group 11

NAME       : ANITA     (2130730003)

                      ROSDIANA (2130730016)

CLASS       : IV/ A

GROUP     : 11

Communication Strategies

          French and Kasper (1983a, p.36) defined communication strategies as “potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal.” While the research of the last decade does indeed focus largely on the compensatory nature of communication strategies. Strategies may or may not be “potentially conscious”: support for such a conclusion comes from observations of first language acquisition strategies that are similar to those used by adult in second language learning contexts (Bongaerts & Poulisse, 1989).     

Avoidance Strategies

          Avoidance is a common communication strategy that can be broken down into several subcategories. There are two types of avoidance:

·        Phonological avoidance is also common, as in the case of a Japanese tennis partner of mine who avoided using the word rally (because of its phonological difficulty) and instead opted to say, simply, “hit the ball.”

·        Topic avoidance, in which a whole topic of conversation (say, talking about what happened yesterday if the past tense is unfamiliar) might be avoided entirely.

Compensatory Strategies

          Another common set of communication devices involves compensation for missing knowledge. Typical of rock-bottom beginning level learners. These memorized chunks of language; known as prefabricated patterns, are often found in pocket bilingual phrase books, which list hundreds of sentences for various occasions. Code-switching is use of a first or third language within a stream of speech in the second language.

STRATEGIES-BASED INSTRUCTION

Much of the work of researchers and teachers on the application of both learning and communication strategies to classroom learning has come to be known generically as strategies-based instruction (SBI) (McDonough, 1999; Cohen, 1998), or as learner strategy training.

          Teachers can benefit from an understanding of what makes learner successful and unsuccessful, and establish in the classroom a milicu for the realization of successful strategies.