I’ve been having something of an iTalki renaissance lately. iTalki, if you haven’t come across it already, is a website that connects language learners with teachers all over the world for online lessons. There are few easier ways to get some face-to-face tuition from a native speaker. And it is perfect for getting some conversation practice in.
Conversation is king
If you’re working on languages beyond entry / A1 level, general conversation is an important part of any lesson. For me, the best kind of iTalki lesson is one split between general chat in the target language, and structured learning. The latter can be organised through a grammar or textbook agreed with the tutor. But conversation is vital, being a safe space to practise the end goal of language learning: real-world communication. However, it’s daunting, and one of the biggest leaps of faith (in your own ability) to make.
Although lesson prices can be very reasonable on iTalki, they do mount up. But, somehow, I felt wasn’t getting the best value out of my lessons. It was nothing to do with the actual teaching. Rather, it felt like I was lacking a bit of dynamism on my part. And it was all to do with those conversations.
This is getting awkward…
I’d arrive in the Skype chat like a blank slate, ready to be instructed; a passive but eager student. But an hour is a lot of time to fill, one-to-one. Often, gaps would open up. Teacher and student would both be stumped for what to say next.
A bit of panic would sometimes fill these gaps, as I’d mentally grasp about, frantically thinking of something to say. A counter-productive instinct kicks in; the need to say something interesting, along with the realisation that the vocabulary for it is simply not there yet. In my floundering, something pops into my head in the target language, but I realise I already said it two minutes ago. I think of something else, but it won’t come out intelligibly as I lack the vocab or structures for it. Agh!
This kind of thing, if you’ve experienced it, can be really disruptive. It can trigger that spiral of confidence-eroding self-doubt, too. I hope I’m not a boring student… Am I really good enough to be trying to converse in X/Y/Z? The teacher must be reconsidering my actual level right now…
Just wanna be loved
First things first: it doesn’t mean you’re a bad linguist. Wanting to converse interestingly and fluently is a perfectly normal goal as a human being. It is connected to our basic need to be liked – which, when it all gets too much, can tip into neurosis. Psychology Karen Horney, for example, theorises it as one of the ten ‘neurotic needs’ that can be problematic when they get out of control.
We’ve all experienced it in our day-to-day conversations in our native languages – awkward pauses and strange silences with people we want to impress.
But I needed to stop this from making my lessons less effective. I needed a crutch. What I needed was a crib sheet of vocab and phrases to use in my classes.
Speaking bingo sheets
Now, crib sheets on themselves can be rather dull. To spruce up the concept, I decided to add an element of gamification.
First, I sketch out the words and phrases I want to focus on this week in conversation. They could be items that I’ve come across in my reading, or listening to podcasts. They might also consist of vocabulary I’ve looked up to describe things I’ve been up to that week, or topical items from the news.
Then, crucially, I’ll put a tick box next to each of them.
During the lesson, I have my speaking bingo sheet in front of me. As I converse with the teacher, I make an active effort to use my words and phrases, and tick them off as I do. Obviously, conversation is organic, and I won’t have chance to use them all. But the unused ones can go onto the next lesson’s sheet, and the process continues.
Don’t overscript it
Speaking bingo sheets shouldn’t be rigid, like a script. The aim is to support more natural speech through a set of cues. For instance, you might note down a central theme – I used ‘Remembrance Day’ in a recent Polish example (above) – and spider off some related words like ‘war’, ‘army’, ‘parade’ and so on.
In terms of phrases and language patterns, a frame or scaffold approach works best. This kind of technique is very popular for literacy in schools, but it works a treat for speaking lessons too. One example might be to have the phrases ‘I went to…’, or ‘I am going to…’ ready on your sheet to use several times with different vocab slotted in.
I also find it useful in the early stages to have a list of general opinion phrases that you can slot in anywhere. Just simple reactions like ‘great’, ‘terrible’ and so on. Also, ‘I (don’t) agree’ is a good conversation keeper-upper!
Why it works
We reinforce linguistic memories through usage, and through positive and negative associations that give them salience. To capitalise on that, you should fill your bingo sheets with favourite turns of phrase and interesting vocab you really want to ‘stick’. It sounds trivial, but if I feel proud of myself for working in a lovely, colloquial phrase like “mér finnst það gott!“ (I like it!) into an Icelandic lesson, I’ve reinforced that vocab item with a positive emotional association.
Give them a go!
Speaking bingo sheets have really helped me to get the most out of my iTalki lessons. It’s part of being a well-prepared student (and a well-prepared teacher certainly deserves that!). Now, if I don’t use them for whatever reason, I really notice a difference.
Give them a go – and enjoy the flow!