Teaching “speaking [interaction]” and its effects: Based on teaching practice using negotiation tasks.

Abstract

This paper is an attempt to describe a way to create a teaching unit for high school English class using negotiation tasks and its impact on student performance. The description covers the principles of unit design, using multiple tasks whose cognitive demands are upgraded gradually. Thus the teachers can better predict the student performance and make a goal-oriented feedback plan in advance, while their students, encouraged to use a wider variety of expressions suitable to achieve the goals, can improve their speech in the series of tasks. They could develop conversation with fluency, asking more questions, in a more considerate and logical manner.