Paper Communication Strategies
Paper Communication Strategies
Paper Communication Strategies
Presented by:
UNIVERSITY OF LAMPUNG
2022
1. INTRODUCTION
Written and spoken language can both be used for communication. Language is
undoubtedly utilized as a tool of communication when people speak to one
another. A system of arbitrary, conventionalized spoken, written, or gestural
symbols is known as language, and it allows members of a certain community to
understand and communicate with one another (Brown, 2000). It implies that
language plays the most significant role in oral communication as a mechanism to
comprehend the message. The speaker must be able to use the language precisely
and correctly to convey the information. Developing students' communicative
competence and having a strong ability to speak in a variety of communicative
situations is the main objective of English language teaching in Indonesia.
2. LITERATURE REVIEW
From the discussion above, it can be concluded that communication strategies are
the strategies to communicate that non-native speakers of a language should be
familiar with to prevent potential issues when speaking with interlocutors. By
making the students aware of it, students may solve their communication issues
and make a proper decision regarding the communication strategies they should
employ. According to its importance, teachers should introduce communication
strategies to their students because it has an impact on how successfully they can
solve communication issues that arise in everyday life.
Moreover, transferring are divided into literal translation (the learner translates
word for word from the native language), language switch (the learner uses the
native language term without bothering to translate), appeal for assistance (the
learner asks for the correct term), mime (the learner uses non-verbal strategies in
place of lexical item or action).
Furthermore, avoiding is differentiated into topic avoidance (the learner simply
tries not to talk about concepts for which the TL item or structure is not known),
and message abandonment (the learner begins to talk about a concept but it is
unable to continue and stops in mid-utterance).
The effects of proficiency level mean that the proficiency level of participants
influences the choice of strategy. Besides, the effects of problem source mean that
is likely that avoidance depends on the grammatical structure involved. Moreover,
the effect of personality means that the personality factors of the speaker may
highly correlate with the strategy preference. One learner may speak quickly in
retelling a story, whereas another elaborates and appeal for instance. Then, the
effect of the learning situation means that situation can affect the communication
strategies and the type of strategy used. Second language learners will use strategy
less in the classroom than in the natural environment.
2.4 Circumlocution
"This is a person who...", should be presented so that students can use words to
derive the names of common objects, activities, and so on by completing the
given structure with their vocabulary. After being shown how the learner is
usually able to come up with a description such as:
This is an animal that has a long nose and big ears”, to get an elephant.
Moreover, the following are activities that meet the above criteria as fluency
development activities; the learner must first have a good knowledge of the
language needed to complete the task successfully.
In this activity, each student in pairs has a worksheet with a different set of words.
First, Student A has two minutes to use convoluted sentences to help Student B
guess the word. Word order is up to the student. They are free to choose words
that seem easy. They have to keep track of how many words they managed to get
and how many (if any) they are forced to give up. After two minutes, the teacher
can ask students to count how many words their partner can guess. This gives the
activity a competitive aspect that encourages students to perform at a faster pace
than usual. Teachers can also ask which words are difficult, providing an
opportunity to focus on form, with the teacher introducing or reinforcing language
structures to the class as needed. The same process is then repeated for Student
B's turn. After Student B has finished, students can then rotate and make new
pairs in turn.
CONCLUSION