Teaching talk, tell-backs, and a declarative to procedural knowledge interface
MetadataShow full item record
Citation (published version)Reed, M. (2016). A declarative to procedural knowledge interface. In J. Levis, H. Le., I. Lucic, E. Simpson, & S. Vo (Eds). Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Dallas, TX, October 2015. Ames, IA: Iowa State University.
Can explicit, declarative knowledge be converted to implicit, procedural knowledge? This Teaching Tip advocates the use of Teaching Talk, defined as succinct and therefore retrievable language of instruction, restated by learners as Tell-Backs for the purpose of internalizing pronunciation concepts to establish declarative knowledge. The intervening mechanism is prompted production, a form of error feedback that is achieved when the language of intervention matches the language of instruction that was used to introduce a target feature, and is in turn consistent with the tell-backs that learners use to internalize those features. Prompted production promotes self-monitoring and self-correction, and serves as an interface to bridge the declarative to procedural knowledge gap.