The Startegies of Communication

7/27/2019 The Startegies of Communication

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The Strategies of Communication

with Young Learners

3rd Meeting


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Questions to discuss

1. What do you use as the language of

instruction in the English classroom, English

or Indonesian?

2. Give some reasons for your answer.


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After the presentation

You are able to:

1. Explain the reasons why you use

L1 or L2.

2. Explain the supported theories

why you should use L2 .

3. Explain the strategies how tocommunicate with the students.


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CONTEXT FOR LEANING ENGLISH

Time-How much time do the learners learn English?

ExposureWhere do the exposures come from?

A real need for EnglishDo the learners really need English forcommunication outside the class?

Variety of input

What sources do the learners get the input?(spoken and written sources)


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COMMUNICATION


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A. Reasons to Use English

1. Childrens Ability to Grasp Meaning

2. Childrens Creative Use of Limited Language

Resources

3. Childrens Capacity for Indirect Learning


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1. Childrens Ability to

Grasp Meaning

Children have their strategy to

understand meaning before they

understand the meaning of the

individual words.

They understand meaning from:

intonation, gesture, facial expressions,

actions, and circumstances.


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2. Childrens Creative Use of Limited

Language Resources

The urge to communicate makes young

learners find someways of expressing

themselves.

The language demanded by the

activity is unpredictable and is not just

asking the children to repeat set

phrases, but is encouraging them toconstruct language actively for

themselves.


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3. Childrens Capacity for Indirect

Learning

Conscious direct learning seems

to encourage worked-out

accuracy.

Unconscious indirect learning, or

acquisition, encourages

spontaneous and therefore more

fluent use.


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B. SLA THEORIES

1. Caretaker talk

2. Foreigner talk

3. Teacher talk


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1. Caretaker talk

Caretaker talk is language used by caretakers when they talk tochildren.

In caretaker-child communication, Ellis (2008: 211) concluded

that it is the interactional rather than the formal adjustments

of caretaker language that help to accelerate development.

An adult acts as an initiator of the interaction which fosters

development, or when the child initiates, he will act as a

facilitator of the development by giving acknowledgement,

clarification, expansion and so forth.

Similarly, a teacher in a classroom makes certain formal and

discourse adjustments to ensure understanding, while the

learner employs certain communication strategies to

overcome problems and to maximize existing resources.


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Features of Caretaker talk

Caretaker talk is intelligible and grammaticallywell formed.

Caretakers talk lots about the here-and-now.

Caretakers simplify sentences by using shortsentences.

Caretakers repeat a lot.

Those characteristics can be adopted by theEnglish teacher in elementary school to givemodel and to make the students understandthe target language.


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2. Foreigner Talk

Speech by native speakers to nonnative

speakers is modified in the same way as that

of caretaker speech.

Native speakers speech, or foreigner talk, is

employed with the focus on communication

rather than the teaching of the language itself.


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Features of Foreigner Talk

Simple language (choice of words and

sentence structures)

A lot of repetitions

Clarification


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3. Teacher Talk

The teacher language or teacher-talk.

The function: asking information, checking

the students answer, controlling the class,

prasing, providing examples of target

language, and checking the students

understanding. Moon (2000: 61)


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Features of Teacher talk

a. Wong Fillmore (1985) in Ellis (2008: 796):

- avoindance of translation,

- an emphasis on communication and comprehension

by ensuring message redundancy,- the avoidance of ungrammatical teacher-talk,

- the frequent use of types and routines,

- repetitiveness,

- tailoring questions to suit the learners level ofproviciency, and

- general richness of language.


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Strategies of Teacher Talk

Chaudron (1988) proves that teachers employsome modifications when they communicatewith their students: rate of speech appears tobe slower; pauses, which may be evidence of

the spaker planning more, are possibly morefrequent and longer; pronounciation tends tobe exaggerated and simplified; vocabulary useis more basic; degree of subordination isslower; more declaratives and statements areused than questions, and teachers may self-repeat more frequently.


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C. The Strategies to Communicate with

Young Learners

1. Verbal Language

2. Non-verbal language


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1. Verbal Language

The strategies employed by English teachers

using words. Some modifications:

a. Simple choice of words

b. Simple sentence structure

c. Repetitions

d. Using Code-mixing or L1


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2. Non-verbal Language

Non-verbal strategies are tricks applied by the

teacher and the students when they

communicate in the classroom without using

words.

- facial expressions,

- gestures, and body movements,

- paralanguage (speed, loudness, intonation)

- using media or objects.

The Startegies of Communication

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