Reference: Activity 3
Communication strategies referring to entities
In the table below, you will find seven instances of linguistic expressions (highlighted) in four excerpts used by Sebastian to refer to objects and relationships for which he did not know a word. In each case, one or more types of communication strategy were being used.
Sebastian Interview
Lines 97- 103 |
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Jigsaw Task
Lines 27 - 30 |
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Lines 62-71 |
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Lines 72-73 |
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1. For each object or relationship, (a) indicate what the intended meaning was, based on the context. You will find it helpful to view the relevant video segments (below) so you can look at Sebastian’s facial expressions and gestures. Then, (b) indicate what communication strategy, or strategies, he used to get that intended meaning across and whether the he signaled that he knew that the expression he was producing was not quite the one he wanted. (c) Indicate whether you think the learner might be able to acquire some aspect of Japanese through using that strategy, and if so, what that might be.
2. How may communication strategies lead themselves to certain kinds of potential learning outcomes? Discuss what is likely to be acquired through the use of those types of communication strategy.
Interview:
Jigsaw Task:
(lines 27-30)
(lines 62-73)
3. Transcripts
Please type your answers to the questions in the box below.
When you have finished typing your answer, click to compare your response with the Learner Language staff response.
1. Linguistic expressions
| Produced | Intended |
CS Type |
Acquisition? |
|---|---|---|---|
手を使って／手を使うから／手だけ使うから |
手話で話す |
Circumlocution and gestures of speaking and sign language |
No |
テレビのこと／テレビのもの |
パラボラアンテナ／衛星放送受信用アンテナ |
Approximation and possibly gestures |
No |
くろ |
Unclear |
Gestures and word coinage? |
No |
パディオ |
テラス |
NL borrowing with TL pronunciation |
Unlikely |
2. In general, when any strategy elicits input from the interlocutor, it offers an opportunity for acquisition. Some strategies such as appeal for assistance and gestures may be effective in getting the other speaker to provide input by supplying an appropriate word that could be stored for future use. Approximation, word coinage, and circumlocution seem less likely to lead the other speaker to supply input. As one of the above instances in the table shows, Sebastian successfully used circumlocution saying “手を使う(use hands)” and gestures to refer to ‘手話(sign language).’ The interviewer expressed her understanding by repeating “はいはいはいはいはい (yes, yes, yes, yes, yes),” but did not supply an appropriate word for it.
NL borrowing with TL pronunciation does not seem effective as a way to get input that’s useful for acquisition, especially when the speakers share their NL. When Sebastian used a NL lexicon, “パディオ(patio),” in the Japanese pronunciation, Maximus perfectly understood the word and moved on. In fact, he also used the same strategy by using another NL lexical item, “ストゥープ(stoop).” The speakers may, however, solidify their knowledge of core vocabulary and develop their creativity and improvisational skill in using the language forms they know by using communication strategies. Do you think there are any opportunities for acquisition in cases like these where communication strategies do not lead to immediate input?
The teacher needs to be aware that if an approximation or word coinage succeeds in communicating an intended meaning, it is possible that the learner might continue to use it. In this way, the learner might acquire a non-native-like form. On the other hand, the use of a communication strategy is an indication that the learner is aware of a gap in his or her own interlanguage system. So even when a communication strategy does not lead to immediate input, the learner may still know what they are doing is not native-like, and may be looking for input in the future.
