COMMUNICATION STRATEGIES
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The document defines communication strategies as techniques used by speakers to express meaning when facing difficulties in a second language. It presents Tarone's typology of conscious communication strategies, which includes avoidance, paraphrasing, conscious transfer, appeals for assistance, and miming. Avoidance strategies are topic avoidance and message abandonment. Paraphrasing strategies comprise approximation, word coinage, circumlocution. Conscious transfer includes literal translation and language switching.
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- A thesis statement is a complete sentence that contains the main idea of an essay and controls the content. It may also include subpoints to indicate how the essay will be organized.
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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.
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Hello! I've created this PowerPoint presentation as a requisite in Oral Communication in Context subject during SY 2019–2020.
Unit II: Strategies in Various Speech Situations
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Should you need a .pptx file, kindly email me at rd.chrxlr@gmail.com.
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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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This document discusses effective speech delivery. It outlines qualities of effective delivery such as being natural, enthusiastic, confident and direct. It also discusses the functions of nonverbal communication in clarifying messages, establishing relationships and credibility. Specific aspects of delivery covered include the voice, facial expressions, gestures, body movement, dress and practice methods. The document emphasizes that delivery is important for influencing audience attitudes, comprehension and perceptions of the speaker.
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Hello! I've created this PowerPoint presentation as a requisite in Oral Communication in Context subject during SY 2019–2020.
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Should you need a .pptx file, kindly email me at rd.chrxlr@gmail.com.
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The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
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The document discusses different types of speeches according to their delivery method. It identifies four main types: extemporaneous speech which uses limited preparation with notes, impromptu speech which is unrehearsed, manuscript speech which is read from a prepared text, and memorized speech which is recited from memory word-for-word. Students are asked to watch video examples, differentiate the types of speeches, and present the differences in a web diagram.
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Whether you're a student struggling to keep up with the amount of reading required for your studies or a professional looking to quickly grasp important information, these techniques can help you become a more effective reader and summarizer of academic texts.
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The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
2. Bachman's model distinguishes knowledge from skills. It includes language competence, strategic competence, and psychophysiological mechanisms.
3. Celce-Murcia et al.'s model has five components: discourse competence, actional competence, sociocultural competence, linguistic competence, and strategic competence. It aims to generate detailed content for curriculum design.
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This document discusses theories and approaches to teaching listening and speaking skills. It covers the evolution of how listening and speaking are taught, from mastery of skills to a more communicative approach. For listening, it describes bottom-up and top-down processing, as well as strategies for noticing and restructuring language. For speaking, it outlines conversational routines, functions of speaking as interaction, transaction, or performance, and implications for teaching different speaking skills. The challenges of developing fluency, accuracy and appropriateness are also addressed.
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The Monash Association of Debaters (MAD) Member Training Program 2010 presents:
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Narrative
What is Narrative ?
Purpose
The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues.
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4. Theme – central idea of the story
5. Vocabulary – words used to enrich understanding of the story
Teaching Listening
This document discusses teaching listening and listening comprehension. It begins by defining listening and outlining some methodologies from the 1950s-1960s that focused on spoken language. It then discusses research on listening comprehension and models of the listening process. The document outlines different types of spoken language like monologues and dialogues. It also discusses what makes listening difficult and principles for designing listening techniques at different proficiency levels. The document provides a comprehensive overview of the key aspects of teaching listening.
Characteristics of ESP
This document discusses the types, characteristics, and development of English for Specific Purposes (ESP). It identifies three main types of ESP: 1) English as a restricted language for occupations like air traffic controllers, 2) English for Academic and Occupational Purposes which includes branches like English for Science and Technology, and 3) English with specific topics focused on future needs like attending conferences. Characteristics of ESP include being needs-based, content-focused, analyzing appropriate syntax and lexis, and not following a predetermined methodology. The development of ESP involved register analysis, rhetorical analysis, target situation analysis, emphasizing skills and strategies, and adopting a learning-centered approach.
Vocab is vital
This PowerPoint was made by Annette Guterres & Julia Starling.
I have converted into slide share for easy access.
An excellent presentation on vocab acquisition.
Week 7 Lecture Slides
1. The document discusses the history and importance of listening skills in language learning. It was not until the 1960s that listening began to be seen as an active rather than passive skill.
2. The cognitive processing of listening involves both top-down and bottom-up processing. Effective listening instruction incorporates tasks that require learners to listen and then do something with the information, as well as activities that develop strategic listening skills.
3. Developing listening skills requires using authentic materials, making the content relevant to learners, and providing opportunities for learners to practice both global and selective listening.
English Grammar
1. English grammar refers to the rules and structure of the English language including word classes, phrases, clauses, sentence structure, negation, and history.
2. There are two main approaches to grammar - descriptive grammar studies how language is actually used while prescriptive grammar focuses on defining correct usage.
3. The earliest published English grammar was in 1586, but English grammars were often written in Latin for many years due to the influence of Latin grammar in education.
competence.pdf
The document discusses theories of communicative competence from linguists such as Saussure, Chomsky, Hymes, and Canale and Swain. It summarizes their views on the components of language knowledge and ability, including langue vs parole, competence vs performance, and the four interconnected factors of communicative competence: grammatical, sociolinguistic, discourse, and strategic competence. The document also examines learning strategies and communication strategies that language learners use based on classifications by Oxford and Dornyei, such as circumlocution, code-switching, and time-gaining strategies.
Esp language descriptions
1. The document outlines various theories and approaches to describing language, including classical/traditional grammar, structural linguistics, transformational generative grammar, functional/notional grammar, register analysis, discourse analysis, and text-diagramming.
2. It notes that traditional grammar provides useful terms for discussing language, while structural linguistics describes grammar through syntagmatic structures and notions of time, number, and gender.
3. Transformational generative grammar examines two levels of meaning - deep and surface structures - and how language can be viewed in terms of form and function.
Language Learning through Storytelling
Francisco Salgado-Robles
2nd Graduate Colloquium on Bilingual Education
Universidad Pablo de Olavide – Sevilla
Vocabulary
This document discusses effective approaches for teaching vocabulary in a second language. It emphasizes that vocabulary learning is a cumulative process that requires multiple encounters with words in varied contexts. Learners remember words best when they manipulate them through different activities rather than just receiving input. Beginning students should focus on high frequency words that allow communication, but should also be exposed to more complex language. Both receptive knowledge like definitions and productive knowledge like usage are important, as students need to progress from understanding input to producing output with vocabulary.
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Intonation
The document discusses intonation in language, which is the raising and lowering of pitch when speaking. Intonation conveys meaning and mood through changes in pitch. Different intonation tunes match different meanings, and intonation can change or affect the meaning of sentences, potentially causing misunderstandings. How something is said, through intonation, is as important as the words that are chosen.
Accents
This document compares and contrasts American and British English pronunciation. It outlines three main accents - Received Pronunciation (RP) for British English, General American, and General Australian. The key differences are that American English is generally rhotic while British English is non-rhotic. In terms of pronunciation, Americans aspirate the 't' sound while Brits de-aspirate it or use other pronunciations like a flap or glottal stop. Americans also stress earlier syllables compared to British English for certain suffixes and loanwords.
Word and Sentence Stress
The document discusses linguistic stress patterns in English words. It provides examples of words with different stress patterns and asks the reader to identify which word has a different stress pattern in each example. It also asks questions about what stress is, how to identify stressed syllables, and the maximum number of stress levels that have been identified in English. The document notes that understanding stress patterns is important for pronunciation. It provides definitions of linguistic stress and examples of varying stress patterns within words.
Data Collection & Analysis - Grounded Theory
1) The document discusses qualitative data collection and analysis methods, including grounded theory, coding, categorization, triangulation, and interpretation.
2) Grounded theory involves constant analysis of data through four stages: comparing incidents, comparing changes, delimiting the theory, and forming a systematic substantive theory.
3) Triangulation involves using multiple data sources and methods to strengthen findings, and can occur at the data, investigator, methodology, theoretical, or time/location levels.
Improving speaking skills
The document provides tips to improve English speaking skills. It recommends learning new vocabulary and study skills, talking with classmates and native English speakers, listening to audio tapes, watching movies, and reading stories in English. It also suggests keeping a journal, designing a study plan, and practicing speaking English as often as possible to become an active English speaker.
Lesson discourse markers and backchannels
The document discusses discourse markers and interactional signals in dialogue. It provides examples of discourse markers that signal initiation of ideas, amazement, contrast, and consequences. Discourse markers serve to show how utterances are connected and can operate at the local and global level. Interactional signals help with cooperation and include attention signals, response elicitors, and backchannels. More discourse markers are presented that can introduce, conclude, or contrast ideas. The document encourages identifying and categorizing examples of vague words, fillers, discourse markers, and interactional signals used in dialogues.
Lesson cohesion and interaction in conversation
The document discusses the concept of cohesion in conversations. It defines cohesion as how elements in discourse depend on each other to create connections. There are grammatical cohesive devices like pronouns, substitution and ellipsis that refer to people or ideas. Lexical devices include repetition of words, use of synonyms, and related words in "lexical chains." The document also discusses interactional elements in conversations like adjacency pairs where utterances commonly occur together in exchanges. It provides an example conversation and identifies the use of cohesive devices and adjacency pairs.
Vague language
This document discusses vague language and provides examples of its use. It then provides a short quiz with questions about informal phrases that convey vagueness or approximation. The document concludes with a brief definition and examples of lexical phrases and fillers.
Edition sop
This document provides guidance on writing a strong proposal. It emphasizes including the scope of work, research questions, methodology, significance of the topic, and timeline. The reviewer will focus on both the form and content of the proposal. Regarding form, they will examine academic writing style, interference from other languages, clarity, and ambiguity. Regarding content, they will assess the arguments for the project, relationship between questions and scope, inclusion of relevant studies, and limitation of scope. The goal is to produce a well-structured academic proposal that clearly presents the problem, approach, and importance of the work.
Data collection methods (2)
The document discusses various methods for collecting data in research studies, including surveys, interviews, observation, and unobtrusive methods. It notes that each method has pros and cons and must be selected based on the specific research context. The document provides details on how to design and conduct surveys, interviews, observation, and analyses using unobtrusive methods. It emphasizes that rigorous planning and implementation is important for any data collection method to generate credible results.
Grounded theory new
Grounded theory is a systematic qualitative research methodology that focuses on generating theory from data. It involves iterative collection and analysis of data to develop conceptual categories. The researcher codes data to identify concepts and looks for relationships between concepts to develop a theoretical understanding grounded in the views of participants. Key aspects of grounded theory include constant comparison of data, memo writing to develop ideas about codes and relationships, and allowing theory to emerge from the data rather than testing a pre-existing hypothesis. The goal is to develop a theory that explains processes, actions or interactions for a particular topic.
Teaching young children
A reflective practitioner considers the consequences of educational decisions and constantly refines their teaching to improve student learning. Reflection involves considering what worked and didn't during and after lessons to inform future planning. Key areas for reflection include the learning environment, educational dilemmas that have no single answer, and the decision-making process used. The goal is to foster reflection, not determine answers, and tools like conceptual frameworks can help move between practice, reflection, and improved practice. Students learn best through hands-on activities, visuals, stories and contexts familiar to them. Themes and short attention spans should be considered when planning lessons.
Methodology
This document outlines the methodology section of a classroom project report, including descriptions of the context, participants, design, implementation, and reflection stages. The context section provides details about the English curriculum at a public school. The participants section describes the second grade students involved in the project. The design section explains the steps taken to focus on paralinguistic features, supported by references. Materials like pictures and a video beam were used in the implementation stage. The reflection stage involves considering what aspects went well and what could be improved for next time.
Edition justifcication
The document discusses several aspects of classroom management and teaching methods:
1) Classroom management involves several aspects that impact lesson development, such as how the teacher moves and responds to the class.
2) Teaching a foreign language should focus not only on academic instruction but also on students' human and social growth through cooperative learning and awareness of moral values.
3) This classroom project proposal aims to implement creative writing strategies in a primary school classroom using cooperative learning to help students develop their listening skills.
Reflective paper guidelines
This document provides guidance on structuring an essay for reflecting on an experience. It recommends examining the question, identifying the experience, and noting details like what happened, who was involved, and how you felt. The writer should identify issues, relate them to literature, and discuss how their insights connect theory and practice. The essay should have an introduction summarizing the experience. The body section compares the experience to prior knowledge, analyzes it, and discusses implications. A conclusion restates the main points and suggests an appropriate course of action.
Selecting the topic
This document provides guidance on selecting a research topic or classroom project topic. It suggests considering personal interests and strengths related to different aspects of language teaching. Some tips for finding a topic include starting with an idea and ensuring it is researchable by exploring different perspectives and finding enough information on the topic. The document also recommends tying together smaller topics from conference papers to create a larger work. Overall, the key steps are to select an interesting topic, conduct background research, identify keywords, write a statement describing the topic and main concepts, and generate a list of descriptive words.
Theoretical framework introduction presentation
This document provides guidance on developing a theoretical framework. It defines a theoretical framework as a critical discussion that shows insight into differing arguments and theories while linking them to the researcher's purpose. The framework should synthesize and analyze relevant literature, not just list authors or concepts. It identifies variables and clarifies the scope of a project. The framework compares views, notes disagreements, and highlights exemplary studies. The conclusion should summarize what the literature indicates collectively. Common problems to avoid include citing authors without explaining relevance, inserting own definitions, plagiarism, and only including supportive perspectives. The framework demonstrates understanding of theories, not just explanations.
Braining
El documento describe varias maneras de mantener un cerebro saludable y activo para reducir el riesgo de enfermedades como el Alzheimer. Recomienda mantenerse mental y físicamente activo haciendo actividades que requieran concentración como crucigramas, aprender un nuevo idioma o instrumento musical, o leer regularmente. También sugiere evitar el uso de calculadoras para mantener el cerebro desafiado.
Vague language
This document discusses vague language and provides examples of its use. It then provides a short quiz with questions about informal phrases that use vague language like "kind of", "sort of", and "roughly". The document concludes with a brief definition and examples of lexical phrases and fillers.
Ponencia Bucaramanga
(1) The document discusses the implementation of collaborative study groups to enhance metacognitive processes in pronunciation courses.
(2) In the study groups, students recorded each other's speech, transcribed it, and provided feedback by annotating errors on the transcripts.
(3) Students reported that the study groups helped improve their pronunciation awareness, listening skills, patience and ability to teach others. They felt comfortable correcting each other in the small groups.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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#فهم_ماكو_درخ
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COMMUNICATION STRATEGIES
- 3. COMMUNICATION STRATEGIES “potentially conscious plans for solving what to do when an individual presents itself as a problem in reaching a particular communicative goal” (Faerch and Kasper, 1983). (1) a systematic technique employed by a speaker to express his meaning when faced with some difficulty; (Corder, 1977) (2) a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures are not shared; (Tarone, 1980) (4) techniques of coping with difficulties in communicating in an imperfectly known second language. (Stern, 1983)
- 4. TARONE’S TYPOLOGY OF CONSCIOUS COMMUNICATION STRATEGIES (Tarone, 1977 cited in Bialystok, 1990: 39) 1. Avoidance a Topic avoidance b Message abandonment 2. Paraphrase a Approximation b Word coinage c Circumlocution 3. Conscious transfer a Literal translation b Language switch 4. Appeal for assistance 5. Mime
- 5. Avoidance Strategies 1. Message abandonment: Leaving a message unfinished because of language difficulties. 2. Topic avoidance: Avoiding topic areas or concepts that pose language difficulties. Compensatory Strategies 3. Circumlocution: Describing or exemplifying the target object of action (e.g. the thing you open bottles with for corkscrew). I get red in my head (shy) 4. Approximation: Using an alternative term which expresses the meaning of the target lexical item as closely as possible (e.g. ship for sailboat/ work table for workbench) 5. Use of all-purpose words: Extending a general, empty lexical item to contexts where specific words are lacking (e.g., the overuse of thing, stuff, what-doyou call–it, thingie).
- 6. 6. Word coinage: Creating a nonexisting L2 word based on a supposed rule (e.g., vegetarianist for vegetarian). 7. Prefabricated patterns: Using memorized stock phrases, usually for “survival” purposes (e.g., Where is the ___ or Comment allez–vous?, where the morphological components are not known to the learner). 8. Nonlinguistic signals: Mime, gesture, facial expression, or sound imitation. 9. Literal translation: Translating literally a lexical item, idiom, compound word, or structure from L1 to L2.
- 7. 6. Word coinage: Creating a nonexisting L2 word based on a supposed rule (e.g., vegetarianist for vegetarian). 7. Prefabricated patterns: Using memorized stock phrases, usually for “survival” purposes (e.g., Where is the ___ or Comment allez–vous?, where the morphological components are not known to the learner). 8. Nonlinguistic signals: Mime, gesture, facial expression, or sound imitation. 9. Literal translation: Translating literally a lexical item, idiom, compound word, or structure from L1 to L2.