Second languange learning and

communication strategies

The difference between “style” and

“strategies”

Styles are general characteristics that differenciate one individual from

another

Strategies are those specific “attacks” that we make on a given problem.

Strategies

Strategies are specific methods of approaching a problem or task.

They are ways of achieving a particular end, or solving a particular problem.

Each one of us has a host of possible strategies, which vary from moment to

moment, from one situation to another.

Types of strategies:

1. Learning strategies

2. Communication strategies

Learning strategies

Learning strategies relate to input – to processing, storage, and retrieval, that is to taking

messages from others.

The conscious decisions we make about the learning task

In the field of second language acquisition, Brown classified learning strategies into:

1. Cognitive strategies

involving the manipulation or transformation of learning materials / input (e.g., deduction,

recombination, imagery, etc); see table 5.2.

2. Socioaffective strategies

Involving both interpersonal behaviors aimed at increasing the amount of L2 communication and

practice the learner undertakes (e.g. initiating interaction with native speakers, cooperating with

peers); and taking control of the emotional conditions and experiences that shape one’s

subjective involvement in learning.

Communication strategies

Communication strategies pertain to output, how we productively express

meaning, how we deliver messages to others.

According to Brown (2000), communication strategies pertain to the

employment of verbal or nonverbal mechanisms for the productive

communication of information.

Basically, the purpose of communication strategies is to solve a

communication problem that has emerged by applying some kinds of

techniques.

Taxonomy of Communication Strategies and Foreign

Language Learning Communication strategies

(Dornyei, 1995 cited in Brown, 2000: 128)

Avoidance strategies

Compensatory strategies

Avoidance strategies can be broken down into

several subcategories1. Syntactic or Lexical Avoidance within a semantic category

Ex.:

L2 learner : I lost my road.

Native speaker : You lost your road?

L2 learner : I lost – I lost…. I got lost.

2. Topic avoidance: Avoiding topic areas or concepts that pose language difficulties.

Ex.: pretending not to understand / changing the topic / not responding

3. Phonological Avoidance

Ex.:

difficulty in producing the sounds or correct pronunciation

Instead of saying “breeze” because of the fear that you might pronounce it /brεz/, you settle with saying “wind”

Compensatory strategies

4. Circumlocution : describing or exemplifying the target object of action

Ex.:

saying “the thing you put your money in” when you mean wallet

“what you use to wipe your hands clean” for towel

5. Approximation : using an alternative term which expresses the meaning of the target lexical item as closely as possible

Ex.: saying ship when you mean sailboat or saying “Stay away from strangers.” to mean “Avoid strangers.”

6. Use of all-purpose words: extending a general, empty lexical item to contexts where specific words are lacking

Ex.: thingie / stuff / whats-its

7. Word coinage: creating a new word in order to communicate a concept

Ex.: vegetarianist for vegetarian / airball for balloon / ice cabinet (or ice box) for freezer

8. Prefabricated patterns: using memorized stock phrases, usually for "survival" purposes

Ex.:

“What is your name?”

“I don’t speak English.”

“I don’t know.”

9. Nonverbal signals: mime, gesture, facial expression, or sound imitation.

10. Literal translation: translating literally a lexical item, idiom, compound word, or structure from L1 to L2.

Ex.: (from Tagalog to English)

“Suntok sa buwan” is literally translated as “a punch to the moon”

“She fell because she had a fever.” to mean “She collapsed because she had a fever.”

11. Foreignizing: using a native word by adjusting it to the second-language phonology (i.e., with the second-language pronunciation) and/or morphology (e.g., adding to it a second-language suffix)

Ex.: “Shiros” used by some Japanese – Americans to refer to “Whites” because the Japanese for the color white is “shiro”.

12. Code-switching or Language Switching: using the native language term, without bothering to translate, in a second-language sentence.

Ex.: “I went to buy shoes but I found out that wala na pala akong pera (I had no more money)!”

“My puppy is so kawaii (cute) I want to hug it.”

13. Appeal for assistance: asking for the right word from someone either directly or indirectly

Ex.: directly – “What do you call…?”

indirectly – puzzled expression, eye contact, hand gestures

14. Stalling or time-gaining strategies: using fillers or hesitation devices to fill pauses and to gain time to think

Ex.: uh (er) / as a matter of fact / well / actually

Sources:

Brown, H. Douglas. (2000). Principles of Language Learning and Teaching. NY,

USA: Addison Wesley & Longman, Inc.

http://maximuma.hubpages.com/hub/Second-language-communication-

strategies