Dynamic Communication Strategies

Dynamic Communication StrategiesCOMMUNICATION STRATEGIESThe articulate communication comes from a Latin script for commonness, including the prefix com- which suggests togetherness, joining, cooperation and commonly. Therefore, communication is definable as a mutual exchange between two or more individuals which enhances cooperation and establishes commonality.Communication is also seen as dynamic, not smooth and depending on the negotiation of meaning between two or more persons who sh ar some cognition of the dustup being aimd.Communication can be understood as the passing of discipline in humans, animals, computers, or any other cognitive entity. In a broader sense communication can bear on to almost any lawsuit of movement, be it matter, energy, force or some effect. Space and time major power be the only things that cant themselves be communicated. Human communication refers to the social interaction of giving and receiving information for the purpose of not only under standing, but also facilitating social connection. (Wikipedia, 2006)Communication strategies (CS), widely-studied in the fields of linguistics and second language acquisition, have been defined in various ways, but most definitions be base on the concept of problematicity (Kasper Kellerman, 1997, p. 2) For modeling, according to Tarone (1977), CS argon pulmonary tuberculosisd by an individual to overcome the crisis which occurs when language bodily structures are inadequate to convey the individuals thought (p. 195).Frch and Kasper (1983) defined CS as potentiall(a)y intend plans for solving what to an individual presents as a problem in reaching a particular communicative goal (p. 36). This concept of problematicity leads to problem-solving strategies that a speaker uses when needinessing morphological, lexical, or syntactic k without delayledge.Communication strategies pertain to the enjoyment of verbal or nonverbal mechanisms for the productive communication of informa tion. It is also seen as an adaptation to the failure to hold a language production. They serve the purpose of negotiating meaning when either the linguistic structure or sociolinguistic rules are not shared between individuals or, in more straightforward terms, when the communicative act is on the point of breaking down.AVOIDANCE STRATEGIESAvoidance is a common communication schema that can be broken down into several subcategories. The most common strategy is syntactic or lexical shunning within a semantic category. Below is one of the examples of avoidance made by a learner. For example L I lost my roadNS You lost your road?L Uh,I lost. I lost. I got lost.On the other hands, phonological avoidance is when the learner using other alternative of pronouncing a discussion (because of its phonological difficulty). For example, instead of using the word rally, the learner opted to say hit the ballIn avoidance strategies, learners basically will create message abandonment. Message abandonment is leaving a message desolate because of language difficulties. A more direct type of avoidance is topic avoidance. In this case, a all of discourse might be avoided entirely that pose language difficulties. Learners will find alternatives in avoiding the conversation by changing the subject, pretending not to understand, simply not responding at all or perceptibly abandoning a message when a thought becomes to express.COMPENSATION STRATEGIESAnother common set of communication devices involves wages for missing fellowship. There are eleven types in this strategy. The first is prefabricated patterns, where learners of beginning-level memorize certain stock phrases or sentences without internalized knowledge of their components. Examples for these memorized chunks of language are How much does this cost?, Where is the toilet?, I dont understand you. Such phrases are memorized by rote to fit their inhibit context or situation.The second type is code shimmy. work o ut switching is the use of a first or third language within a be adrift of speech in the second language. It occurs between two advanced learners with a common first language. This strategy may also include adding word endings from the unseasoned language onto words from the mother tongue. Examples of code switching are switching to the mother tongue Spanish/ position Have aqua please, Bahasa Malaysian/English Suami saya dulu slim and trim tapi sekarang plump like drum (Before my husband was slim and trim but now he is plump like a drum)The third common compensatory strategy is a direct appeal for help. If the learners may stuck for a particular word or phrase, asking for aid from the interlocutor either straight ( eg what do ypu call?) or indirectly ( eg rising intonation, pause, eye contact, puzzled expression) . Within this category are those instances where the learner might appeal to a bilingual dictionary for help.The fourth type is circumlocution or synonym. Circumlocutio n is a figure of speech where the meaning of a word or phrase is indirectly expressed through several or many words. For example scissors = a thing you use to cut other things, corkscrew =The thing you open bottles with. Circumlocution is often helpful while acquisition a new language, when one does not know the word for a particular thing.The fifth type is adjusting or approximating the message. Approximation is when the learning using an alternative term which expresses the meaning of the target lexical situation as closely as possible. Altering the message by omitting some items of information, making ideas simpler or slight precise, or saying something slightly different that means almost the same thing such(prenominal) as saying pencil for penThe sixth type is using of all-purpose words.learners extending a general, empty lexical item to contexts where specific words are lacking (e.g. the overuse of thing stuff, what-do-you-call -it, thingie ..)The seventh type is word coina ge. Learners basically will make up new words to communicate the desired idea such as paper holder for notebook and vegetarianist for vegetarian.The eighth type is using non linguistic signals such as using physical motion, mime or gesture, in place of an expression to indicate the meaning speech communication based clues may come from the target language that the learner already knows, from the learners own language or from another language. For instance, if the learner does not know the expression association sans but lucratif (nonprofit association, in French), previous knowledge of certain words in English (association, lucrative) and French (sans= without) would give clues to the meaning of the unknown word, but (aim, goal), and of the total expression.The ninth type is literal translation. Learners translate literally a lexical item, idiom, compound word, or structure from L1 to L2.The next type is foreignizing where the learner using a L1 word by adjusting it to L2 phonolog y (with a L2 pronunciation) and or morphology (adding to it a L2 suffix)The last type is stalling or time gaining strategies using fillers or incredulity devices to fill pauses and to gain time to think ( e.g. well, now lets see, uh, as a matter of fact.)Compensatory strategies enable learners to use the new language for either comprehension or production despite limitations in knowledge. It also intended to make up for an inadequate repertoire of grammar and especially of vocabulary.Eleven compensation strategies exist, clustered into two sets snapshot intelligently in listening and reading and overcoming limitations in speaking and writing. Guessing strategies, sometimes called inferencing, involve using a wide variety of clues linguistic and non-linguistic to guess the meaning when the learner does not know all the wordsGood language learners when confronted with the unknown expressions, make educated guesses. On the other hand, less secure language learners often panic, tun e out, or grab the dog-eared dictionary and try to look up every unfamiliar word. Compensation Strategies allows learners to produce spoken or written expression in the new language without complete knowledge.It is true that certain compensation strategies like using mime or gestures are used in speaking. However, other Compensation Strategies adjusting or approximating the message, coining words, using a circumlocution or synonym, or selecting the topic can be used in informal writing as well as in speakingMany Compensation Strategies for production are used to compensate for a lack of appropriate vocabulary, but these strategies can also be used to make up for a lack of grammatical knowledgeCompensation Strategies help learners to keep on using the language, thus obtaining more practice. In addition, some of these strategies such as adjusting or approximating the message help learners become more fluent in what they already know. Getting help and coining words lead learners to ga in new information about what is appropriate or permissible in the target language.