking conversation topics is a difficult venture for a teacher of a different culture than that of their students. This is made even more difficult due to the current era of globalization as teachers are needing to confront students more and more with topics that lie outside of their comfort zone in order to introduce them to, and prepare them for, an international community (Root, 2009). As a result, teachers need to be extremely flexible with their choice of topics and understand what topics are uncomfortable for their students. In some cases, teachers need to even be prepared to ease the unwillingness their students will sometimes have to be active participants in intercultural communication (Timina & Butler, 2011). Doing so will not only meet the expectations of the students, but also provide an environment in which the students will be more capable of maximizing their abilities, both of which are very important in a classroom setting.

ACCENTING TALK

Page 14 of 17

Abilities and Expectations of University Students When teaching English to university students it is important to take education to a higher level of learning and ask students to apply their education in authentic forms. By creating a learner-centered environment with constant student participation this becomes more possible as students are able to push their abilities individually. University students have the ability to think deeply and by giving them opportunities to convey these thoughts, English learning can become a very personal, and therefore self-motivating, endeavor (Meloni, 1983). While the abilities of university students are on par with the skills necessary for contributing in discussion activities, the students expectations of an English class may not align with the reality of an ESL classroom. For example, many students have never carried on a conversation English, especially with a native speaker, and can be a bit overwhelmed at first (Root, 2009). In fact, a large majority of my students, despite over a decade of studying English, have never met, let alone talked to, a native speaker and I am their first experience. They have a tendency to get extremely flustered and nervous and it becomes a great responsibility of mine to ease their anxiety and discomfort. Not to mention, there are severe differences that might arise between the classroom culture in their English class, and the cultural norm of other classes taught by Korean teachers (Root, 2009). It is important for teachers to understand the expectations that students have of their classes, as to better reduce anxiety and provide a comfortable learning environment, and then mesh these expectations into a new and rewarding experience for the students (Truitt, 1995; Barnes & Lock, 2010). Also, explaining to students that they shouldnt expect their English to be transformed overnight, or even over the course of a semester, is critical for managing the expectations students have of themselves and their abilities (Truitt, 1995; Root, 2009). When student expectations are too high it can turn an English classroom into a very discouraging place

ACCENTING TALK

Page 15 of 17

for them. This is because, potentially, if a language class fails to meet student expectations, students can lose confidence in the instructional approach and their ultimate achievement can be limited as a result (Barnes & Lock, 2010). Overall, it is agreed that when the abilities of the students are utilized and their expectations of a class are understood and considered in the teaching approach, effective learning can be enhanced (Truitt, 1995; Barnes & Lock, 2010; Root, 2009). When effective learning is enhanced, then the effects that conversation activities can have on students can also be heightened and explored. Effect of Discourse on ELL Students In order for oral proficiency to develop students need to be able to partake in classroom activities that are aimed at supplying extensive and meaningful discussion (Zwiers & Crawford, 2009). This is because interactive lectures play an important role in improving comprehension and in enhancing communicative competence in the English language (Morell, 2004). Since many students never get an opportunity to converse in English outside of class, the importance of involving speaking practice within the classroom setting becomes heightened (Yuasa, 2010; Ernst & Richard, 1994; Park, 1997; Morell, 2004). By focusing on analysis through English, not on English, classes can become a two-way transmit of information. This enhanced participation is central to aid comprehension and, in turn, improve communicative competence for non-native students of the English language (Morell, 2004). Unfortunately, ELLs often have very limited access to prospects for oral practice and consequential discussion, which without, can inhibit their ability to produce meaningful linguistic output and the development of their oral proficiency (Zwiers & Crawford, 2009). The sharing of ideas is essential in any language, but to be able to do so in English as second language allows students to join in activities that can equip

ACCENTING TALK

Page 16 of 17

them for becoming a significant member of the international community and a participator in real world conversations. Knowing and understanding the group of students you are trying to interact with is essential to making interaction possible and successful. Student populations vary greatly from country to country and sometimes even between different regions of the same country. For Korean university students being taught by a teacher from another country this holds very true. Ultimately, a cross-cultural relationship between a teacher and their students can affect the outcome of a discussion, the abilities and expectations of students can influence classroom conversation, and conversation is an important factor for students who are studying English. In its entirety this research denotes a great need for a teacher to have a very perceptive awareness about their students. The provision of a very personal atmosphere to the classroom can heighten the influence of discourse on student proficiency and for this more personal relation to exist, lecturers need to keep in mind not only their students shared knowledge, but also their possible interests and experiences (Morell, 2004). Walking into a classroom without tailored material that fits the needs of the students can be detrimental to the entire purpose of the class.

Conclusion More emphasis needs to be placed on conversation as a teaching tool because of the varying limitations that exist with textbooks and their usage, the positive impression of conversation on English learning students, and the ability of conversation to be personalized to meet target audiences of students. From all of the research performed it is clear that some alternatives to textbooks must be found, as there seems to be a direct conflict in standardizing information when there is not a standardized market. However, there seems to be a gap still

ACCENTING TALK

Page 17 of 17

between the resource currently most widely used, a textbook, and possible alternatives. Current ELL classes, unfortunately, still stay away from conversation and opt for easier and more standardized approaches. In the past it has been found that English language learners (ELLs) had very limited opportunities to engage in extended, meaningful talk in school, a conclusion that other research supports as well (Zwiers & Crawford, 2009). In contrast to the negative feedback on textbooks, conversation, and conversation activities, appear to hold an important role in ELL classrooms. In fact, successful classes can go either in part, or even in entirety, without the need to use a textbook to decide its course. I would like to know more about the results that have been found when a teacher moves away from a textbook and focuses on other materials, such as role playing, to foster more dynamic and interactive communication with students. The distinct ability that discourse has of being unique and personal is exactly what makes it such an attractive and effective method in comparison to the standardization of a textbook. For example, dialogue journal writing is a useful activity that allows students to use the dialogue journals in different ways to meet their individual needs (Meloni, 1983). There is a clear need for teacher-directed teaching strategies to be reevaluated and replaced with a more interactive approach to language learning. With more research being performed on the ability of conversation to highly affect student English proficiency, it is hopeful that in the future there will be a shift towards a more collaborative and participatory classroom structure for ELL students. I would like to do more research into this arena and find ways to help my students to converse naturally with each other as well as native speakers.