A Closer Look at Communication Strategy.pptx
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This document discusses communication strategy, defining it and outlining frameworks and taxonomies. It summarizes Canale and Swain's four aspects of communicative competence and defines communication strategy from interactional, psycholinguistic, and problem-solving perspectives. The document also discusses criteria for communication strategies, analyzing learners' use of strategies, the role of strategies in L2 acquisition, and factors affecting strategy choice, concluding that communication strategies are beneficial for managing communication.
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A LITERATURE REVIEW ON COMMUNICATION STRATEGIES IN LANGUAGE LEARNING
This document provides a literature review on communication strategies in language learning. It begins by defining communication strategies as techniques used by language learners to convey meaning when there is a gap between what they want to say and what they are linguistically capable of saying. The document then reviews various definitions of communication strategies proposed by scholars from the 1970s to present. It discusses the relationship between communication strategies and communicative competence, which is the goal of language acquisition. Finally, it describes different taxonomies and types of communication strategies that have been identified.
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1. The document discusses communication strategies used by second language learners when facing difficulties communicating in a less familiar language. It describes classifications and typologies of different strategies.
2. Key strategies discussed include circumlocution, approximation, appealing for assistance, and avoidance techniques. The implications are that explicitly teaching these strategies can help learners communicate more effectively.
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The document discusses communication strategies used by second language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, which include avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. It provides examples of different compensatory strategies used by learners such as circumlocution, approximation, use of prefabricated patterns, and code-switching. The document also discusses implications for English language teaching.
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This chapter discusses definitions of discourse and discourse analysis, including "little d" discourse referring to language in context and "big D" discourse as specialized language of social groups. It outlines structural and functional approaches to discourse analysis and describes various disciplines and main approaches. Context and models of communication are examined, including Hymes' 16 contextual features and Halliday's three parameters of context. The development of the concept of communicative competence from Hymes to Canale and Swain to Celce-Murcia is summarized.
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Communicationstrategiesppt 100525160931-phpapp01(1)
The document discusses communication strategies used by English language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, including avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. Specific strategies like message abandonment, circumlocution, and appeal for help are defined. The document concludes by recommending teachers instruct learners in communication strategies to make language learning more meaningful and motivate higher strategy use.
University of Phoenix MaterialActivity Worksheet (Week #1) N.docx
University of Phoenix Material
Activity Worksheet (Week #1)
Name
:
COMPA/530
Instructions:
Complete this worksheet using the information you read in the assigned readings for this week, including
Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of
Writing for the Government
.
1) Define the term
cultural context
. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term
rhetoric
. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term
stakeholders
. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms
expert audience
and
nonexpert audience
. What are some of the implications for communications for these two different audiences?
5) Define the term
purpose
as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms
discourse conventions
and
discourse community.
What information helps in determining the appropriate communication standard?
7) Define the term
style
as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term
ethos
as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define
diversity consciousness
. Why should diversity
consciousness be considered
during the development of written and verbal communications?
10) Define
diversity skills.
What are some examples of
diversity
skills?
.
Muneeb saim
This document outlines a language planning process that includes four stages: selection, codification, modernization, and implementation. It discusses types of language planning like status, corpus, and acquisition planning. The difference between language planning and language policy is also noted. Several language policies in Pakistan since 1947 are listed, including issues with implementation. Communicative competence and its functions - grammatical, sociolinguistic, strategic, and discourse - are defined in relation to adapting communication to different situations.
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A LITERATURE REVIEW ON COMMUNICATION STRATEGIES IN LANGUAGE LEARNING
This document provides a literature review on communication strategies in language learning. It begins by defining communication strategies as techniques used by language learners to convey meaning when there is a gap between what they want to say and what they are linguistically capable of saying. The document then reviews various definitions of communication strategies proposed by scholars from the 1970s to present. It discusses the relationship between communication strategies and communicative competence, which is the goal of language acquisition. Finally, it describes different taxonomies and types of communication strategies that have been identified.
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1. The document discusses communication strategies used by second language learners when facing difficulties communicating in a less familiar language. It describes classifications and typologies of different strategies.
2. Key strategies discussed include circumlocution, approximation, appealing for assistance, and avoidance techniques. The implications are that explicitly teaching these strategies can help learners communicate more effectively.
3. The case study analyzes the strategies used by an interviewee placed at an A2 language level, such as paraphrasing, borrowing words, and asking for clarification.
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The document discusses communication strategies used by second language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, which include avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. It provides examples of different compensatory strategies used by learners such as circumlocution, approximation, use of prefabricated patterns, and code-switching. The document also discusses implications for English language teaching.
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This chapter discusses definitions of discourse and discourse analysis, including "little d" discourse referring to language in context and "big D" discourse as specialized language of social groups. It outlines structural and functional approaches to discourse analysis and describes various disciplines and main approaches. Context and models of communication are examined, including Hymes' 16 contextual features and Halliday's three parameters of context. The development of the concept of communicative competence from Hymes to Canale and Swain to Celce-Murcia is summarized.
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Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
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The document discusses communication strategies used by English language learners. It defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. The document then outlines Tarone's typology of conscious communication strategies, including avoidance, paraphrase, conscious transfer, appeal for assistance, and mime. Specific strategies like message abandonment, circumlocution, and appeal for help are defined. The document concludes by recommending teachers instruct learners in communication strategies to make language learning more meaningful and motivate higher strategy use.
University of Phoenix MaterialActivity Worksheet (Week #1) N.docx
University of Phoenix Material
Activity Worksheet (Week #1)
Name
:
COMPA/530
Instructions:
Complete this worksheet using the information you read in the assigned readings for this week, including
Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of
Writing for the Government
.
1) Define the term
cultural context
. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term
rhetoric
. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term
stakeholders
. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms
expert audience
and
nonexpert audience
. What are some of the implications for communications for these two different audiences?
5) Define the term
purpose
as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms
discourse conventions
and
discourse community.
What information helps in determining the appropriate communication standard?
7) Define the term
style
as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term
ethos
as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define
diversity consciousness
. Why should diversity
consciousness be considered
during the development of written and verbal communications?
10) Define
diversity skills.
What are some examples of
diversity
skills?
.
Muneeb saim
This document outlines a language planning process that includes four stages: selection, codification, modernization, and implementation. It discusses types of language planning like status, corpus, and acquisition planning. The difference between language planning and language policy is also noted. Several language policies in Pakistan since 1947 are listed, including issues with implementation. Communicative competence and its functions - grammatical, sociolinguistic, strategic, and discourse - are defined in relation to adapting communication to different situations.
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This document discusses a study on the communication strategies used by non-native Spanish speakers in online chat conversations. The study involved 18 participants split into two groups - one experimental group of non-native Spanish speakers chatting with each other, and one control group of non-native Spanish speakers chatting with a native Spanish speaker. Over 15 chat sessions, the researchers analyzed which communication strategies the non-native speakers used, how their strategies differed between chatting with other non-natives versus a native, and the effectiveness of different strategies. Previous research on communication strategy use in computer-mediated communication was also reviewed.
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Activity WorksheetCOMPA530 Version 11University of Phoe.docx
Activity Worksheet
COMPA/530 Version 1
1
University of Phoenix Material
Activity Worksheet (Week #1)
Name: COMPA/530
Instructions: Complete this worksheet using the information you read in the assigned readings for this week, including Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of Writing for the Government.
1) Define the term cultural context. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term rhetoric. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term stakeholders. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms expert audience and nonexpert audience. What are some of the implications for communications for these two different audiences?
5) Define the term purpose as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms discourse conventions and discourse community. What information helps in determining the appropriate communication standard?
7) Define the term style as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term ethos as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define diversity consciousness. Why should diversity consciousness be considered during the development of written and verbal communications?
10) Define diversity skills. What are some examples of diversityskills?
.
Activity WorksheetCOMPA530 Version 11University of Phoe.docx
Activity Worksheet
COMPA/530 Version 1
1
University of Phoenix Material
Activity Worksheet (Week #1)
Name: COMPA/530
Instructions: Complete this worksheet using the information you read in the assigned readings for this week, including Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of Writing for the Government.
1) Define the term cultural context. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term rhetoric. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term stakeholders. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms expert audience and nonexpert audience. What are some of the implications for communications for these two different audiences?
5) Define the term purpose as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms discourse conventions and discourse community. What information helps in determining the appropriate communication standard?
7) Define the term style as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term ethos as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define diversity consciousness. Why should diversity consciousness be considered during the development of written and verbal communications?
10) Define diversity skills. What are some examples of diversityskills?
.
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Chat for Business Purposes
This document discusses a study on the communication strategies used by non-native Spanish speakers in online chat conversations. The study involved 18 participants split into two groups - one experimental group of non-native Spanish speakers chatting with each other, and one control group of non-native Spanish speakers chatting with a native Spanish speaker. Over 15 chat sessions, the researchers analyzed which communication strategies the non-native speakers used, how their strategies differed between chatting with other non-natives versus a native, and the effectiveness of different strategies. Previous research on communication strategy use in computer-mediated communication was also reviewed.
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Activity WorksheetCOMPA530 Version 11University of Phoe.docx
Activity Worksheet
COMPA/530 Version 1
1
University of Phoenix Material
Activity Worksheet (Week #1)
Name: COMPA/530
Instructions: Complete this worksheet using the information you read in the assigned readings for this week, including Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of Writing for the Government.
1) Define the term cultural context. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term rhetoric. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term stakeholders. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms expert audience and nonexpert audience. What are some of the implications for communications for these two different audiences?
5) Define the term purpose as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms discourse conventions and discourse community. What information helps in determining the appropriate communication standard?
7) Define the term style as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term ethos as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define diversity consciousness. Why should diversity consciousness be considered during the development of written and verbal communications?
10) Define diversity skills. What are some examples of diversityskills?
.
Activity WorksheetCOMPA530 Version 11University of Phoe.docx
Activity Worksheet
COMPA/530 Version 1
1
University of Phoenix Material
Activity Worksheet (Week #1)
Name: COMPA/530
Instructions: Complete this worksheet using the information you read in the assigned readings for this week, including Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of Writing for the Government.
1) Define the term cultural context. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term rhetoric. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term stakeholders. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms expert audience and nonexpert audience. What are some of the implications for communications for these two different audiences?
5) Define the term purpose as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms discourse conventions and discourse community. What information helps in determining the appropriate communication standard?
7) Define the term style as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term ethos as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define diversity consciousness. Why should diversity consciousness be considered during the development of written and verbal communications?
10) Define diversity skills. What are some examples of diversityskills?
.
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Sandra McKay's 1985 classification of techniques for teaching grammar includes:
1. Charts and graphs for teaching patterns and grammatical relationships like verb systems.
2. Objects for teaching possession and conversation skills.
3. Maps and drawings which are practical for the classroom and can illustrate grammatical structures while stimulating language use.
4. Dialogues, an old technique for introducing and practicing grammatical points.Communication Strategies
This document discusses various communication strategies used by second language learners to cope with difficulties in communicating. It describes strategies such as reduction strategies, achievement strategies, avoidance, paraphrase, and appeal for assistance that learners employ when they encounter a problem communicating. The document also discusses the role of risk-taking versus risk-avoiding strategies in language development and debates the value of directly teaching communication strategies versus allowing strategies to develop naturally.
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The document discusses communicative competence and its importance in language teaching. It defines communicative competence as the knowledge needed to communicate effectively in a community. Communicative competence has five components: linguistic competence, sociolinguistic competence, discursive competence, strategic competence, and sociocultural competence. The document emphasizes that the goal of language teaching should be effective communication and emphasizes using authentic materials and meaningful, purposeful activities to develop students' communicative skills in the classroom.
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This study investigated the effects of English proficiency level and task type on Yemeni students' use of communication strategies. Two tasks were designed: a concept identification task and a culture-based task. The results showed that proficiency level affected strategy use. Lower proficiency students used more strategies overall. The task type also influenced strategy use - in the concept task, lower proficiency students used more strategies, while in the culture task, higher proficiency students used more strategies. The study provides insight into how proficiency level and task design influence non-native English speakers' communication strategy choices.
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A Closer Look at Communication Strategy.pptx
- 1. A Closer Look at Communication Strategy: A Framework for the Term Communication Strategy
- 2. Defining Communication Strategy Taxonomies of Communication Strategy Criteria of Communication Strategy Analyzing Learners’ Communication Strategies The Role of Communication Strategy in L2 Acquisition Factors Affecting the Use Of Communication Strategy FOCI TODAY
- 3. Introduction The aim of learning English has changed
- 4. Effective communication needs communicative competence Strategic competence Sociolinguistic competence Discourse competence Grammatical competence Canale and Swain (1980)
- 5. Defining CS Interactional definition Tarone (1981) “a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared” Psycholinguistic definition Faerch and Kasper (1983) a potentially conscious plan for solving what to an individual presents itself as a problem in reaching a particular communicative goal Corder (1978) a systematic technique employed by a speaker to express his meaning when faced with some difficulty Communication Strategy Ellis, 2008
- 6. Taxonomies of CS Tarone (1981) Dornyei (1995) Celce-Murcia et.al. (1995) Dornyei and Scott (1997): 1. Direct Strategies 2. Interactional Strategies 3. Indirect Strategies
- 7. Criteria of CS Dornyei and Scott (1997) mention the criteria of CSs are problem- orientedness and consciousness.
- 8. Analyzing Learners’ Communication Strategies Observation or survey?
- 9. The Role of CS in L2 acquisition Kasper and Kellerman (in Ellis, 2008) identified a number of ways in which CSs may assist L2 acquisition, CSs: • help to keep the flow of the conversation going and thus increase learners’ expose to input • trigger negotiation for meaning which aid acquisition • increase their control over their existing linguistic sources • enables learners to obtain access to new linguistic resources through corporate strategic solution • fill gaps in the learners’ lexicon through positive feedback following request for assistance • produce pushed output • increase overall processing control.
- 10. Factors Affecting the Choice of CS (Jidong, 2011) Learning and Communicating Context 2 Task Types 3 Gender Differences 4 Learner’s Personality 5 Target Language Proficiency 1
- 11. Conclusion Communication strategy is beneficial for managing communication.