UNINTERLINGUA 2015

U N I N T E R L I N G U A 78 how well a person can engage in a brief and casual conversation with others or in an ex- change of pleasantries”. As we can see, as the students are more experienced, they will be able to use some of the simple exchanges and know how to open conversations (Shu- min, 2001, p. 208). It then can be considered something the students will not be doing sin- ce the first class, but as they get to expand their knowledge and start using the language even in controlled activities. However, using the openings and closings of conversations become difficult for the students themsel- ves. That is why another issue to consider by the teacher is the implication of a conver- sation starter which becomes an important tool for the teachers as an initiator of a tal- king session. That starter is relevant to the point that without it the students lose path or not even find their way to get in the process of talking to the other. It is basically the as- signation of communicative topic where all that small talk, among the learners, is based. Related to the conversation, the terms turn taking and adjacency pairs are also con- sidered. “When a speaker has had a chan- ce to make a contribution, s/he usually sig- nals by various means, that someone else can have a chance –or turn” (Celce-Murcia, 2005, p.175). That, in order, would be the turn taking definition. Usually, when the speaker wants the other to continue or answer a question uses a series of means to tell the other “it is your turn to speak”. The ways to stimulate that response is by making the in- tonation fall or raise, using body language, or particular words or structures (Ibid). In the same way, Cook (1989) offers a definition for adjacency pairs and mentions that they are “a kind of formula, known to speakers of the language, in which a speaker offers the first part of the pair of utterances, and expects one of two specific types of answer” grammatical precocity. The manner, they or- ganize these words, follow the normal word order of their first tongue. It is seen that they do not repeat the words they said in these first sentences (Ibid). These two characte- ristics and the ones mentioned previous- ly; even when it is in the second language class, they can be observed somehow; and the teachers should take them into conside- ration at the time the students are develo- ping the oral communicative competence. Key conversational patterns Now, on the respect of the mere as- pect of getting in touch with other trough the language, the small talks theory and how the people end and, especially, start a con- versation are elements of importance. First of all, the teachers have to considerate the way people who speak any language in the world, do not use the language to genera- te an interchange of ideas in a monologue format. They have a certain interaction with the others, one asking or saying something, then the other. These short interactions are called “small talks”. They are considered “The ability to get along with people in so- ciety [which] may correlate somewhat with Jaime Torres