1. DENIS ALEXA AGUDELO GRIMALDOS NATALIA MARTÍNEZ CAMACHO PAULA MELISSA VERA DIETTES

2. SPEAKING IN ANOTHER LANGUAGE DIFFERENCES BETWEEN L1 AND L2 WHAT L2 SPEAKERS NEED TO KNOW COMMUNICATION STRATEGIES AVAILABILITY FOR USE: IMPLICATIONS FOR TEACHING

3. DIFFERENCES BETWEEN L1 AND L2  Mental processing  Unavailability of knowledge, grammar and vocabulary of L2  Making utterances  Self-monitoring processes is overused: due to anxiety and pressure to be accurate. -Overusers  -Strategic competence: the use of strategies in order to communicate in a second language How does L2 speaking differ from L1 speaking?

4. COMMUNICATION STRATEGIES Strategic competence is achieved through communication strategies, they save valuable processing time and maintain the illusion of fluency, and some of them are:  Circumlocution  Word coinage  Foreignizing  Approximation  Using an all-purpose word  Language switch  Paralinguistics  Appealing for help  Avoidance strategy  Discourse strategy  Related discourse

5.  Circumlocution A strategy used to solve vocabulary problems. The learner describes the characteristics or elements of the object or action.

6.  Word coinage The learner creates an L2 word based on his/her knowledge of morphological rules. Vegetarianist for vegetarian. (vegetarianist is not stated in the dictionary)

7.  Foreignizing Learners use L1 word by adjusting it to L2. Turning the Spanish word “una carpeta” (meaning a file or paper) into the English-sounding “a carpet”

8.  Approximation The strategy in which a learner uses an alternative term to express the meaning of the target lexical item as closely as possible. For example: ship for sail boat; pipe for water pipe.

9.  Using an all-purpose word This is the strategy when learners expand an empty lexical item to context where certain words are lacking. Thing, stuff, make, do, etc.

10.  Language switch The strategy in which learners use their L1 word with L2 pronunciation.

11.  Paralinguistic Using gesture, mime, and so on, to convey the intended message.

12.  Appealing for help The strategy where the students ask other students or teacher for help because they do not know or forget some words, structures, or idioms.

13.  Avoidance strategy The strategy of leaving a message unfinished because of language difficulties. A learner says “he took the wrong way in mm…” (He/she does not continue his/her utterance)

14.  Discourse strategy Borrowing of segments of other speaker’s utterances.

15.  Related discourse The repetition of one’s preview utterances.

16. COMMUNICATION STRATEGIES Strategic competence is achieved through communication strategies, they save valuable processing time and maintain the illusion of fluency, and some of them are:  Circumlocution  Word coinage  Foreignizing  Approximation  Using an all-purpose word  Language switch  Paralinguistics  Appealing for help  Avoidance strategy  Discourse strategy  Related discourse

17. The use of discourse and communicative strategies can be very useful for learners, however they seem no to be long-term beneficial. Over reliance on words and ready-made chunks fossilization There must be a balance between speed and planning, between fast access and slow analysis. A lifetime spent studying grammar is no guarantee that speaking will come naturally. Knowledge that is not “available for use” is knowledge that is dead on the page.

18. WHAT L2 SPEAKERS NEED TO KNOW What knowledge is required for speaking?  Sociocultural knowledge. Intercultural knowledge  Genre knowledge. Speech-act knowledge  Speech acts Speech acts  Register  Discourse  Grammar Grammar  Vocabulary Vocabulary  Phonology Phonology

19. The following ways of offering advice or suggestions are common: On the other hand, the following ways are less common in informal spoken English: While these, all perfectly possible from a grammatical point of view, never or rarely occur:  Speech acts

20. A core grammar for informal speaking would probably need to include the following items: A command of present and past simple, and the ability to use the latter to narrative sequences. Familiarity with the use of the continuous and perfect aspects forms of bverbs, both to frame and background information in narratives, as in I was coming out of the supermarket… it’d been raining… A knowledge of the most frequently occurring modal and semi- modal verbs (can, will, would, have to, going to, used to) The ability to formulate questions, especially yes/no but also wh- questions. Some basic conjunctions (and, so, but) One or two all-purpose quoting expressions, of the he said… and then I said… type.  Grammar

21. The top 200 most common word include:  Vocabulary

22. A learner should also know the high frequency chunks that are associated with the frequency of common words, as: There is an advantage for learning the formulaic chunks associated with high-frequency words.

23. Jennifer Jenkins identified the following areas of pronunciation as being crucial for intelligibility:  Phonology

24. WHAT L2 SPEAKERS NEED TO KNOW What knowledge is required for speaking?  Sociocultural knowledge. Intercultural knowledge  Genre knowledge. Speech-act knowledge  Speech acts Speech acts  Register  Discourse  Grammar Grammar  Vocabulary Vocabulary  Phonology Phonology

25. AVAILABILITY FOR USE: IMPLICATIONS FOR TEACHING How can this knowledge be made available for use? There are three processes involved to ensure availability for use, which depending on the view of learning that is adopted, they are named, described, and rated differently. These processes are:  Learners need to be made aware of features of the target knowledge-base. E.g. awareness.  Learners need to integrate these features into their existing knowledge-base. E.g. appropriation.  Learners need to develop the capacity to mobilize these features under real-time conditions. E.g. Autonomy.