| Body | By Madi Collins, CASLS Student Worker
This activity guides learners through identifying and practicing multimodal (verbal and nonverbal) conversation cues that are used in the target language to signal that a conversation is going well. This activity was designed for learners of all proficiency levels.
Learning outcomes:
Learners will be able to:
* Identify 3 verbal or nonverbal cues of conversational success in the target language
* Compare the use of these 3 cues in learners’ L1(s) versus in the target language
* Choose one cue to practice using in the target language
* Use the chosen cue in practice conversations
Mode(s): Interpersonal
Materials: Awareness: Signs Things Are Going Right video, place to display writing (board, poster paper or shared digital document)
Procedure:
- Show learners the Awareness: Signs Things Are Going Right video.
- Gather learners into small groups. Ask each group to identify 3 verbal or non-verbal cues used in their L1s as signs that a conversation is going well. Then have them identify which of these cues is also used in the target language.
- Discuss as a larger group. Have a representative from each small group report on the three cues they identified. Do they think these same cues are used in the target language? What is similar or different in how they are used? Write down ideas that learners share on a board, piece of poster paper, or shared digital document so all can see.
- Ask learners to read through the brainstormed list of cues. Ask them to choose one that they would like to focus on in a practice conversation with a partner. Learners should keep their chosen cue a secret.
- Divide learners into pairs. Ask pairs to come up with a conversation prompt based on recent or past class topics, or assign a conversation prompt if needed.
- Then, have learners hold a conversation in pairs based on the prompt. Each learner will use their secret chosen cue.
- Once learners have held their conversation, ask them to guess which cue their partner used. Partners confirm whether the guess is correct, and if not, explain which cue they used and how they were using it in context.
- Discuss with the whole group. Were learners able to accurately identify the cue their partner chose? How did they know which cue it was? Was the cue clear and easy to identify? Why or why not?
Notes:
Modifications: The brainstorming and discussion steps, as well as the pair conversation can be done in either the L1 or the target language, depending on learner proficiency level or preference.
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