Active Engagement in Learning!
Role playing, storytelling, drama
Thursday, February 28, 2013
Topic Avoidance Strategies
I really liked the section in chapter 4 about Enabling Students through Strategic Learning. The strategy that really stood out to me was in reagrds to teaching "topic avoidance strategies." Dornyei said, teaching topic avoidance strategies and fillers allpw the individual to gain more time for comprehension. this strategy opened my eyes to thinking "outside the box." Teaching a second lanugage is not only about learning the language but also to teach them
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I would like to share a figure with L2 learning communication strategies as they appeared in the original article On the Teachability of Communication Strategies (1995) by Dörnyei.
ReplyDeleteFIGURE 1: CSs Following Traditional Conceptualizations
Avoidance or Reduction Strategies
1. Message abandonment—leaving a message unfinished because of language difficulties.
2. Topic avoidance—avoiding topic areas or concepts which pose language difficulties.
Achievement or Compensatory Strategies
3. Circumlocution—describing or exemplifying the target object or action (e.g., the thing you open bottles with for corkscrew).
4. Approximation—using an alternative term which expresses the meaning of the target lexical item as closely as possible (e.g., ship for sail boat).
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, make, do, as well as using words like thingie, what-do-you-call-it).
6. Word-coinage—creating a non-existing L2 word based on a supposed rule (e.g., vegetarianist
for vegetarian).
7. Use of nonlinguistic means—mime, gesture, facial expression, or sound imitation.
8. Literal translation—translating literally a lexical item, an idiom, a compound word or structure from L1 to L2.
9. Foreignizing—using a L1 word by adjusting it to L2 phonologically (i.e., with a L2 pronunciation) and/or morphologically (e.g., adding to it a L2 suffix).
10. Code switching—using a L1 word with L1 pronunciation or a L3 word with L3 pronunciation in L2.
11. Appeal for help—turning to the conversation partner for help either directly (e.g., What do you call . . . ?) or indirectly (e.g., rising intonation, pause, eye contact, puzzled expression).
Stalling or Time-gaining Strategies
12. Use of fillers/hesitation devices—using filling words or gambits to fill pauses and to gain time to think (e.g., well, now let me see, as a matter of fact).