7. Review both Tarone's and the Chesterfields' lists of communication strategies. How might you teach such...

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7. Review both Tarone's and the Chesterfields' lists of communication strategies. How might you teach such strategies in the classroom? PARAPHRASE Approximation TABLE 5-3. Classification of Communication Strategies (Tarone 1981:286) Word Coinage Circumlocution BORROWING Literal Translation Language Switch MIME Styles and Strategies 119 APPEAL FOR ASSISTANCE AVOIDANCE Topic Avoidance Message Abandonment use of a single target language vocabulary item or structure, which the learner knows is not correct, but which shares enough semantic features in com- mon with the desired item to satisfy the speaker (e.g., pipe for waterpipe) the learner makes up a new word in order to com- municate a desired concept (e.g., airball for balloon) the learner describes the characteristics or elements of the object or action instead of using the appropriate target language (TL) item or struc- ture ("She is, uh, smoking something. I don't know what's its name. That's, uh, Persian, and we use in Turkey, a lot of.") the learner translates word for word from the native language ("He invites him to drink," for "They toast one another.") the learner uses the native language (NL) term without bothering to translate (e.g., balon for bal- loon, tirtil for caterpillar) the learner asks for the correct term ("What is this? What called?") the learner uses nonverbal strategies in place of a lexical item or action (e.g., clapping one's hands to illustrate applause) the learner simply tries not to talk about concepts for which the TL item or structure is not known the learner begins to talk about a concept but is unable to continue and stops in mid-utterance 122 Styles and Strategies TABLE 5-4. Second Language Communication Strategies (Chesterfield and Chesterfield 1985:49-50) EXAMPLE When the aide corrects someone else, saying "only" in a correcting tone, Ivette repeats "only." STRATEGY Repetition: Echo/imitation of a word modeled by another, or incorporation of a word or structure used previously into an utterance Memorization: recall by rote of songs, rhymes, or sequences of numbers or related concepts Formulaic expression: words or phrases which function as unanalysed automatic speech units for the speaker, often serving the function of initiating or con- tinuing a conversation and giving the impression of command of the target lan- guage. Verbal attention getter: any means by which the speaker attracts the attention of another to him/herself so as to initiate interaction Answer in unison: response by providing the answer aloud together with others When the teacher asks the children, "What are the days we go to school?" Ramón rattles off automatically, "Monday, Tuesday, Wednesday, Thursday, Friday, Sat- urday." The teacher corrects, "No not Sat- urday. Who said Saturday?" When Lupe, placing the last piece in her puzzle, exclaims, "Yo gané" (I won), Miguel protests, "No, no dije 'ready let's go" (No, I didn't say "ready let's go"). The teacher is discussing with the class the subject of bee stings, and reminding them of a bee sting incident of the previous year. Marcela pipes up, "It was me" to focus the teacher's attention on her, and the teacher asks "You?" Marcela, having succeeded, continues, "It got real red." During the large group session, the teacher asks: "Bottle starts with what letter?" and Dominga responds aloud with others: "b" When the teacher asks, "What's that next picture?" Dominga says loudly in unison, "hen." TABLE 5-4. (Continued) STRATEGY Talk to self: practice in target language by engaging in ver- bal behavior directed to him/herself Elaboration: providing infor- mation beyond that which is necessary to carry on the interaction Anticipatory answer: guessing from context to provide a response for an anticipated question, or prematurely fill in a word or phrase in another's statement. Monitoring: recognition and verbal correction of one's own error in vocabulary, style, grammar, etc. Appeal for assistance: sponta- neously asking another for the correct term or struc- ture, or for help in solving a problem Styles and Strategies 123 Request for clarification: attempt to broaden under- standing or knowledge of the target language by ask- ing the speaker to explain or repeat a previous state- ment EXAMPLE Enrique, solving his math problems, counts on his fingers, saying to himself, "Five take away two," then "One, two, three, four," as he counts the remaining four problems. After the teacher explains that they must sign their names on a postcard, Enrique continues on the topic: "Miss, we sended a mail. At Christmas I had colored-we write it, my mother and dad and I colored back of it. It didn't have a picture." The teacher, holding flashcards, begins, "When you put 'st' in front-" Maria interjects, "stop," interrupting the teacher before she finishes. The teacher continues her sentence, "of it-stop" and writes the word on the board. When the teacher goes to her desk to check papers, Marcela says, "Miss, I need some pencil a pencil." Adriana, trying to complete her spelling assignment, asks the teacher, "Miss, how do you spell star?" The teacher responds, "s-t and then look at car" (referring to the word "car" on the board). Cesar and two girls are cutting out masks for Halloween. One of the girls tells him, "We have to decorate them." He responds, "Decorate? What does decorate mean?" The other girl tells him, "That means you draw pictures on it." TABLE 5-4. (Continued) EXAMPLE Roberto announces, "I'm gonna be the teacher." Cesar joins in, "Me too." He gets up in the chair at the head of the table and asks: "What are you gonna do?" Then, turning to Eduardo, he asks: "Where are you gonna go, Eduardo? The art area?" STRATEGY Role-play: spontaneous prac- tice of the target language in interaction with another by taking on the role of another and fantasy play 7. Review both Tarone's and the Chesterfields' lists of communication strategies. How might you teach such strategies in the classroom? PARAPHRASE Approximation TABLE 5-3. Classification of Communication Strategies (Tarone 1981:286) Word Coinage Circumlocution BORROWING Literal Translation Language Switch MIME Styles and Strategies 119 APPEAL FOR ASSISTANCE AVOIDANCE Topic Avoidance Message Abandonment use of a single target language vocabulary item or structure, which the learner knows is not correct, but which shares enough semantic features in com- mon with the desired item to satisfy the speaker (e.g., pipe for waterpipe) the learner makes up a new word in order to com- municate a desired concept (e.g., airball for balloon) the learner describes the characteristics or elements of the object or action instead of using the appropriate target language (TL) item or struc- ture ("She is, uh, smoking something. I don't know what's its name. That's, uh, Persian, and we use in Turkey, a lot of.") the learner translates word for word from the native language ("He invites him to drink," for "They toast one another.") the learner uses the native language (NL) term without bothering to translate (e.g., balon for bal- loon, tirtil for caterpillar) the learner asks for the correct term ("What is this? What called?") the learner uses nonverbal strategies in place of a lexical item or action (e.g., clapping one's hands to illustrate applause) the learner simply tries not to talk about concepts for which the TL item or structure is not known the learner begins to talk about a concept but is unable to continue and stops in mid-utterance 122 Styles and Strategies TABLE 5-4. Second Language Communication Strategies (Chesterfield and Chesterfield 1985:49-50) EXAMPLE When the aide corrects someone else, saying "only" in a correcting tone, Ivette repeats "only." STRATEGY Repetition: Echo/imitation of a word modeled by another, or incorporation of a word or structure used previously into an utterance Memorization: recall by rote of songs, rhymes, or sequences of numbers or related concepts Formulaic expression: words or phrases which function as unanalysed automatic speech units for the speaker, often serving the function of initiating or con- tinuing a conversation and giving the impression of command of the target lan- guage. Verbal attention getter: any means by which the speaker attracts the attention of another to him/herself so as to initiate interaction Answer in unison: response by providing the answer aloud together with others When the teacher asks the children, "What are the days we go to school?" Ramón rattles off automatically, "Monday, Tuesday, Wednesday, Thursday, Friday, Sat- urday." The teacher corrects, "No not Sat- urday. Who said Saturday?" When Lupe, placing the last piece in her puzzle, exclaims, "Yo gané" (I won), Miguel protests, "No, no dije 'ready let's go" (No, I didn't say "ready let's go"). The teacher is discussing with the class the subject of bee stings, and reminding them of a bee sting incident of the previous year. Marcela pipes up, "It was me" to focus the teacher's attention on her, and the teacher asks "You?" Marcela, having succeeded, continues, "It got real red." During the large group session, the teacher asks: "Bottle starts with what letter?" and Dominga responds aloud with others: "b" When the teacher asks, "What's that next picture?" Dominga says loudly in unison, "hen." TABLE 5-4. (Continued) STRATEGY Talk to self: practice in target language by engaging in ver- bal behavior directed to him/herself Elaboration: providing infor- mation beyond that which is necessary to carry on the interaction Anticipatory answer: guessing from context to provide a response for an anticipated question, or prematurely fill in a word or phrase in another's statement. Monitoring: recognition and verbal correction of one's own error in vocabulary, style, grammar, etc. Appeal for assistance: sponta- neously asking another for the correct term or struc- ture, or for help in solving a problem Styles and Strategies 123 Request for clarification: attempt to broaden under- standing or knowledge of the target language by ask- ing the speaker to explain or repeat a previous state- ment EXAMPLE Enrique, solving his math problems, counts on his fingers, saying to himself, "Five take away two," then "One, two, three, four," as he counts the remaining four problems. After the teacher explains that they must sign their names on a postcard, Enrique continues on the topic: "Miss, we sended a mail. At Christmas I had colored-we write it, my mother and dad and I colored back of it. It didn't have a picture." The teacher, holding flashcards, begins, "When you put 'st' in front-" Maria interjects, "stop," interrupting the teacher before she finishes. The teacher continues her sentence, "of it-stop" and writes the word on the board. When the teacher goes to her desk to check papers, Marcela says, "Miss, I need some pencil a pencil." Adriana, trying to complete her spelling assignment, asks the teacher, "Miss, how do you spell star?" The teacher responds, "s-t and then look at car" (referring to the word "car" on the board). Cesar and two girls are cutting out masks for Halloween. One of the girls tells him, "We have to decorate them." He responds, "Decorate? What does decorate mean?" The other girl tells him, "That means you draw pictures on it." TABLE 5-4. (Continued) EXAMPLE Roberto announces, "I'm gonna be the teacher." Cesar joins in, "Me too." He gets up in the chair at the head of the table and asks: "What are you gonna do?" Then, turning to Eduardo, he asks: "Where are you gonna go, Eduardo? The art area?" STRATEGY Role-play: spontaneous prac- tice of the target language in interaction with another by taking on the role of another and fantasy play

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Tarones and Chesterfields lists of communication skills provide valuable insights into effective communication strategies To teach these skills in a classroom setting you can follow these steps 1 Fami... View the full answer