Transcript What’s the Word I’m Looking For?

Strategic Communication in ESL Classrooms
Angela Meyer Sterzik
Fanshawe College/York University
PhD Candidate, M.A. (Applied Linguistics), TESL
Angela Meyer Sterzik 2010.
Copyright Angela Meyer Sterzik 2010.
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1. Introduction (schema)
2. Strategic Communication
3.
4.
5.
6.
Theories
A New Taxonomy
L2 Problems/Solutions
Classroom Applications
Question and Answer Period
At your tables …Please discuss:
1. Do you ‘forget’ words in your L1?
2. What do you do if the word is needed to get
your message across?
3. How do you FEEL when you ‘forget’ a word in
your L1? Why?
What was agreed upon?
What was interesting?
Examples?
What is Communicative Competence?
Being able to participate in a wide variety of communicative
situations in a wide variety of topics (Canale & Swain, 1980).
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Four Communicative Competencies:
Grammatical
Sociolinguistic
Discourse
Strategic*
* The knowledge of and ability to use verbal and nonverbal strategies to communicate when there is a
breakdown in comprehension* (Canale & Swain, 1980).
Interactional:
A mutual attempt between participants to negotiate
meaning (Canale & Swain, 1980; Tarone, 1980, 1981).
1.
2.
3.
4.
5.
An individual attempt is NOT strategic in this
perspective
Taxonomy (Tarone, 1978, p. 197).
Avoidance: topic or message abandonment
Paraphrase: approximation/word
coinage/circumlocution
Conscious Transfer: literal translation/switch
Appeal for Assistance
Mime
Psycholinguistic
The individual language user’s cognitive processes,
perceptions of potential problems and possible
solutions to a breakdown in communication
(Bongaerts & Poulisse, 1989; Doernyei & Kormos, 1997; Doernyei & Scott, 1984; Faerch & Kasper,
1984).
2 criteria :
1. Criterion of consciousness: recognize problem
2. Problem- Orientedness: difficult to reach goal
with original plan; problem is perceived
(Faerch & Kasper, 1980)
I believe communication strategies can be interactional
AND/OR psycholinguistic.
Therefore, a definition must include BOTH perspectives.
Additionally, I believe one can employ a strategy in any
media, in any language (Example – email Grammy & Grampy).
Linguistic Strategy:
The linguistic reaction to a perceived
problem in conveying and/or receiving a
message
(Meyer Sterzik, 2008, p. 56)
I also propose there are 4 types:
1. Productive Communication Strategies
2. Receptive Communication Strategies
3. Avoidance Strategies
4. Learning Strategies
*Formerly all classed within “Communication
Strategy”*
(Meyer Sterzik, 2008, p. 57)
Productive Communication Strategy: “a linguistic
reaction in order to covey a message after a problem
is perceived in a prior attempt to convey the message”
(Meyer Sterzik, 2008, p. 57).
Receptive Communication Strategy: “a linguistic
reaction in order to receive a message after a
perceived problem in a prior attempt to receive the
message” (ibid).
This workshop focuses on Productive
Communication Strategies (PCSs)
D: description (reword/explain form/function/use)
e.g.: the black, rubber circles on a car
A: antonym/synonym (comparatives and near syn/ant)
e.g.: not a child; like a laptop but smaller
N: native language (L1/2/3 transfer, translation, switch)
e.g.: pig flesh from schweinefleisch
C: creation (new or non-words)
e.g.: geschnitzelt for paniert
E: expressive arts (mime, gestures, drawing, sounds)
D: dictionary (paper or electronic dictionary/phrase book) – LAST RESORT
(Meyer Sterzik, 2008, p. 59)
 Affective Filters – embarrassment, fear, frustration,
panic caused by internal AND/OR external factors
(Example – faschiertes...)
 Lexical limits – fewer synonyms/antonyms
(Example - nail in tire...)
 Non-familial L1 (Chinese word for English vs. German
for English or Spanish for Italian)
These are especially true at the beginner and intermediate
levels!
(Canale & Swain, 1980; Kellerman, 1991; Lafford, 2004; Meyer Sterzik, 2008).
You need to create buy-in with relevance and examples!
Direct Strategy
Instruction:
1. What it is
2. Why it is
important
3. How to use it
4. When and
where to apply it
5. How to evaluate
it
(Allen, 2003; Carrell et al., 1998; Heeney,
2005; Shih, 1992; Yang, 2002, 2006;
Zhang, 2007)
MODEL in the classroom
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What are PCSs?
When do I use
them?
How do I use them?
TEACH vocab
(‘surrounding’)
PRACTICE in safe
situations!
Assessment
After you have Explained and Modelled PCSs,
GAMES are safe, fun, and appropriate practice.
Scaffold more at the lower levels – focus on one
aspect/skill; only known vocabulary; give a
context
Gradually reduce scaffolding as proficiency
increases – allow strategy choice and use more
difficult vocabulary (set linguistic limitations
as well)
Game 1: Hedbanz
Game 2: Picasso
Game 3: TABOO
Game 4: Artists’ Guild
Game 5: Guesstures
Game 6: Luck of the Draw
(5-10 minutes per game)
At your tables, there are packages to use for the games.
Instructions are in your hand out packages. These are
not prescriptive: you can easily modify: vocabulary
choices, context explained, and/or linguistic limitations
set.
Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. IRAL, 41, 319 – 338.
Bongaerts, T. and Poulisse, N. (1989). Communication strategies in L1 and L2: same or different? Applied Linguistics, 10 (3), 253 – 268.
Canale, M. and Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1 (1), 1 - 47.
Carrell, P., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science. 26, 97 – 112.
Doernyei, Z. and Kormos, J. (1998). Problem-solving mechanisms in L2 communication: a psycholinguistic perspective. Studies in Second Language
Acquisition, 20, 349 – 385.
Doernyei, Z. and Scott, M.L. (1997). Communication strategies in a second language: definitions and taxonomies. Language Learning, 47 (1), 173 – 210.
Faerch, C., & Kasper,G. (1980). Processes and strategies in foreign language learning and communication. Interlanguage Studies Bulletin Utrecht, 5 (1), 47 –
118.
Faerch, C., & Kasper, G. (1984). Two ways of defining communication strategies. Language Learning, 34 (1), 45 – 63.
Heeney, M. (2005). Collaborative awareness reading training (CART): Student and teacher perceptions of the reciprocal teaching approach. Unpublished
Master’s Degree MRP. Toronto: York University.
Kellerman, E. (1991). Compensatory strategies in second language research: a critique, a revision, and some (non-) implications for the classroom. In R.
Phillipson et al (Eds.), Foreign/second language pedagogy research: a commemorative volume for Claus Faerch (pp. 142 – 161). Multilingual Matters Ltd.
Lafford, B. A. (2004). The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. Studies in
Second Language Acquisition, 26, 201 – 225.
Meyer Sterzik, A. (2008). Communication Strategies: Enhancing global communication. Unpublished Master’s thesis. York University: Toronto.
Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly, 26, 289 – 318.
Tarone, E. (1978). Conscious communication strategies in interlanguage: A progress report. In H.D. Brown, C. Yorio & R. Crymes (Eds.), On TESOL ’77:
Teaching and Learning ESL. Washington D.C.: TESOL
Tarone, E. (1980). Communication strategies, foreigner talk, and repair in interlanguage. Language Learning, 30 (2), 417 – 431.
Tarone, E. (1981). Some thoughts on the notion of communication strategy. TESOL Quarterly, 15 (3), 285 – 295.
Tarone, E., Cohen, A., & Dumas, G. (1976). A closer look at some interlanguage terminology: A framework for communication strategies. Working Papers on
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Yang, Y., F. (2006). Reading strategies or comprehension monitoring strategies? Reading Psychology. 27, 313 – 343.
Zhang, L., J. (2007). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second
language (ESL) classroom. Instructional Science. 36, 89 – 116.
I hope you learned something and had fun!
I hope you will be able to take some/all of this
back to your classes!
Questions?
Comments?
Thank you!
[email protected]
[email protected]