Discussion Skills

in ESL Classroom
Zhixuan(Elmo) Zhang

Undeveloped Discussion Skills

Large class size
Students level of proficiency
Time constraints
The use of structured or guided discussions
Provide a framework within which learners are constr
ained to operate;
Learners receive content input just before the discussi
on itself;
They are then given roles to play, and follow predeter
mined steps through to the end of the discussion (lan
guage prompts or appropriate wordings);
Teacher provides feedback
Alexander (1968), Wallace (1980), Hargreaves
and Fletcher (1981), Heyworth (1984) and Ur
(1981)

Objective and
non-heuristic Approach
Little Direct Learner Involvement:
Poor cognitive engagement with the task;
Poor motivation to develop the topic to any significant degr
ee
The approach is overly concerned with linguistic factors, and
downplays the cognitive and interpersonal factors which must be
present in any meaningful discussion (Green, 1993).

Learner-centered Approach
to encourage students to become increasingly independent and self-directed in
their learning

DEVELOPING LEARNER AUTONOMY

learn in their own voice

SELECTION OF TOPICS FOR DISCUSSION

the notion that acquisition is enhanced when teachers allow students
relatively free choice of topic (Ellis, 1990)

A HEURISTIC APPROACH
Pre-discussion; discussion; post-discussion

Micro-teaching
PRE-DISCUSSION
Foaming the groups:
1. homogeneous
2. the formation of partner groups of observerevaluators

IDENTIFYING AND ORGANIZING THE TOPIC

DISCUSSION
Shadowing: intensive one-to-one peer evaluation, see handout

Micro-teaching
Length: 5 mins

Australia
Example: weather, food, lifestyle, Australian English

Select one topic from above or on your own, try to choose a specific
point and express your opinion in either agree or disagree
For example: A: I dont like Australian BBQ because it is not healthy.
B: I think A made a good point about because / Sorry, but I
cant agree because

Micro-teaching
Post-discussion
summaries of the main points and make
comments;
topic for future discussion

Micro-teaching
greet group members; start the discussion; make your
point; invite others to join
Initiate the discussion with a question
Give Suggestions
Emphasize your point
How to express agreement/disagreement and why
Respond to challenge
Circumvent

Conclusion

This approach could be used to develop discussion skills in any

level of any second language.

Teacher does have to restrain his or her involvement,

particularly during the pre-discussion and discussion stages.

Some practice in contributing and responding empathetically

(shadowing) can be very useful in getting learners to
understand how others think and express themselves.

The development of the efficient, independent, self-directed

learner competent in organizing his or her own learning is
long-lasting.

Reference

10

Alexander, L. G. (1968). For and against. London: Longman.

Green, C. F. (1993). Learner drives in second language acquisition. English
Teaching Forum, 31(1), 25, 11.
Green, C. F., Christopher, E. R., & Lam, J. (1997). Developing discussion skills in the
ESL classroom. ELT Journal, 51(2), 135-143. doi:10.1093/elt/51.2.135
Hargreaves, R., & Fletcher, M. (1981). Arguing and discussing. London: Evans
Heyworth, F. (1984). Discussions: Advanced role play for EFL. London: Hodder and
Stoughton.
Ur, P. (1981). Discussions that work: Task-centered fluency practice. Cambridge:
Cambridge University Press.
Wallace, M. J. (1980). Study skills in English. Cambridge: Cambridge University
Press.

Thank you