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.
15. We can also stand out the qualitative aspects of spoken language use, which describe specifically what the interviewee’s speaking abilities are and why she is placed in A2; RANGE: uses basic sentenced patterns with memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations. ACCURACY: uses some simple structures correctly, but stills systematically makes basic mistakes. FLUENCY: can make herself understood in very short utterances, even though pauses, false starts and reformulation are very evident. INTERACTION: Can answer question and respond to simple statements. Can indicate when she is following but is rarely able to understand enough to keep conversation going of her own accord. COHERENCE: Can link groups of words with simple connectors like “and” “but” and “because”.
16. The communication strategies adopted and found by the authors during the interview are presented below; PARAPHRASE: Approximation (Tarone, 1981) BORROWING: Literal translation (Tarone, 1981) Language Switch APPEAL FOR ASSISTANCE: Appeal to authority (Tarone, 1981) Ask for correction/ verification MIME: (Tarone, 1981) PREFABRICATED PATTERNS: (Tarone, 1981) METACOGNITIVE STRATEGY: Delayed production (O’Malley et al 1985) REQUEST FOR CLARIFICATION: (Chesterfield and Chesterfield, 1985) MONITORING: (Chesterfield and Chesterfield, 1985) AVOIDANCE: (Tarone, 1981)
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