Page 77 - The SpeakTeach method - Esther de Vrind

Input: enhancing noticing and understanding
In the feedback loop as shown in Figure 1, learners perceive their own speaking performance. For this perception to be relevant in self-regulation, the learners must notice different aspects of their speaking performance and understand how their prior knowledge, instruction and received feedback relates to different aspects of their speaking performance (cf. Schmidt, 1990, noticing hypothesis).
In common classroom practices, however, because of the volatility of speech, there is often no time for reflection on the oral production. Speaking skills especially, more than other language skills, demand many cognitive processes in a short time: conceptualizing, grammatical and lexical encoding, articulating as well as monitoring (Levelt, 1989). For successful speaking, different types of knowledge (knowledge of the topic, lexicalized items and phrases, morphosyntax, pronunciation, pragmatic knowledge) are needed, including the skill to access the corresponding types of knowledge quickly and efficiently. Another skill that is needed is how to use communication strategies if knowledge is lacking (De Jong, 2020; Goh, 2017). Since attention is limited, learners cannot focus on every aspect of their performance while speaking but introducing immediate feedback or self-reflection would interrupt the flow of communication. Although delaying feedback and reflection until after speaking avoids cognitive overload, due to the volatility of speech it would be too difficult for learners to recall all the details of their performance (e.g. about timing of feedback Lyster, Saito, Sato, 2013; Ellis, 2009). Analysing a recording of one’s own speaking performance can be a practical and instructive solution therefore (e.g. Hedge, 2000; Lappin-Fortin & Rye, 2014). It allows students time to reflect on their own speaking skills and to pay attention to more aspects of their speaking performance than is possible while speaking at the same time.
Time for reflection is not always enough. Learners may need support to notice and become aware of the different aspects of their speaking performance (Dlaska & Krekeler, 2008; Goh, 2017; Lappin-Fortin & Rye, 2014; Poehner, 2012). Being aware of the existence of different aspects of speaking is a first step, evaluating those aspects goes further. Research has shown that it is difficult for foreign language learners to assess aspects of their own performance. Low correlations have frequently been found between self-assessments and tests and between self-assessments and other measures shown to be valid and reliable (Blanche, 1988; Poehner, 2012; Ross, 1998). An explanation for such low correlations might be that L2-learners lack the metacognitive and linguistic knowledge to determine the
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