Speaking in another language Chapter 3 Speaking in another language

Q: What about you? (p.27)

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

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)

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

To avoid problems by reducing one’s communicative goal. 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

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

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

REVIEW Cohesion vs. coherence Register Language form & function

Q: Speech acts Language form & functions

Q: Showing gratitude and Returning thanks

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

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)

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.

Grammar Inductive vs. Deductive teaching

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