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With the teaching of conversational skills a major objective of current communicative language teaching, conversation classes are becoming widespread. However, teachers are often unsure about which topic areas they should focus on, with the result that many of their conversation classes tend to be characterized by a random, intuition-based selection of general communicative activities. Drawing on the results of oral discourse theory and conversation analysis, this paper begins by providing a list of conversational teaching points to serve as a menu for teachers as they design a syllabus for their classes. It goes on to discuss how these conversational issues can be taught in practice.
Dörnyei et al. (Sat,) studied this question.