Teaching Tips

Teaching Talk, Tell-Backs, and a Declarative to Procedural Knowledge Interface

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Abstract

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.

How to Cite:

Reed, M., (2015) “Teaching Talk, Tell-Backs, and a Declarative to Procedural Knowledge Interface”, Pronunciation in Second Language Learning and Teaching Proceedings 7(1).