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Dynamic Communication Strategies

COMMUNICATION STRATEGIES

The term communication originates from a Latin expression for "commonness, " including the prefix com- which suggests togetherness, joining, co-operation and mutually. Therefore, communication is definable as "a mutual exchange between several individuals which increases co-operation and establishes commonality.

Communication is also seen as powerful, not static and depending on the negotiation of meaning between several persons who reveal some understanding of the language getting used.

Communication can be understood as the passing of information in humans, pets, computer systems, or any other cognitive entity. In the broader sense communication can refer to almost any kind of movement, whether it is matter, energy, force or some effect. Space and time might be the one things that can't themselves be communicated. Human communication identifies the social conversation of offering and obtaining information for the intended purpose of not only understanding, but also facilitating social connection. (Wikipedia, 2006)

Communication strategies (CS), widely-studied in the domains of linguistics and second language acquisition, have been described in various ways, but most meanings are based on the concept of "problematicity" (Kasper & Kellerman, 1997, p. 2) For example, matching to Tarone (1977), CS are "used by a person to beat the turmoil which occurs when terms structures are limited to convey the individual's thought" (p. 195).

Frch and Kasper (1983) described CS as "potentially mindful plans for solving what to a person presents as an issue in reaching a particular communicative goal" (p. 36). This idea of problematicity leads to problem-solving strategies a loudspeaker uses when missing morphological, lexical, or syntactic knowledge.

Communication strategies pertain to the career of verbal or nonverbal mechanisms for the profitable communication of information. It is also seen as an version to the failure to realize a language creation. They serve the purpose of "negotiating meaning" when either the linguistic composition or sociolinguistic guidelines are not distributed between individuals or, in more simple terms, when the communicative work is on the point of breaking down.

AVOIDANCE STRATEGIES

Avoidance is a common communication strategy that can be divided into several subcategories. The most frequent strategy is syntactic or lexical avoidance in a semantic category. Below is one of the types of avoidance created by a learner. For instance: L: I lost my road

NS : You lost your road?

L: Uh, I lost. I lost. I acquired lost.

On the other hands, phonological avoidance is when the learner using other option of pronouncing a term (due to its phonological difficulty). For example, rather than using the word rally, the learner opted to state "hit the ball"

In avoidance strategies, learners essentially will create note abandonment. Communication abandonment is leaving a note unfinished because of words difficulties. A more direct type of avoidance is topic avoidance. In this case, a whole of talk might be avoided entirely that cause language problems. Learners will see alternatives to avoid the talk by changing the subject, pretending not to understand, not responding whatsoever or noticeably abandoning a note when a thought becomes to express.

COMPENSATION STRATEGIES

Another common group of communication devices requires compensation for missing knowledge. You can find eleven types in this strategy. The foremost is prefabricated patterns, where learners of beginning-level memorize certain stock phrases or sentences without internalized knowledge of their components. Samples for these memorized chunks of terminology are "Just how much will this cost?", "Where is the toilet?", "I don't understand you. " Such phrases are memorized by rote to match their appropriate context or situation.

The second type is code switching. Code turning is the utilization of a first or third dialect within a stream of speech in the second words. It occurs between two advanced learners with a typical first language. This plan could also include adding word endings from the new language onto words from the mom tongue. Examples of code switching are: turning to the mom tongue: Spanish/British: "Have aqua please", Bahasa Malaysian/British: "Suami saya dulu thin and cut tapi sekarang plump like drum" (Before my husband was lean and trim however now he is plump like a drum)

The third common compensatory strategy is a direct appeal for help. In the event the learners may jammed for a specific word or phrase, asking for the help of the interlocutor either straight ( eg what do ypu call. . . ?) or indirectly ( eg increasing intonation, pause, attention contact, puzzled manifestation). Within this category are those cases where the learner might appeal to a bilingual dictionary for help.

The fourth type is circumlocution or synonym. Circumlocution is a figure of speech where the meaning of the word or expression is indirectly indicated through several or many words. For instance: "scissors" = "something you use to cut other things", "corkscrew" =

"Finished. you open bottles with". Circumlocution is often helpful while learning a fresh dialect, when one will not know the term for a particular thing.

The fifth type is modifying or approximating the message. Approximation is when the training using an alternative solution term which expresses the meaning of the target lexical item as directly as possible. Altering the message by omitting some items of information, making ideas simpler or less specific, or declaring something somewhat different that means almost the same thing such as expressing pencil for pen

The 6th type is using of all-purpose words. learners extending a general, vacant lexical item to contexts where specific words lack (e. g. the overuse of thing stuff, what-do-you-call -it, thingie. . )

The seventh type is phrase coinage. Learners quite simply can make up new words to communicate the desired idea such as newspaper holder for notebook and vegetarianist for vegetarian.

The eighth type is using non linguistic impulses such as using physical action, mime or gesture, instead of an expression to point the meaning Dialect based clues will come from the prospective terminology that the learner already is aware of, from the learners' own dialect or from another terminology. For instance, if the learner does not know the appearance connection sans but lucratif ("nonprofit association, " in French), prior knowledge of certain words in British (association, rewarding) and French (sans= without) would give hints to the meaning of the mysterious word, but (aim, goal), and of the complete expression.

The ninth type is literal translation. Learners translate literally a lexical item, idiom, chemical substance word, or framework from L1 to L2.

The next type is foreignizing where in fact the learner by using a L1 expression by altering it to L2 phonology (with a L2 pronunciation) and or morphology (increasing it a L2 suffix)

The previous type is stalling or time attaining strategies using fillers or hesitation devices to load pauses and gain time to think ( e. g. well, now let us see, uh, as a matter of fact. )

Compensatory strategies allow learners to work with the new vocabulary for either comprehension or development despite limits in knowledge. It also intended to make up for an limited repertoire of sentence structure and especially of vocabulary.

Eleven compensation strategies can be found, clustered into two units: speculating intelligently in being attentive and reading and overcoming limitations in speaking and writing. Guessing strategies, sometimes called "inferencing, " entail using a wide selection of signs - linguistic and non-linguistic - to imagine the meaning when the learner will not know all the words

Good dialect learners when confronted with the anonymous expressions, make educated guesses. On the other hand, less adept terms learners often worry, tune out, or grab the dog-eared dictionary and try to look up every unfamiliar phrase. Compensation Strategies allows learners to produce spoken or written appearance in the new terms without complete knowledge.

It holds true that certain payment strategies like using mime or gestures are used in speaking. However, other Settlement Strategies - adjusting or approximating the concept, coining words, utilizing a circumlocution or synonym, or selecting the topic can be used in casual writing as well as in speaking

Many Compensation Approaches for production are being used to pay for too little appropriate vocabulary, but these strategies can be used to replace a lack of grammatical knowledge

Compensation Strategies help learners to continue using the words, thus obtaining more practice. In addition, a few of these strategies such as adjusting or approximating the note help learners are more fluent in what they know. Getting help and coining words lead learners to get new information about what is appropriate or permissible in the mark language.

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