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Chapter 3

Chapter 3. Speaking in another language. Q: What about you? (p.27). Q: L2 access & lexical processing (p.28).

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Chapter 3

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  1. Chapter3 Speakingin another language

  2. Q: What about you? (p.27)

  3. Q: L2 access & lexical processing (p.28)

  4. A communication strategy is "a potentially conscious plan for solving what to an individual presents itself as a problem in reaching a particular communicative goal" (Faerch & Kasper 1983, p.36)

  5. Achievement strategies To reach the communicative goal by expanding the communicative resources at one’s disposal in order to compensate for their linguistic insufficiency • (over)-generalization, • paraphrase, • code switching

  6. Reduction strategies To avoid problems by reducing one’s communicative goal. • topic avoidance- as a form of refusal of certain topics requiring specific language features beyond the learner’s linguistic ability • semantic avoidance (meaning replacement) uttering in a somewhat different way from the speaker’s original intention in order to avoid certain linguistic elements • message abandonment -to discontinue an utterance which is already underway

  7. L1-based • language switch and literal translation IL(L2)-based strategies. • Paraphrase, generalisation, word coinage, and restructuring • L2-based strategies, circumlocution (paraphrase) or approximation --- preferred by more proficient learners

  8. Q: Do you think we should promote learners’ intercultural competence? (p.31)

  9. REVIEW • Cohesion vs. coherence • Register • Language form & function

  10. Q: Speech acts Language form & functions

  11. Q: Showing gratitude and Returning thanks

  12. Returning thanks • No problem • Any time • No trouble • It was nothing • You’re welcome. • (It was) My pleasure. • The pleasure was (all) mine. Showing gratitude • Thanks • Thanks a lot • I owe you one (big) • Thank you so much. • You have my gratitude. • I’m deeply grateful.

  13. An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction (Hismanoglu 2011) • 35 students at the Department of English Language Teaching (ELT) at European University (from beginners to upper-intermediate level)

  14. The participants were asked to warn a group of noisy teenagers to be quiet while watching a film in the cinema. • NS participants (for example, Could you please keep your voices down? I can’t hear a thing., Could you be quite please?). • However, some NNS responses to this question (for example, Where we are! Where we are now. It’s 2 o'clock in the morning) were reflections of the effect of L1 culture on NNS participants. From six students (17%) who gave unacceptable responses to this question, four students (11%) were in the higher proficiency group, whereas two students (6%) were in the lower proficiency group.

  15. Grammar Inductive vs. Deductive teaching

  16. Q: Do you follow this PPP procedure? • Presentation • Practice • Production

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