| Body | This activity was designed to guide learners through identifying conversational cues used in spoken or signed interactions in the target language. Identifying and understanding these cues falls in the “awareness” quadrant of the IPIC (Intercultural, Pragmatic and Interactional Competence) framework. This activity is appropriate for learners of all proficiency levels.
Learning outcomes:
Learners will be able to:
- Identify specific verbal and non-verbal conversational cues used in the target language
- Categorize the identified cues based on the type of cue
- Predict how they might react to 3 specific cues
- Identify one similarity or difference in the cues used in the target language as compared to the learners' L1(s)
Mode(s): Interpersonal
Materials: The Role of Awareness in Co-Constructing Interactions video
Procedure:
- Ask learners to think about a recent conversation they had in the target language. Could they tell how the other person, or people, were reacting? If so, did those reactions affect what the learners said or did next in the conversation?
- Next, show learners The Role of Awareness in Co-Constructing Interactions video.
- As a whole group, brainstorm the types of specific cues that one could give in the target language to show that they are listening or are enthusiastic about what is being said, or to show that they are non listening or are not enthusiastic. For example, these could be cues such as affirmative interjections such as “yes” or “mmm hmm,” interrupting the speaker, head nods or shakes, eye contact or lack thereof, or having crossed or uncrossed arms. Write the cues on the board or in a shared digital document for all to see.
- Ask the group to look at the brainstormed list and work in small groups to sort them into general categories of cues. For example, this could be categories such as words or signs, facial expression, body language, etc. Have learners shaire their categories with another group when they are done.
- In small groups, have learners choose 3 of the brainstormed cues to discuss in more detail, by discussing what seeing each of the cues tells them about the other person’s reaction, as well as what they themselves might do or say in reaction to those cues.
- Come back together and ask groups to share one cue they discussed and how they would react to that cue.
- Ask learners to think about cues in the target language versus in their L1. Are there similarities or differences in the types of cues they see or use? Ask for volunteers to talk about one similarity or difference they have noticed.
Notes:
- Modifications - this activity can be conducted in either the target language or a shared L1, depending on learner proficiency level and preferences.
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