Back-channelling: reacting in

conversationDan Cornford, IH Valladolid

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.

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

Raising awarenessWhat 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.

Fawlty Towers The Wedding Party © BBC 1975 used under Fair Use principles

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)

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)

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...

A practice activity – higher levelsAdapted from Fast Forward 1 by Val Black et al. (1986)

Students place the cards jumbled up face down.

A practice activity – higher levelsAdapted 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...

Conclusion

Further reading:

http://www.griffith.edu.au/__data/assets/pdf_file/0005/384017/L

ambertz-backchannelling.pdf

- The use of yeah and mm to portray engaged listenership

http://net.educause.edu/ir/library/pdf/eli7057.pdf - 7 things you

should know about back-channel communication

• Back-channelling is an essential component of conversation.

• Students are unlikely to naturally produce the language in L2.

• Speaking activities become more effective and more interactive.

Back-channelling: reacting in

conversationDan Cornford, IH Valladolid