Tema 40

1. INTRODUCTION

• Emphasis on learning communication in foreign languages.

• Goal: Students become communicatively competent.

• Connection to strategic competence: using verbal and non-verbal strategies to enhance communication and avoid breakdowns.

2. DEFINITION OF COMMUNICATION STRATEGIES

• Involves managing gaps in linguistic resources to convey meaning.

• Interlanguage: A term by Selinker (1969) referring to learners' interim grammars while acquiring a target language.

  • Learners construct rules using cognitive abilities, transitioning through stages to approximate the target language.

• Factors of Interlanguage:

  • Language transfer (native language influence).

  • Training transfer (approaches used during training).

  • Second language learning strategies.

  • Over-generalization of linguistic rules.

• Communication strategies bridge gaps in understanding, examples include paraphrasing and using non-standard terms.

3. TYPOLOGY OF COMMUNICATION STRATEGIES

• Communication strategies can be categorized into:

  • Achievement Strategies: (maintain communicative goals despite deficiencies)

    • Transfer: Negative influence from the native language in phonology, morphology, syntax, and lexicon.

    • Over-generalization: Misapplication of target language rules.

    • Pre-fabricated Patterns: Memorized phrases without understanding structure.

    • Over-elaboration: Using overly formal or stilted language.

    • Epenthesis: Inserting vowels to ease pronunciation of consonant clusters.

    • Literal Translation: Direct translation of phrases.

    • Circumlocution: Describing instead of naming.

    • Substitution: Using alternative words or forms.

    • Appeal for Assistance: Directly asking for help.

    • Mime: Non-verbal communication.

    • Restructuring: Finding alternative expressions.

  • Reduction Strategies: (give up parts of communicative goals)

    • Formal Reduction: Simplifying language to avoid errors.

    • Functional Reduction: Avoiding specific speech acts or topics.

  • Avoidance Strategies: (evasion of topics or tasks the learner finds challenging)

    • Topic Avoidance: Evading unfamiliar subjects.

    • Semantic Avoidance: Discussing related concepts instead of the direct one.

    • Appeal to Authority: Requesting correct forms or meanings.

    • Paraphrase: Rewording to avoid complex constructions.

    • Message Abandonment: Stopping mid-communication.

    • Language Switch: Using native terms in target language context.

  • Receptive Communication Strategies:

    • Anticipating Language: Predicting messages from context.

    • Selective Listening: Focusing on essential information.

    • Requests for Clarification: Seeking clarification to enhance understanding.

4. IMPLICATIONS FOR TEACHING

• Different strategies are preferred based on learner's proficiency.

• Limited proficiency learners often rely on avoidance strategies, while advanced learners use more achievement strategies.

• Environment and personality affect strategy use.

• Effective strategies promote L2 communication, aiding in the learning process.

• Elicits importance of maintaining communication even with gaps in language.

5. CONCLUSION

• Communication strategies play a crucial role in L2 production and acquisition.

• Essential for learners to keep attempting to communicate successfully.

• Knowledge of these strategies enhances learners' confidence and competency in the language.

6. BIBLIOGRAPHY

• Reference texts include:

  • Widdowson, H.G. (1985). Teaching Language as Communication. OUP.

  • Selinker, L. (1972). Interlanguage.

  • Canale, M. & Swain, M. (1980). Communicative Approaches to Second Language Teaching and Testing.

INTRODUCTION

The emphasis on learning communication in foreign languages leads to the goal that students become communicatively competent. This involves a connection to strategic competence, as students utilize verbal and non-verbal strategies to enhance communication and prevent breakdowns.

DEFINITION OF COMMUNICATION STRATEGIES

Communication strategies involve managing gaps in linguistic resources to effectively convey meaning. The term "interlanguage," coined by Selinker in 1969, refers to learners' interim grammars while acquiring a target language. Learners construct rules utilizing their cognitive abilities, transitioning through various stages to approach the target language. Several factors influence interlanguage: language transfer refers to the influence of the native language; training transfer is related to the approaches used during training; second language learning strategies contribute to the process; and over-generalization involves misapplying linguistic rules. Communication strategies serve to bridge gaps in understanding, with examples including paraphrasing and the use of non-standard terms.

TYPOLOGY OF COMMUNICATION STRATEGIES

Communication strategies can be classified into several categories. Achievement strategies maintain communicative goals despite deficiencies, which includes the negative influence of transfer from the native language in phonology, morphology, syntax, and lexicon. Over-generalization refers to the misapplication of target language rules, while pre-fabricated patterns are memorized phrases that lack an understanding of structure. Other achievement strategies include over-elaboration, epenthesis, literal translation, circumlocution, substitution, appeals for assistance, mime (non-verbal communication), and restructuring. Reduction strategies reflect a concession of parts of communicative goals, such as formal reduction and functional reduction which simplify language to avoid errors. Avoidance strategies evince evasion of topics or tasks that the learner finds challenging, including topic avoidance, semantic avoidance, appeal to authority, paraphrase, message abandonment, and language switch. Receptive communication strategies involve anticipating language, selective listening, and requests for clarification, all aimed at enhancing understanding.

IMPLICATIONS FOR TEACHING

Different communication strategies are preferred based on the learner's proficiency level. Limited proficiency learners often rely on avoidance strategies, while advanced learners more frequently employ achievement strategies. The learning environment and individual personality traits also influence the selection of communication strategies. Effective strategies can significantly enhance second language communication, facilitating the learning process. Furthermore, it is essential to maintain communication even when gaps in language exist.

CONCLUSION

Communication strategies are crucial for second language production and acquisition. It is essential for learners to persist in their attempts to communicate successfully. A comprehensive understanding of these strategies bolsters learners' confidence and competency in the language.

BIBLIOGRAPHY

Key reference texts include Widdowson, H.G. (1985). Teaching Language as Communication. OUP; Selinker, L. (1972). Interlanguage; and Canale, M. & Swain, M. (1980). Communicative Approaches to Second Language Teaching and Testing.