INTRODUCTION
Rationale
In today's globalized world, the demand for effective communication has made English the international language of choice, leading to its inclusion as a mandatory subject in Vietnamese schools from primary to university levels This emphasis on English education is driven by the necessity for students to pass English exams, which require a range of language skills Under the Communicative Language Teaching (CLT) approach, students must not only master grammar but also develop strong speaking abilities, as speaking is considered the most essential skill in second language acquisition Therefore, enhancing speaking skills is crucial for students, not only for academic success but also for securing future employment and facilitating communication with foreigners.
Despite the efforts of high school teachers in Vietnam to enhance students' communicative skills in English, many learners still struggle with fluency and accuracy in speaking This lack of proficiency is often accompanied by a significant lack of confidence when it comes to engaging in oral interactions.
After five years of teaching, I've observed that many of my students struggle to speak English fluently and accurately During speaking activities and oral assessments, they often face significant challenges A common issue is their fear of speaking up or reluctance to share their thoughts, leading to a tendency to remain silent while their peers engage in conversation.
Teachers often struggle to motivate students, particularly in enhancing their speaking skills Effective speaking abilities enable learners to express their ideas more effortlessly and engage in natural communication To address this challenge, the author has initiated a study titled "Using Minimal Responses to Improve EFL High School Students' Speaking Ability." The goal is to provide teachers with strategies to encourage student participation and break the cycle of silence in the classroom, ultimately improving their speaking proficiency.
Aims of the study
The study was conducted with the aims to investigate the effect of minimal responses.
Research questions
This research was set out to seek the following questions:
1 How does the use of minimal responses affect EFL high school students’ speaking accuracy?
2 How does the use of minimal responses affect EFL high school students’ speaking fluency?
Scope of study
This study limits itself to investigating the use of minimal responses in improving EFL students’ speaking ability at a moutainous high school in Ha Tinh
It dealt with the use of minimal responses to improve EFL high school students’ speaking accuracy and fluency.
Organization of the thesis
The thesis is consisted of five chapters
Chapter 1: The Introduction is a brief overview of the study with more details of rationale, aims, research questions, scope of study as well as design of the study Chapter 2: Literature review This chapter presents the theoretical background of the research which contains four main issues: speaking ability, assessing speaking ability, teaching speaking to EFL learners and minimal responses in
Chapter 3: Methodology In this chapter, the focus will be on background information of the subject of the study, the instruments used to collect data and the procedure of data collection
Chapter 4: Findings and discussion This chapter presents a description of data analysis and discussions
Chapter 5: Conclusion The focus is devoted to the summary of the findings and some suggested pedagogical recommendations to help teachers and students in upper secondary schools to overcome difficulties in learning and teaching English pronunciation This chapter also provides the limitations of the study as well as some recommendations for further study.
LITERATURE REVIEW
Speaking ability
It discusses the definition of speaking, the nature of speaking, the function of speaking, the aspect of speaking ability, and macro and micro skill of speaking ability
Speaking skills are crucial for language learning, particularly in real-life situations where proficiency in a second or foreign language is evaluated A person's ability to effectively communicate in English, for instance, is demonstrated through their speaking practice According to Finochiaro (as cited in Sukrianto, 1974, p 22), speaking embodies real language use, highlighting the importance of oral communication in expressing thoughts and feelings One key function of speaking is to convey ideas in contexts where listeners can engage with both verbal and non-verbal cues, such as gestures and facial expressions Thus, speaking is fundamentally the ability to deliver messages directly and effectively.
According to Clark and Clark (2004), speaking serves as a powerful tool for influencing listeners, enabling speakers to assert information, pose questions, and make requests to elicit responses Burn and Joyce (1997) emphasize that speaking is an interactive process that involves the production, reception, and processing of information The effectiveness and meaning of spoken communication are shaped by various contextual factors, including the participants, their shared experiences, the physical setting, and the specific objectives of the conversation.
Widdowson (1985, p 58) states that an act of communication through
5 speaking is commonly performed in face to face interaction and occurs as a part of
When discussing speaking skills, it's essential to differentiate between monologue and dialogue or pair work Monologues involve giving uninterrupted oral presentations, while dialogues focus on interaction with one or more speakers for transactional and communicative purposes Although all native speakers can engage in language interaction, not everyone possesses the ability to spontaneously elaborate on a topic for an audience This skill typically requires dedicated learning and practice.
Speaking is the ability to utilize language in everyday conversation, encompassing more than just the transfer of messages It involves communication that requires the interaction of multiple individuals to effectively convey meaning.
Brown and Yule (2012) highlight two fundamental language functions: the transactional function, focused on information transfer, and the interactional function, aimed at maintaining social relationships Additionally, speaking ability can be distinguished between monologue and dialogue While all native speakers engage in language interaction, not all possess the skill to deliver spontaneous oral presentations to an audience, emphasizing the importance of both functions in effective communication.
4) suggest that most language teaching is concerned with developing skills in short intersectional exchanges in which the learner is only required to make one or two utterance at a time
Based on the above statement, Bygate in Fauzi (2012, p 5) distinguishes that
“between motor-perceptive skill, which are concerned with correctly using the sound and structures of language, and interactional skill, which involves motor
Effective communication relies on seven key perceptive skills, particularly motor perceptive skills, which can be cultivated in language classrooms through activities like model dialogues, pattern practices, and oral drills Until recently, it was believed that mastering these motor perceptive skills was sufficient for successful communication.
2.1.3 The nature of speaking ability
According to Brown (Islamiyah, 2007, p 14), speaking is a productive skill that can be directly observed and is characterized by accuracy and fluency He emphasizes that speaking involves the creative construction of linguistic strings, where speakers make choices regarding lexicon, structure, and discourse.
According to Poerdarminta (Islamiyah, 2007, p 14), speaking is fundamentally defined as the ability to articulate thoughts and convey messages The primary goal of speaking is effective communication, enabling the speaker to share information in a language that the listener can comprehend.
According to Tarigan (Islamiyah, 2007, p 14), speaking is an essential language skill that enables individuals to articulate their ideas verbally It serves as a means of informal communication, allowing for the exchange of thoughts and information through spoken words.
2.1.4 Micro and macro skill of speaking ability
Effective speaking involves several micro skills essential for clear communication Speakers must articulate the distinctive sounds of a language, including tonal variations, to ensure comprehension It's important to employ correct stress, rhythm, and intonation patterns, alongside using the appropriate forms of words, which may involve adjustments in tense, case, or gender Additionally, constructing sentences with proper word order and suitable vocabulary is crucial Adapting the language register to fit the context and the relationship with the conversation partner enhances understanding Finally, speakers should emphasize the main idea to guide the listener effectively.
Effective communication relies on eight essential constituents, including subject, verb, and object, to convey meaning clearly It is crucial to distinguish main ideas from supporting details, ensuring that the discourse remains coherent and easy to follow (Carol Orwig, 1999, p 23).
Effective speaking skills, as highlighted by Sharma (2010), involve the ability to perform communicative functions tailored to specific situations, participants, and objectives It is essential to utilize appropriate styles and registers while integrating sociolinguistic features such as interruptions and floor management in face-to-face interactions Additionally, speakers must effectively convey connections between ideas, distinguishing between focal and peripheral information, and integrating new and existing knowledge Nonverbal communication, including facial expressions, body language, and other cues, plays a crucial role alongside verbal language Moreover, developing a range of speaking strategies—such as emphasizing key points, rephrasing for clarity, providing contextual meanings, seeking assistance, and gauging the listener's comprehension—is vital for successful communication.
2.1.5 The aspects of speaking ability
According to Darmodihardjo (Fauzi, 2012, p 7), effective speaking requires attention to intonation, phonetic transcription, and environmental expression This highlights the importance of sound utterance, pronunciation, and physical presence in communication Additionally, Valetto (Fauzi, 2012, p 7) emphasizes that key elements of speaking include phonetic transcription, grammar, vocabulary, and overall effectiveness.
Haris in Fauzi (2012, p 7) emphasizes that speaking, much like writing, is a complex skill that necessitates the simultaneous use of various abilities, which often develop at different rates The speaking process is generally analyzed through four to five recognized components, with pronunciation being a key element.
The key components of effective oral communication include segmental features such as vowels, consonants, vocabulary, stress, and intonation, which contribute to the overall flow of speech Additionally, grammar and vocabulary play crucial roles in enhancing clarity and expression Fluency, characterized by the ease and speed of speech, is essential for effective interaction Moreover, comprehension is vital, as it enables individuals to respond appropriately and engage in meaningful conversation, often through imitation and practice.
Assessing speaking ability
Assessing oral proficiency has gained prominence in language testing due to the increasing importance of speaking skills in language education (Hartley & Sporing, 1999) Performance assessments, which emphasize content, differ significantly from traditional tests However, evaluating speaking abilities poses challenges, as it cannot be measured with the same precision as other language skills and requires substantial time, effort, and training (Hughes, 2003) Despite these difficulties, it is essential to design and implement speaking tests, even if they come with high costs.
Fluency, as discussed by Freed (1995) and Fulcher (1996), encompasses a range of meanings, from specific features like pausing, hesitations, and speech production rate to broader notions of speaking proficiency Without a clear definition, the term can be ambiguous for both speakers and writers Common definitions of fluency often highlight aspects such as flow, smoothness, speech rate, minimal pausing, absence of distressing hesitations, utterance length, and connectedness (Koponen, 1995) However, these characterizations are intricate, as they reflect not only the speaker’s delivery but also the listener’s perception of that delivery.
Fluency in speech is significantly influenced by temporal elements, including speaking rate, the relationship between speech and pauses, and their frequency Research shows that as speakers enhance their fluency, their speech rate tends to increase.
Fluent speech is characterized by fewer pauses and hesitations, allowing for smoother communication (Lennon, 1990; Freed, 1995) Fluent speakers strategically pause at meaningful points, which signals to listeners that they are thoughtfully planning their content rather than struggling for words Additionally, these speakers often produce longer phrases and maintain a higher volume of speech.
Fluency in speech encompasses not only the speed and pausing of speech but also the effective use of small words like "really," "I mean," and "oh," which play a crucial role in communication (Luoma, 2004; Hasselgren, 1998) According to Hasselgren, fluency is defined as the ability to engage in coherent speech that is easily understood without excessive hesitation and at a comfortable pace These small words are significant as they help speakers formulate relevant responses and comprehend the contributions of others They serve multiple functions, including expressing the speaker's communicative intention, contextualizing utterances, indicating cognitive effects of prior statements, enriching the meaning by reflecting commitment and vagueness, and assessing the success of communication while seeking confirmation or assistance.
According to Brown (2004), speaking competence can be defined as the ability to imitate words, phrases, or sentences (imitative) and to produce short oral language segments that showcase competence in specific grammatical, phrasal, lexical, or phonological aspects This includes prosodic elements such as intonation, stress, rhythm, and juncture, highlighting the speaker's intensive ability Additionally, a competent speaker can engage in brief conversations using standard responses.
Greetings and small talk play a crucial role in communication, serving as a means for simple requests and comments These interactions can be categorized into two types: transactional language, which focuses on exchanging specific information, and interpersonal exchanges, which aim to foster and maintain social relationships Ultimately, effective communication balances the sharing of facts with the nurturing of connections.
Develop (monologue) oral production including speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from listener is either highly limited or ruled out together (extensive)
According to Ur (1999, p 120), successful speaking activities exhibit several key characteristics: learners engage in extensive talk, maximizing the time allocated for speaking rather than allowing it to be dominated by teacher discourse or pauses Participation should be evenly distributed, ensuring that all students have the opportunity to contribute rather than a select few dominating the conversation High motivation is crucial, as learners are more willing to speak when they find the topic engaging and have meaningful insights to share, driving towards a common task objective Furthermore, the language used by learners should be relevant, easily understood by peers, and demonstrate an acceptable level of accuracy.
Fluency in speaking encompasses more than just accuracy in mastering the language; it also involves the ability to communicate effectively and confidently without excessive hesitation.
Fluency, as defined by Richard and Rodgers (2001), refers to the ease of producing spoken or written language, acknowledging that natural speech may encounter hurdles They emphasize that fluency involves a competent command of intonation, vocabulary, and grammar, though perfection is not required Additionally, Simon and Schuster, as cited in Amin (2006), further elaborates on the concept of fluency, highlighting its various dimensions.
12 quality of flowing, smoothness, freedom from harshness, (2) the ability to write or to speak easily, smoothly, expressively, readiness or smoothness of speech
Fluency refers to the ability to communicate effectively in a smooth and continuous manner, even if the speech is not perfect It encourages students to express themselves naturally, focusing on clarity and understandability As a key aspect of speaking skills, fluency is an important criterion for assessing students' speaking abilities.
Accuracy in speaking involves producing correct sentences in pronunciation, grammar, and word choice for clear understanding The three key components of accuracy are pronunciation, vocabulary, and grammar Pronunciation refers to how a language or word is articulated, and teaching it focuses on helping students recognize speech flow and produce intelligible words Effective English instruction ensures that students can communicate their thoughts clearly, necessitating adequate pronunciation for successful oral messaging Good pronunciation is intertwined with intonation and stress, which are best learned through imitation and repetition Therefore, teachers must possess a high standard of pronunciation to serve as effective models for their students during the learning process.
Language used by humans thereby must present some characteristics that make it so unique and different from the way animals communicate Yule’s work
(2006, p 9 - 12) outlines the six crucial attributes of human language The first feature presented by the author is displacement This trait allows users of a
Human language possesses several key properties that distinguish it from animal communication Firstly, it allows for the discussion of events, people, and objects not present in the immediate environment Secondly, the principle of arbitrariness highlights that there is no inherent connection between linguistic forms and their meanings, making it challenging for language learners to infer meanings, such as the word "wardrobe." While some onomatopoeic words reflect sounds, they are exceptions rather than the norm Additionally, the feature of productivity enables speakers to generate an infinite number of utterances, as children can create sentences they've never encountered before Unlike animals, humans can describe new situations The characteristic of discreteness emphasizes the importance of sound distinctions, as seen in the meaningful difference between /p/ and /b/ in words like "pig" and "big." Lastly, the property of duality indicates that language operates on two levels: the production of individual sounds and their arrangement into meaningful words.
Cultural transmission reveals that while physical traits like face shape and eye color can be inherited, language itself cannot Children possess an inherent ability to learn language, yet they are not genetically inclined to acquire any particular one.
Understanding a language encompasses the general ability to use it accurately, appropriately, and flexibly, which is referred to as communicative competence (Yule, 2006).
Teaching speaking to EFL learners
Teaching is the process of guiding individuals to learn and acquire knowledge, skills, and attitudes through effective instructional methods It serves as a vital means of achieving education, which is a primary goal of teaching A teacher is a professional responsible for facilitating this learning process within a formal curriculum, ensuring that students gain the necessary understanding and competencies.
Teaching and learning are intrinsically connected, as teaching involves guiding and facilitating the learning process Effective teaching creates optimal conditions for learners to acquire knowledge, and understanding how learners engage with material significantly shapes one's educational philosophy and teaching approach.
Your teaching approach and methods significantly impact language learning If you perceive learning as operant conditioning, you'll design your lessons with reinforcement in mind Viewing second language acquisition as deductive may lead you to emphasize rules and paradigms instead of allowing students to discover them inductively Many learners equate language proficiency with speaking ability, prioritizing conversational skills over reading or writing Consequently, if students lack opportunities to practice speaking in the classroom, they may become demotivated and disengaged Conversely, implementing engaging speaking activities can enhance motivation and create a lively, enjoyable English language classroom environment.
2.3.1 EFL learners’ difficulties in learning to speak English
Burn and Joyce (1997) identify three main factors contributing to students' reluctance to engage in speaking tasks in the classroom: cultural, linguistic, and psychological Cultural factors stem from previous learning experiences and the expectations that arise from them, leading to communication challenges when students lack familiarity with the cultural nuances of the target language Linguistic factors involve difficulties in transitioning from a student's first language to the target language, particularly regarding sounds, rhythms, and stress patterns, as well as understanding differing grammatical structures Psychological factors further complicate this reluctance, as students may struggle with confidence and anxiety related to cultural expectations.
28 shock, previous negative social or political experiences, lack of motivation, anxiety or shyness in class, especially if their previous learning experiences were negative
Motivation plays a crucial role in language learning, particularly in classroom settings, as it influences learners' readiness to communicate and fosters a positive attitude toward acquiring a new language However, many students remain unmotivated due to factors such as a history of limited success, a lack of perceived progress, irrelevant materials, unclear instructional goals, and inadequate feedback Additionally, boredom with lectures and uninspired teaching methods can further diminish motivation Research by Tsui (1996) highlights key reasons for students' reluctance to participate, including perceived low proficiency, fear of making mistakes, teacher intolerance, uneven turn allocation, and incomprehensible instruction In non-English speaking environments like Vietnam, students often lack opportunities to practice English outside the classroom, resulting in limited use of the language in their daily lives Consequently, learners may feel self-conscious speaking English, especially when surrounded by family and friends who communicate exclusively in Vietnamese, which can lead to ridicule and further discourage their efforts.
29 be thought that they are self-important
To enhance their second language proficiency, students must actively confront the challenges of learning English, particularly in speaking Engaging in diverse situations where English is the primary means of communication is essential This can include watching English films, forming friendships with native speakers, and learning from peers to practice and improve their skills.
2.3.2 Factors affecting EFL learners’ speaking ability
Many learners face challenges in expressing their ideas orally in English, often due to various factors that negatively impact their learning process and hinder their speaking skills Understanding a foreign language involves more than just practicing speaking; it requires the ability to effectively communicate, which many struggle with despite their knowledge of the language Research has identified several affective factors influencing the learning of speaking skills in a foreign or second language, which can be summarized into key elements.
Research indicates that early childhood is the optimal time for learning a foreign or second language, as children can achieve higher proficiency compared to adults This advantage arises from their exposure to a natural speaking environment, where they engage in real-time conversations without the constraints of social distance Additionally, children's brains possess a remarkable flexibility that diminishes over time, leading to a phenomenon known as fossilization, where language learning becomes more challenging Four key arguments supporting this perspective are outlined in the Encyclopedia.
According to Johnson (1999), the language faculty in older learners is capable of acquiring second languages (L2s) just as effectively as in children; however, affective factors such as low self-esteem and perceived social distance create barriers to language acquisition (Krashen, 1982) Additionally, the input received by adult learners is often less tailored than that for children, hindering their success Cognitive development may also inhibit language learning abilities, and age-related changes in the brain can lead to a decline in language acquisition skills (Critical Period Hypothesis) Overall, age significantly impacts adult learners' fluency and ability to achieve native-like proficiency in a target language.
Effective listening is crucial for developing speaking skills, as it serves as feedback for learners When individuals struggle to comprehend spoken language, their ability to respond appropriately diminishes Shumin (1997) highlights that the transient nature of speech, along with characteristics of spoken English such as disorganized syntax, incomplete phrases, false starts, and fillers, significantly impedes EFL learners' understanding and adversely affects their speaking competence.
Communication breakdowns frequently arise for learners and non-native speakers of a foreign language due to challenges in selecting appropriate expressions for specific situations This difficulty often stems from interference from their own cultural norms Additionally, a lack of mastery over the nonverbal communication system of the target language further complicates effective communication.
Understanding nonverbal communication is crucial as its interpretation varies across cultures (Shumin, 1997, p 8) Thus, mastering a foreign language involves not only learning its linguistic and paralinguistic elements but also gaining insight into the associated cultural nuances, particularly in specific social contexts.
The most important influences on language learning success or failure is the affective side of the learner (Oxford, 1990, p 140), because ‘affective’ means
Emotional factors significantly influence language learning, including emotions, self-esteem, empathy, anxiety, attitude, and motivation (Johnson & Jonson, 1999; Shumin, 1997) The complexity of learning a foreign or second language can heighten anxiety levels among learners (Brown, 1994; Shumin, 1997) Various aspects of the learning environment contribute to this anxiety, such as the challenges of speaking in front of peers, competition with fellow learners, test-taking experiences, and the attitudes of native speakers towards the foreign language (Johnson & Jonson, 1999) These affective factors are interconnected and play a crucial role in the language acquisition process (Shumin, 1997).
Extreme anxiety can hinder EFL learners when they become tongue-tied in unexpected situations, leading to discouragement and a sense of failure Unlike children, adult learners are particularly sensitive to how they are perceived by others, making them cautious about speaking for fear of making mistakes This fear of public judgment can result in a loss of self-esteem and confidence, fostering a negative attitude toward speaking English Consequently, these affective factors can significantly inhibit the development of speaking skills in EFL learners Ultimately, the primary goal of learning English as a foreign or second language is to overcome these barriers and communicate effectively.
Effective speaking instruction is crucial in the EFL teaching-learning process, requiring teachers to focus on developing students' confidence and skills To cultivate competent English speakers, EFL educators must understand the objectives of teaching speaking, analyze its components, and consider the factors influencing learners' speaking abilities By carefully examining these elements and providing ample language input along with engaging activities, teachers can guide students toward fluent and appropriate English communication.
2.3.3 Methods and activities to improve speaking ability
Minimal responses in language teaching
Many students believe that speaking a language is solely the result of language learning; however, it is an essential component of the learning process itself Effective instructors focus on teaching speaking strategies, including minimal responses, which empower students to enhance their language knowledge and build confidence By facilitating speaking practice, these educators enable students to use verbal communication as a tool for further learning.
Listeners typically respond to speakers in two primary ways: during the speaker's dialogue and after the speaker has finished These responses are crucial for effective communication in conversations This article explores the definitions and research surrounding minimal responses, highlighting their significance in interpersonal interactions.
Zimmerman and West (1975) identify minimal responses such as "um hmm," "uh huh," and "yeah," while Kendon (1975) expands this list to include phrases like "yes," "quite," "surely," "I see," and "that’s true." Additionally, Reid (2005) explores gender differences in the use of minimal responses, highlighting their significance in communication dynamics.
Fishman (1978, p 402) cites minimal responses as ‘yeah’, ‘umm’, ‘huh’
Woods (1988) expands the list of backchannel cues to include 'yes' and 'right.' According to Tao & Thompson (1991), backchannels are defined as brief, non-verbal responses made by a listener while another person is speaking.
Reppen (2002) builds on Duncan's (1974) classification of backchannel responses, which include not only non-lexical vocalizations and affirmations like "yeah," but also phrases such as "right" and "I see," as well as sentence completions, clarification requests, brief restatements, and non-verbal cues like head nodding and shaking Listeners typically respond to speakers in two primary ways: during the speaker's talk or after the speaker has finished An illustrative example of this can be found in Yule (1996, p 75).
(1) Caller: if you use your long distance service a lot then you’ll
Mary: uh-uh Caller: be interested in the discount I’m talking about because Mary: yeah
Caller: it can only save you money to switch to a cheap service Mary: mm
Mary effectively demonstrates her agreement with the caller by using responses like "uh-uh," "yeah," and "mm" at the end of each tone unit This responsive communication not only shows her attentiveness but also reinforces the connection in the conversation.
Minimal responses, such as "uh-uh," "yeah," and "mmm," serve as direct feedback to speakers, indicating that their messages are being acknowledged These verbal and non-verbal cues, often referred to as response tokens or response cues, highlight a participant's engagement in the conversation (Reid, 2005, p 8) In this essay, the term "minimal responses" will be used to describe these indicators of co-participation.
The examples listed above indicate that the minimal responses show the listeners’ support to the current speaker and give him a sign that he/she can
35 continue talking Here is an example from Growing Pains:
(2) Ben: Male subject threatens death after first clip
Jason: Yeah, but what about your math project?
In this context, Jason employs the word "yeah" not merely as a casual minimal response, but as a strategic tool to signal a shift in conversation This usage highlights the versatility of the term, demonstrating that it can carry deeper meaning beyond its typical informal connotation.
Firstly, Nonverbal responses such as nods and shakes of the head Here is an example from Growing Pains:
(3) Jason: Do I look like a Gene Dickson Mike? Your mother's a working adult And when she’s finished working, she will come home
A head shake serves as a non-verbal minimal response, providing direct feedback comparable to verbal communication This form of nonverbal communication effectively conveys meaning and enhances understanding in interactions.
In communication, responses can vary in length and complexity Single-word replies like "yes," "no," and "okay" provide quick affirmation or denial Phrasal utterances such as "oh, really" or "oh, my god" convey surprise or emotion Short clauses like "that’s right," "that’s true," and "I agree" express agreement succinctly Additionally, longer utterances may include clarification requests, enhancing understanding in conversations An example of this can be found in the show "Growing Pains."
(4) Maggie: Go talk to him You won't sleep if you don't Don't worry I'll continue the search for the pajamas
When a speaker finishes speaking, the listener may not fully grasp what was said, prompting the use of clarification requests as minimal responses According to Knapp and Hall (1997), Brunner (1979) found that smiles serve as indicators of attentiveness and engagement in a conversation, similar to verbal affirmations like "yeah" or nonverbal cues like head nods These smiles not only facilitate the current speaker's dialogue but also do not necessarily signify happiness Additionally, laughter plays a role in enhancing communication dynamics.
36 one form of minimal responses for it represents a spontaneous feedback of conversation and it has the same function as other minimal responses
2.4.3 Minimal responses in teaching speaking to EFL learners
Language learners lacking confidence in oral discussions often remain silent while others speak To encourage their participation, it's beneficial to help them develop a repertoire of minimal responses suitable for various conversational contexts These responses can be particularly advantageous for beginners, facilitating their engagement in discussions.
Minimal responses are common, predictable phrases used in conversations to express understanding, agreement, or doubt By having a repertoire of these responses, learners can concentrate on the speaker's message without the distraction of formulating their reply Many communication scenarios feature established exchanges or scripts, particularly in greetings, apologies, and invitations, which are shaped by social and cultural norms Additionally, transactional interactions, like asking for information or making a purchase, often follow these predictable patterns, allowing participants to anticipate the flow of conversation.
During speaking lessons, teachers can effectively employ minimal responses throughout the session to maintain student engagement When students are silent, using subtle cues like "ah," "uh," smiles, or nods can encourage them to continue speaking and foster a more interactive learning environment.