The “conversation class” is something of an enigma in language teaching. In some language programs it is an opportunity for untrained native speakers to get students to talk for the duration of a class period, using whatever resources and techniques the teacher can think of. In language programs where trained language teachers are available, they are often left to their own resources and encouraged to dip into whatever materials they choose in order to provide practice in both “accuracy” and “fluency.” Consequently the content of conversation classes varies widely. In one class, the teacher's primary emphasis might be on problem solving. Students work on communication games and tasks in pairs or small groups with relatively little direct teacher input. In another class, the teacher might have a more active role, employing grammar and pronunciation drills and structured oral tasks. A third teacher may use the conversation class as an opportunity for unstructured free discussion, while in another class the teacher might have students work on situational dialogues such as “At the bank” and “At the supermarket.”

Part of the difficulty in deciding what to do in the conversation class is due to the nature of conversation itself. What is conversation and what is involved in producing fluent, appropriate, and intelligible conversation? Can conversation be taught or is it something that is acquired simply by doing it? What principles can be used in planning a conversation program and in developing classroom activities and materials? These questions are addressed in this chapter by first examining the nature of conversation, and then considering the implications for planning an approach to the teaching of conversation.