Name:

Candidate Number:
Centre:
Centre Number:

Robert William McCaul

XXX
CLIC International House, Seville
ES068

LSA 4

Skills Assignment

Helping FCE students to manage Speaking Exam conversations better by

focusing on turn-taking and hesitation.
Contents

Page Number

1.1 Why I chose to focus on speaking for FCE?

1.2 Why I chose to focus on Turn-taking and Hesitation Strategies?

1.3 Turn-taking
1.4 Hesitation Strategies
2.1.1 Conversation

2.1.2 Conversational Systematics and Turn-taking

2.2 Student Problems with Turn-taking

3.1 Buying Time using Hesitation Devices: Fillers, Vague Language and
Repetition

3.2 Student Problems with using Hesitation Devices

3.3 General Teaching Issues

4.1.1 Solutions: Hesitation & Buying Time

4.1.4 Solutions: Turn-taking and Interaction

Bibliography

10

Appendices

11

Word Count: 2498.

Robert McCaul

Helping FCE students to manage Speaking Exam conversations

better by focusing on interaction and hesitation

Introduction
1.1 Why I chose to focus on speaking for FCE?
As a teacher who prepares students to take the FCE and as a Cambridge Examiner for
the same, I am overtly aware of the need to make the students speech more naturalsounding. Moreover, students often ask for more speaking in class and clearly it is
the most difficult skill to practise outside of class, especially for students who are
studying in their home countries. But which features of conversation are the most
useful to teach students in Speaking Exam preparation classes?
1.2 Why I chose to focus on Turn-taking and Hesitation Strategies?
1.3 Turn-taking
One of the four analytical criteria in paper 5 is interactive communication. The FCE
Teachers Handbook explains that to do well in this category candidates require an
ability to initiate and respond appropriately (UCLES:2008:86). While this ability may
come naturally in our L1, learners need to know how turn management rules are
realised in their L2. Burgess & Head agree that management of interaction needs to
be focused on in class (2005:112)
1.4 Hesitation Strategies
My own experience as a speaking examiner has shown me that students need practice
at using hesitation appropriately, particularly in Part 1 and 4 where it is very difficult
to predict the topic of the questions in advance. And inevitably, due to the real-time
nature of the exam, students are faced with having to react spontaneously to difficult
questions. This means that the ability to buy time to give yourself an opportunity to
think is crucial. Moreover, The FCE Teachers Handbook says that learners need to be
able to link utterances together to form coherent speech, without undue hesitation.
(UCLES:2008:86).

Robert McCaul

Helping FCE students to manage Speaking Exam conversations

better by focusing on turn-taking and hesitation

Analysis
2.1.1 Conversation:
Conversation can be defined as unplanned speech between two or more people
(McWhorter:2005:113) and as a consequence is much less tidy than planned speech,
even among educated speakers.
Conversation is spontaneous. Thornbury (2005:2) explains that because of the
contingent nature of speech, each utterance is dependent on the previous one. It is not
just simply an exchange of information where people speak in-turn. It is a matter of
people interrupting each other almost necessarily.
In conversation we are concerned just as much with verbal rituals, such as adjacency
pairs, as with conveying data and information. Thornbury (2005:66) describes it as
having a role of establishing and maintaining group solidarity.
In our L1s conversations usually proceed without hindrance as the participants are
aware of the subconscious rules. However, as the rules of conversation differ from one
language to the next, FCE Candidates need to be made consciously aware of how
English conversation operates in order to use it competently.
Other typical features of conversation include:

Rapidity resulting in features of connected speech such as weak forms,

contractions, assimilation, elision and linking e.g.:Appendix:2:14
Use of Vague Language e.g. kind of, sort of, like seven oclock, -ish, about
etc. e.g.:Appendix:2:3
Active sentences are much more common than passive ones
Discourse Markers used to string clauses together tend to be restricted to
and, but and so.
Casual speech is comprised of utterances and not complete sentences

Researchers such as Thornbury (2005:83) hold that many of the features of

conversational systematics are universal, and do not need to be taught from scratch.
What learners need is practice transferring these skills into their second language so
that they become alerted to (their) importance (UCLES:2008:78).
2.1.2 Conversational Systematics and Turn-Taking.
The most influential model for how we manage conversation was put forward by the
sociologists Harvey Sacks, Emanuel Schegloff and Gail Jefferson
(Language:Vol.50:No.4:Dec.,1974:696-734). Their insight was that conversation was
guided by a set of unconscious rules. One of these rules holds that conversations are
divided into changes of turn between units. The changes of turn happen at transition
relevance points (TRPs). There are three rules which apply in order:
Robert McCaul

Helping FCE students to manage Speaking Exam conversations

better by focusing on turn-taking and hesitation

A. A speaker can select the next speaker explicitly (Appendix:2:22). The person
selected has the right and obligation to speak. Failure to do so in can result in
an awkward silence (McWhorter:2005:115).
B. If the current speaker does not select than the next speaker self-selects. The 1st
person to self-select has the floor (Appendix:2:41).
C. If neither of the above happens, then the current speaker can continue.
According to Sacks, Schegloff & Jefferson, B is by far the most frequently-occurring
turn-take. However, this is often done in an untidy fashion. Moreover, There are often
overlaps and simultaneous self-selections. Lack of over-lapping in native speakers
conversation is rare and is usually indicative of there being something wrong e.g. a
measure of hostility between speakers (McWhorter:2005:115). Overlaps are usually
slight and within each unit a speaker has exclusive rights and holds the floor.
There are strategies for maintaining the floor such as:
Avoiding eye-contact
Quickening Speed of speech
Using gestures or postures such as throwing your hands up in the air
Adhering to Grices Maxims i.e. making your contribution as informative as
required and no more, relevant and opportune and avoiding ambiguity
(Grice:2001:7)
Recognising when the other candidate has finished their turn will help students
achieve a better mark in the category of interactive communication where they are
expected to respond appropriately and maintain interaction.
(UCLES:2007:86).
Speakers can signal the end of their turn by prolonging the final stressed syllable,
dropping intonation (Appendix:2:40), using tags (Appendix:1:13), asking direct
questions (Appendix:1:56) and closing utterances syntactically (Appendix:2:61).
Candidates can also use certain discourse markers to indicate their intentions e.g.
Well, anyway (Appendix:4:1-7).
Candidates also need to look out for paralinguistic features such as their partners
leaning forward in their seats, raising their eyebrows and glances directed away from
them.
A key aspect of interaction is how conversational repairs are executed and how these
repairs illustrate the participants orientation to the rules of turn-taking
(Slade&Thornbury:2006:28). They can performed by the speaker clarifying what they
have just said (Appendix:3:4) or by asking the examiner/candidate for clarification
(Appendix:3:4). Candidates should use these strategies to maintain interaction
(UCLES:2008:86).

Robert McCaul

Helping FCE students to manage Speaking Exam conversations

better by focusing on turn-taking and hesitation

Student Problems with Turn-Taking

2.3.1: Students have long silences between turns. This was a constant issue with
younger Japanese and Chinese candidates which I taught in the UK. These prolonged
silences can be interpreted by other candidates as yielding a turn, thereby coming
across as not being proficient interactive communicators. Or students may remain
silent when they are not holding the floor and may not know how to show that they
are listening to the other candidate.
2.3.2: Spanish students often dont recognise when others have finished their turn.
This is in line with Nolascos (2001:9) observation that [m]any students have great
difficulty inknowing when to give up their turn to others As well as questions
directed at them by the other candidates and discourse markers, students need to look
out for the paralinguistic features listed above.
2.3.3: Unfamiliarity of how turn-taking is realised in English. Thornbury (2005:33)
says that turn-taking is not something learners necessarily need to be taught, but that
they need to know how these turn management rules are performed in their L2 in
order to score highly in the category of interactive management.
2.3.4: Candidates may not know how to initiate conversation or signal that they want
to take a turn. This was a problem with my Asian candidates. And a result, they come
across as not being very fluent.
2.3.5: Spanish candidates often come across as artificial or overly formal when for
example initiating discussion in Part 3 e.g. shall I start or will you?
Analysis
3.1Buying Time using Hesitation Devices: Fillers, Vague Language and
Repetition
In order to give at least the impression of fluency and to compensate for the additional
demands involved in speech production, native speakers use a number of tricks or
production strategies. FCE students need to be able to employ these features naturally
in the speaking paper, especially in Parts 1 and 4 where the interlocutor poses
questions which can be seemingly random. One of them is the ability to disguise
pauses by filling them with discourse. These include fillers, vague language and
repeats at the point where formulation has been momentarily stopped.
Fillers- These are short noises: um, er, prefabricated words or phrases: you
know, or longer fixed-expressions such as I havent thought about that before but.
These are used principally when the speaker wants to discourse space in order to give
him/herself thinking time (Brown & Yule:1983:17). Fillers allow participants time to
consider messages and move towards a negotiated outcome (Cook:1989:78). Native
speakers usually raise their pitch when using fillers to indicate that their turn has not
Robert McCaul

Helping FCE students to manage Speaking Exam conversations

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yet finished e.g. Appendix 2:2,3,17,23,26,30,31,56.

Repetition- Works in the same way as fillers by giving the speaker more thinking
time. This area also includes the repetition of the question, a useful and perhaps
underused tool in the exam in my experience. E.g.:Appendix 2:3,18.
Vague Language-Utterances can also be linked together by using expressions such as
sort of or kind of. This fills a gap which would otherwise be left empty and also buys
time for thought.

Student Problems with Hesitation

3.2.1: Students discourse can be replete with long silences as they attempt to produce
language in real time. Japanese speakers have very different rules for dealing with
hesitation (Burns, Joyce & Gollin:1996:36) . Failure to achieve what Hedge describes
as pragmatic and strategic competence (2002:411-412) and a range of communication
strategies (2002:410) can lead to a break-down in communication and consequently
make it very difficult to pass Paper 5.
3.2.2: On the other hand, just like a Spanish candidate that I taught recently, it can be
so full of mmms and errs that it becomes difficult to understand what they are saying.
The FCE Teachers Handbook points out that students need to be able to speak
without undue hesitation (UCLES:2007:86)..
3.2.3: Students being sceptical of the importance of using hesitation devices, they see
it as incorrect as opposed to the correctness of written English.
3.2.4: Over-reliance on fillers. It should be pointed out to students that I havent
thought about that before but is not an appropriate response in itself and should
only be used to gain thinking time before going on to develop and answer
(UCLES:2008:78).
3.2.6: My Spanish students, even sometimes at C1 level, still use L1 hesitation such
as /eI/ or o sea. This results in their coming across in exams as less fluent than they
actually are. Although these candidates may already use fillers in their L1, they still
need extensive practice using English hesitation devices in order to sound natural.

Robert McCaul

Helping FCE students to manage Speaking Exam conversations

better by focusing on turn-taking and hesitation

General Teaching Issues

More and more students are taking the FCE each year and increasingly it is required
for entry into 3rd-level education and is becoming almost a pre-requisite for many
types of jobs. Having taught preparation FCE classes in various countries with many
different speakers, and used several different preparation course books, I have noticed
that although there is a lot of practice, there is a distinct lack of development of
speaking skills.
I tried to count how many of my own FCE lessons in the last year have had
developing speaking skills as a main aim and not used simply as a way of practising
grammar or lexis? Unfortunately, the answer is not enough. Yet, we expect our
learners speaking skills to improve. This is the skill where I feel the teachers role is
most crucial. I feel as though I have now identified a clear need to focus more on
speaking as a skill in its own right, and not simply as a means of practising grammar
and lexis.

Robert McCaul

Helping FCE students to manage Speaking Exam conversations

better by focusing on turn-taking and hesitation

Solutions for Turn-taking

4.1.1 Solutions:
I use videos of Speaking Exams to contrast high/low-scoring candidates in the
category of interactive communication. A lesson could start off by students doing the
task. Then, show a video of candidates doing the same. Firstly, students compare their
performance to that of the candidates. (See Appendix 1). Next, give gist/detail
comprehension questions:
1. Now watch part 4 of the FCE test again. What do Paolo and Cristina say
about each of the pictures?
Pictures
Coin Making

Cristina

Paolo

Music
over the
Centuries
Exhibition of
Kitchens
Cave Painting
Historical Films
Interactive
Computer
Programmes
20th Century
Fashion
Medieval Fair

Robert McCaul

Helping FCE students to manage Speaking Exam conversations

better by focusing on turn-taking and hesitation

Next, some more questions can be assigned to the learners to evaluate how well the
speakers interact and what the role of the interlocutor is in this part.

Listen to Paolo and Cristina doing this part of the test again and answer the
following questions:
1. Who starts the discussion and how?
_______________________________________________________________
____________________________
2. Who responds the most and how?
_______________________________________________________________
______________________________
3. Do they seem interested in each other and what they are saying?
_______________________________________________________________
______________________________
4. Do they look at the interlocutor? Is this a good thing?
_______________________________________________________________
______________________________
5. Does the interlocutor ask them questions during the task?
_______________________________________________________________
______________________________
6. Who speaks the most during Part 3?
_______________________________________________________________
______________________________
7. Do they take turns, or does one person dominate the discussion?
_______________________________________________________________
______________________________
8. Do they speak about all the pictures?
_______________________________________________________________
______________________________
9. Do they reach a joint decision? Does this matter?
_______________________________________________________________
______________________________

Robert McCaul

Helping FCE students to manage Speaking Exam conversations

better by focusing on turn-taking and hesitation

Then, the following task is used designed to raise the students awareness of which
other techniques can be used to manage interaction:

What do you think Cristina and Paolo could do to improve their performance in
this part of the test? Note down some language they could have used to do the
following:
Language to:
Turn-take
Initiate discussion
Ask for and give opinions
Repair
Conclude/summarise

Cristina

Paolo

This can be followed by feedback and then a second go at the task question
encouraging the students to use the new language.
4.1.2:
The above activity can be easily adapted to show how people deal with interaction in
real-life conversations. I find it motivating to use chat-show interviews of people who
the students know. This can also be used to look at how native-speakers use the
paralinguistic features of turn taking.
4.1.3:
An activity from How to Teach Speaking (2003) can be employed to make candidates
more conscious of the use of turn-taking in real life. This involves comparing
authentic conversation to a typical textbook dialogue. Learners listen to two dialogues
(Appendix 5) and discuss which one is authentic and why.

Solutions for Hesitation

4.1.4:
Making students more aware of the how hesitation can be used in the FCE to help
them sound more fluent.
This involves bringing another teacher into class and doing a live-listening of an exam
task, where various methods of buying time are used, compared to a scripted version
with the hesitation removed. (See Appendix:3 for materials).

Ask the students to compare the transcript to the live-listening dialogue,

Robert McCaul

Helping FCE students to manage Speaking Exam conversations 10

better by focusing on turn-taking and hesitation

discuss what the differences are and what their use is. Elicit to buy thinking
time. This helps learners to notice the gap between the fluency of the two
dialogues.

Then, I deal with form by getting the students to catergorise hesitation devices
into sounds, expressions, repetition and vague language.

I then get the students to rewrite the edited version in pairs to include
hesitation.

Next, Drill pronunciation chorally and individually. This is a key stage as the
students production must be authentic sounding. Often in exams Spanish
students use hesitation but it sounds very unnatural.

After that, have a controlled practice activity where students perform the
dialogue focusing on the pronunciation of the hesitation devices,

Next, we move on to free practice by doing an FCE speaking part 3 and 4

exam task in groups.

By finishing with an authentic speaking question, it relates everything back to the

exam, thereby increasing motivation and helping to lower what Krashen called the
affective filter.
4.1.5:
Videos of a famous people can also be used to investigate how international speakers
of English can use hesitation to help them take longer turns, especially helpful for Part
2. Richards (2005: 70) says that the inability to take up long turns in conversation is a
feature of many second language speakers, who keep to short turns and appear to be
less than collaborative conversational partners.
I use an interview of tennis star Conchita Martnez to show how, by dealing
effectively with hesitation, she speaks extensively and sounds quite fluent in spite of
having systems deficiencies. I used to play like when I was, I dont know, err..10 or
11 or something like that. And er, I used to play against the wall.

Robert McCaul

Helping FCE students to manage Speaking Exam conversations 11

better by focusing on turn-taking and hesitation

Bibliography

Reference Books:
Bygate, M., Speaking, 2008. OUP.
Burgess, S. & Head K., 2005, How to Teach for Exams, Longman.
Brown, G. & Yule, G. 1983. Discourse Analysis, CUP.
Cook, G. 1989. Discourse, OUP.
Halliday, M.A.K. & Hasan, R. 1976. Cohesion in English, Longman.
McWhorter, J., 2005. The Rules of Conversation. The Teaching Company.
Nolasco, R., and Arthure, L., 2001. Conversation OUP.
Parrot, M., 2003. Grammar for English Language Teachers, MacMillan.
Richards, J.C. 2005. The Language Teaching Matrix, CUP.
Slade, D. & Thornbury, S. 2006 Conversation: From Description to Pedagogy, CUP.
Thornbury, S. 2002. About Language Tasks for teacher of English, CUP.
Thornbury, S. 2003. How to Teach Speaking, Pearson Longman.
Thornbury, S. 2005. Beyond the sentence: Introducing discourse analysis, CUP.
UCLES. 2008. First Certificate in English; Handbook for Teachers, CUP.
UCLES. 2011. First Certificate in English, Examination Report.
UCLES. 2008. First Certificate in English; Speaking Test Preparation Pack
Willis, D. 2003. Rules, Patterns and Words. CUP.
Podcasts:

Talk about English , Better Speaking, Episode 1-10, BBC Leaning English.
http://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_betterspeaking
Articles:

Sacks H., Schegloff E., Jefferson Language 1974 Vol.50:No.4:Dec., JSTOR.

Betsab, N Improving Speaking Skills 2011 Dec. Vol.18, Enceuntro, Revista de
Idiomas
Websites:
ESL Discussions http://www.esldiscussions.com/
FCE Speaking Part 4, 3-way Conversation,
http://www.onestopenglish.com/exams/cambridge-esol-exams/fce/pdf-content/fcespeaking-part-4-lesson-plan/146945.article
Cambridge ESOL, Teachers FCE Preparation Resources
http://www.cambridgeenglishteacher.org/http://www.cambridgeesol.org/exampreparation/index.html
Materials & Resource Books:
Conversation Lessons, Martnez, R. 1997 LTP Language.
Conversation Gambits, Keller, E. & Warner S. T., 1988, LTP Language.
Direct to FCE, Norris, R. and Edwards, L., 2011, Macmillan.
Fast Track to FCE, Stanton, A., Stephens, M., 2008, Pearson.
FCE MasterClass, Haines, S. 2008, OUP.
FCE Gold, Burgess, S., 2008 Pearson.
Robert McCaul

Helping FCE students to manage Speaking Exam conversations 12

better by focusing on turn-taking and hesitation

Ready for FCE, Norris, R., 2008, Macmillan.

Appendix 1
Transcript of an FCE Speaking exam, Norris, R., 2008 Ready for FCE, Macmillan.
PART 3
I: Interlocuter P: Paolo C: Cristina
1. I: Now I'd like you to talk about something together for
2. about three minutes. I'd like you to imagine that the
3. History Museum in your town would like to attract more
4. visitors. Here are some ideas for improving the museum.
5. First, talk to each other about the proposals saying how
6. they might appeal to different people. Then decide which
7. two would be the most successful in attracting new
8. visitors. All right?
9. C: Shall I start or will you?
10. P: Er, let's talk about the interactive computer programme
11. first. In my opinion it will appeal to a lot of people,
12. because computers are so important in our lives today.
13. Most people know how to use a computer now, don't they?
14. C: Well, no everyone, no, I don't agree. And anyway, I don't
15. think the people go to the museums to use a computer.
16. They can do that at home or at work. A medieval fair
17. would be something very different, though . That would
18. be interesting for people of all ages. It could be good fun,
19. don't you think?
20. P: Yes, that's true. The visitors could take part in different
21. activities and eat medieval food. And if the organizers
22. dressed up in costumes, that would make history very
23. colourful and realistic. It sounds like a great idea.
24. C: So that could be one of the two things we choose. Now,
25. what do you think about the concerts? Visitors to the
26. museum would like to listen music. People who work
27. could come in their lunch break and have a relaxing
28. moment.
29. P: Yes, but I really don't think it would attract many people
30. who work, particularly if the museum is in a city everyone
31. is busy all day. Retired people would probably
32. appreciate it and have more time to enjoy it, but that
33. wouldn't increase the number of visitors very much, would
34. it?
35. C: No, I suppose you're right.
36. P: Personally, I think we need to have activities which appeal
37. to children, because if children want to come, their parents
38. will have to come too.
39. C: Yes, I agree. So, let's have a look for something. Well,
40. children could enjoy coin-making, but it wouldn't make
41. parents say, "we really must take our children to the
42. museum"!
43. P: You're right. It's a bit dull.
44. C: But how about the cave painting? That sounds really
Robert McCaul Helping FCE students to manage Speaking Exam conversations 13
better by focusing on turn-taking and hesitation

45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.

enjoyable for children. If they have to paint like prehistoric

man, then I imagine they will have to use their hands,
and make a mess. And children love doing that. Don't you
agree?
P: Yes, I do. They would enjoy themselves very much. But
let's look at the others before we decide. Er, the exhibition
of kitchens is nothing special. I mean, you can see things
like that in lots of places, can't you?
C: Yes, it isn't the most fascinating idea. I don't know who
would want to see that. Maybe some adults, but not many.
And the Megascreen, well, that's like the computers.
Nobody will go to a museum to see a film. What do you
think, Paolo? ,..... .
P: I completely disagree. To my mind that's the kind of thing
that will make it different to other museums and would
appeal to all types of different people. And the screen
would be very big, so it's not the same that watching it on
television or at the cinema.
C: Well, I'm really keen on films, but I rather go to a real
cinema. I prefer the atmosphere there. And historical films
are old and a bit boring, especially for children, so not
many people would go.
P: Well, I think that should be one of the two things we
choose, personally. I think it would bring people who don't
normally go to museums or even who have never been.
C: OK, well we agree on the medieval fair, but not on the
Megascreen. I think the cave painting is a better idea.
What do you think of the fashion shows?
P: Oh no. I don't know anyone who is interested in fashion
shows.
c: Really?
I: Thank you.

Appendix 2
Transcript of an FCE Speaking exam, Norris, R., 2008 Ready for FCE, Macmillan.
PART 4
I: Interlocuter P: Paolo C: Cristina
1. I: Christina, what do you think makes a good museum?
2. C: I don't know really. I suppose that, I think that, in general the museums are
a little bored. You only look at objects
3. which are in, in, erm, how do you say? Erm, well, like
4. boxes, in glass boxes or cupboards, so there is nothing to
5. do. I think if you could touch the things in an exhibition,
6. that would make it more interesting, a more enjoyable
7. experience.
8. I: . Uh huh. Paolo?
9. P: I think ideas like the medieval fair are good because
10. they help you to have a better idea of life in the past. The
11. last year I went to a museum where people in costumes
Robert McCaul Helping FCE students to manage Speaking Exam conversations 14
better by focusing on turn-taking and hesitation

12. explained how different things were used. Even they

13. cooked with some old saucepans and things. Perhaps they
14. weren't real, but it doesn't matter. The important is that
15. you can imagine how people lived before.
16. I: How could the teaching of history in schools be improved?
17. C: I'm not quite sure, but, well, er, at school we just sit and
18. listen the teachers, listen to the teachers, and write what
19. they say. In Greece there are so many ancient monuments
20. so perhaps we could visit more and not just read and write
21. about them all the time.
22. I: What do you think, Paolo?
23. P: Er, when I was at school we just listened to the teachers.
24. I think history was the worst subject for many people. I
25. think we need better teachers who are good at making
26. a subject more interesting for pupils. I don't know, but I
27. think it depends on the teacher.
28. I: What was the most important moment in the history of the
29. twentieth century?
30. C: Er, I haven't thought about it before, really, but, er,
31. perhaps it was, yes, I think it was when the first man
32. landed on the Moon. I have seen pictures of this, and I
33. think it should, it must have been something quite
34. incredible at the time. Now, going into space is quite
35. normal, but that moment was very different. What do you
36. think, Paolo?
37. P: Well, I think the landing on the Moon was important, but
38. travel in space would not be possible if we did not have
39. computers. The invention of the computer, for me, was the
40. most important moment. It changed the way we live ... (Falling Intonation)
41. C: You only say that because you like computers!
42. P: No, but almost everything we do needs computers
43. nowadays. Aeroplanes, industries, banks, companies - they
44. all need to have computers. And if the computers break
45. down, there are always many problems for these things.
46. We cannot survive without computers.
47. C: Maybe, but I think there are more important things that
48. happened in the last century. Things with people and
49. not machines. For example, when people started to think
50. about the environment more. The planet is in a bad
51. condition, and if organizations like Greenpeace didn't
52. exist, it would be worse. Don't you agree?
53. P: Yes, you're right, but even organizations like Greenpeace need computers to
do their work!
54. I: Paolo, what items from our lives today will be in the
55. history museums of the future?
56. P: That's a difficult question. Possibly, some things we have
57. in the house, some domestic ap, er, domestic applications?
58. No, well, it doesn't matter, domestic machines we use for
59. cooking or other jobs, things like the cooker, the vacuum
60. cleaner or the iron. I think some of these things will be
Robert McCaul Helping FCE students to manage Speaking Exam conversations 15
better by focusing on turn-taking and hesitation

61. replaced for robots which do not need people to use them.
62. C: Do you really think we will have robots?
63. P: Yes, we already have them now. In only a few years, I think we will be able
to use them in the home for doing simple things.
64. C: Well, I think one thing in the museums of the future will
65. be the money. I think the credit cards will be the only thing
66. we use. Already now, some people never pay for things
67. with cash. In only a few years I think they will stop making
68. the money.
69. I: Thank you. That is the end of the test.
Appendix 3
Recording of my colleague (Lucy)answering a typical FCE Question.
Live-Listening (Natural) Version
I: Interlocuter L:Lucy
1. I: What was the most important moment in the history of the 20th century?
2. L: Sorry, I didnt really understand the question. What was the most important
3. aspect of what?
4. I:The most important moment of the 20th Century
5.
L: Thats a difficult questionerrr Let me think mmmwhat was the most
6.
important moment of the 20th Century? Mmmm I haven't thought about it
before,
7.
really but, er, perhaps it wasmmmm.when the first man landed on the
Moon. I
8.
havent Ive seen pictures of this, and I think it should..er what Im trying to
say
9.
is that it must have been something, really quite incredible at the time. Now,
going
10.
into space is sort ofquite normal, but at that moment it was very different,
you know.

Typical Course book (Artificial) Version

1. I: What was the most important moment of the 20th Century?
2. L: In my opinion, it was when the first man landed on the Moon. Ive seen pictures
of
3. this, and I think it must have been something quite incredible at the time. Now, going
4. into space is quite normal, but at that moment it was very different.
5.

Appendix 4
Candidates can also use certain discourse markers to indicate their intentions such as:

That reminds me (Im continuing with the same topic)

Well, anyway (Im returning to the same topic)

Like I say (Im repeating what I said before)

Yes, but (Indicating a difference of opinion)

Yes no I know (Agreement with a negative idea) This may have to go because
of the word count
(Adapted from Thornbury:2005:9)
Robert McCaul

Helping FCE students to manage Speaking Exam conversations 16

better by focusing on turn-taking and hesitation

Appendix 5:

Robert McCaul

Helping FCE students to manage Speaking Exam conversations 17

better by focusing on turn-taking and hesitation