TSLB3513 FURTHER ENGLISH SKILLS

Communicative Strategies in
Group Discussion
Week 1: 8 – 12 Jan 2024

Prepared by:
Noor Diana Suhaimi
Learning Objective: 1 Rephrasing

By the end of the lecture, 2 Coining new words

students should be able to 3 Code switching

comprehend 6 communicative
4 Seeking clarification
strategies in group discussion:
5 Turn-taking

6 Interrupting
 Group Discussion
Group discussions are informal, non-structured
conversations between a small group of people focused on a
particular topic, which promotes critical thinking and
problem-solving.
Participants must consider the perspectives of other group
members and actively contribute.
Group Discussion
The most common form of group discussion involves one
person acting as the leader or facilitator of the discussion.
This entails asking open-ended questions, summarizing and
paraphrasing each point in the discussion, acknowledging
each contribution, and using strategies like brainstorming
techniques, visuals, and Socratic questioning to keep
everyone engaged and involved.
 Group Discussion
From a philosophical standpoint,
group discussion has the potential to
connect people with diverse
backgrounds and dissolve divisions in
a democratic society – all
contributions are viewed as important
and respected, allowing for valid
discussion free from bias.
 Why is it crucial to employ
communicative strategies in
group discussion?
Share your thoughts.
Strategy 1:
Rephrasing
Rephrasing:
to say something again
A rephrase can be defined as the reformulation of a
statement that neither conflicts with it, nor gives a
reason to accept it, (Younis et al., 2023).

Rephrasing is the process of restating or rewording

content by changing words, and phrases, or by
changing the sentence structure.

Rephrasing makes it easy to get a new and improved

version of the original content without affecting the
actual intent of the content.
Rephrasing
When you rephrase, you play back for your audience
what was said in a way that makes participants feel
validated and moves the conversation forward.

This can be done either by paraphrasing what was

said or restating it word for word.

When you rephrase, you say what you said again but
you change the way you say it.
 Rephrasing
Rephrasing can be done in two steps:

Step 1: Indicate you are about to rephrase

Step 2: Rephrase
Step 1: Indicate you are
about to rephrase
Allow the group members to prepare what you are
about to say.
You can indicate by using the following phrases:

In other words, ....

To put it another way ...
What I am saying is ...
What I am trying to say is ...
What I mean is ...
Step 1: Indicate you are
about to rephrase
In a more formal context, you can use the following
phrases:

Let me rephrase that.

Let me explain that another way.
Let me explain that again.
Let me put that (to you) differently.
Let me put that another way.
 Step 2: Rephrase
Rephrasing can be done in two ways:

(1) Change or simplify vocabulary

(2) Change or simplify sentence structure

Vocabulary: Synonym
Find synonym for key words.
Make sure the synonym conveys similar meaning.

Smoking is forbidden in the building.

Smoking is prohibited on the premises.

Vocabulary: Synonym
Be aware on the technical terms, not all could be
replaced with synonyms.

comprehensible input

understandable input
Vocabulary: Antonym
Used when the structure is changed from an
affirmative sentence to a negative sentence.

Smoking is prohibited on the premises.

Smoking is not allowed in the building.

 Vocabulary: Word Form
Change the form of important keyword such as from
noun to a verb or an adjective.

Chronic health problems have been linked to

industrialization.

Chronic health problems have been linked to the

rise of industry.
 Sentence Structure:
Affirmative/Negative
Change the sentence structure from affirmative to
negative or vice versa.

Few learners willingly participate.

Most learners do not willingly participate.

 Sentence Structure:
Active/Passive Voice
Change the sentence structure from active to passive
voice or vice versa.

Researchers have found compelling evidence that

smoking causes cancer. (Active voice)

Compelling evidence that smoking causes cancer have

been found. (Passive voice)
Sentence Structure:
Gerund/Infinitive Structure
Change the sentence structure using gerund or infinitive
verb to-be or vice versa.

Speaking with married women is taboo in some

cultures. (Gerund)

It’s taboo to speak with married women in some

cultures. (Infinitive)
Sentence Structure:
Other structures
The possibilities are endless for changing structure.
For example, modal verbs can often be rewritten.

He may have committed a fraud.

It is possible that he committed a fraud.

Read the dialogue.
What type of rephrasing that
she used? Vocabulary or
sentence structure?
Strategy 2:
COINING creating new words
NEW WORDS
Word Coinage
Word coinage can be defined as the invention of new
words using learners’ L2 item knowledge (Faerch and
Kasper, 1983; Tarone, 1977).

Coinage is one of the many creative strategies

performed by language learners in instances when
they are not able to retrieve the accurate lexical
item from their limited linguistic knowledge, (Ismail
et al. 2021).
Word Coinage eg:
- brunch

Dornyei (1995) defines word coinage as a learner’s

creation an L2 word based on his/her knowledge of
morphological rules (e.g. ‘vegetarianist’ for
‘vegetarian’).

Word coinage is also known as ‘creation of new words

or phrases for words that learners do not know, for
instance ‘picture place’ for ‘art gallery’ or the creation
of an L2 word with the thought that the new created
word might work or be understood, for example ‘fish
zoo’ for aquarium (Faucette, 2001; Ellis,1997).
Word Coinage
According to Battarcharjee (2009) and Algeo (1998),
even though coinage is an atypical process which
produces doubtful words, it is a motivating process.

The use of coinage indicates that learners are

innovatively extending the words that are available
to them when conveying the intended lexical items.
Types of Word Coinage
According to Dornyei and Kormos (1998) there are two
types of word coinage employed by learners to
compensate their language difficulties;

grammatical semantical
Grammatical words coinage
The grammatical words coinage refers to the creation
of a non-existing L2 word by applying a supposed L2
rule to an existing L2 word.

For example: ‘dejunktion’ and ‘unjunktion’, created

from ‘junk’ and the prefixes ‘de-’ and ‘un-’, for ‘clear the
junk’ and ‘street clearing’.
people created this words but this word doesn't exist
- they used their knowledge of the use of prefixes to create it
 Grammatical words coinage
A study by Ismail et al. (2021) found that:
footballer

Learners created the word ‘bumper’ by adding the noun

suffix ‘-er’ to the existing word ‘bump’ to convey the
intended meaning of the word ‘speed bump’ and the
word ‘speed hump’ is replaced by ‘humper’.

In this case; the word ‘bumper’ and ‘humper’ do exist

but the meanings of these words are not appropriate to
the context of ‘speed bump’.
Grammatical words coinage
Learners’ use of grammatical word coinage strategy by
adding affixes or -ing:

speed hump - humper/bumper

sling bag - slinger
speeding - speedily
siren - sirenning
knocks - knockingly
Semantic words coinage
It is defined as “creating a nonexisting L2 word by
compounding words” (Dornyei & Kormos, 1988, p. 361).

It is a formation of a L2 lexical item by selecting two

different features of the two interlanguage lexical
items and combines them as a compound target
language item.

This strategy, however, usually produces items which

are non-existent in the target language.
Semantic words coinage
In the same study by Ismail et al. (2021), speaker A
produces an item ‘bodybelt’ for the intended target
language item ‘suspenders’ which does not exist in the
target language but is contextually appropriate.
 Semantic words coinage
Semantic word coinage items found in the study:

1) fire hydrant - waterpile / firepipes / pumppipes /

firemenpipe
2) suspenders - pantspuller / bodybelt / stringshort
3) curly haired boy - curlkid
4) sling bag - slantingbag
5) siren light - lightbox
Conclusion of the study
Some of these coined words do not exist in the target
language and are contextually inappropriate.

Learners do utilise word coinage in oral interaction

despite their limited linguistic knowledge and this helps
learners to accomplish their targeted communication
goals.

Communication of meaning is successful through the

use of coinage though the lexical items produced are
not accurate.
 As a second language learner,
have you ever coined any new
words when conversing in English?
Strategy 3:
Code
switching
From this dialogue, describe code switching.
Code switching
Code switching is when a speaker
alternates between two or more languages
(or dialects or varieties of language) in one
conversation.

This sociolinguistic concept—sometimes

also referred to as “code-mixing”—applies
to both monolingual and bilingual speakers.

Monolingual speakers might switch

between different language varieties or
dialects.
How about bilingual speakers?
Code switching occurs mostly in bilingual communities.

Speakers of more than one language are known for

their ability to code switch or mix their language during
their communication.

Many linguists have stressed the point that switching

between languages is a communicative option available
to a bilingual member of a speech community.
Examples of code switching
If you have an exam next week, şimdiden çalışmaya
başlamalısın. (English + Turkish)
Gracias for the lovely gift. Está awesome! (Spanish +
English)
Pwede ba tayo mag dinner sa Barney's Burgers later? I
want protein! (Tagalog + English)
Are we eating chez ta mère demain? (English + French)
Saweyti l-homework tabaa’ik? (Arabic + English)
Ní yào qù get pizza with me ma? (Mandarin + English)
Types of code switching
Inter-Sentential
The language switch is done at sentence boundaries—
words or phrases at the beginning or end of a sentence.

This type is seen most often in fluent bilingual

speakers.

Eg: “If you are late for the job interview, habis la kau!”
Types of code switching
Intra-Sentential
The shift is done in the middle of a sentence, with no
interruptions, hesitations, or pauses to indicate a shift.

The speaker is usually unaware of the shift.

Different types of switches occur within the clause level

and the word level.

Eg: “You’re always mengantuk, because you didn’t tidur

awal last night.”
 Is Code Switching Deliberate
or Accidental?
Sometimes, speakers flip from one language to another
accidentally.
But in many situations, code switching is done deliberately to
both create unity or to exclude someone from a conversation.
It is seen as a sign of solidarity within a group, and it is also
assumed that all speakers in a conversation must be bilingual in
order for code switching to occur.
Code switching is used most often when a word doesn't "come."
 Strategy 4:
Seeking
clarification
 when we don't understand
Clarification eg: excuse me, i cannot understand what u have said. can u
explain it more detail?

Clarification involves offering back to the speaker the

essential meaning, as understood by the listener, of
what they have just said.

Clarifying reassures the speaker that the listener is

attempting to understand the messages they are
expressing.

Thereby checking that the listener's understanding is

correct and resolving any areas of confusion or
misunderstanding.
Clarification
Clarifying can involve asking questions or occasionally
summarising what the speaker has said.

A listener can ask for clarification when they cannot

make sense of the speaker's responses.

Sometimes, the messages that a speaker is attempting

to send can be highly complex, involving many different
people, issues, places and/or times.
Guidelines for Clarifying
Admit if you are unsure about what the speaker means.

Ask for repetition.

State what the speaker has said as you understand it, and
check whether this is what they really said.

Ask for specific examples.

Use open, non-directive questions - if appropriate.

Ask if you have got it right and be prepared to be corrected.

Steps when seeking for clarification

Interrupt

State the problem

Ask speaker to clarify

Steps when seeking for clarification

Interrupt

I’m sorry...
Excuse me...
Hang on a minute...
Just a minute...
Wait a minute...
Steps when seeking for clarification

State the problem

If you didn’t hear: If you didn’t understand:

I didn’t catch that... I don’t understand...
I didn’t hear you... I don’t follow you...
I missed that... I’m not clear...
Ask speaker to clarify
 Let’s put it together now
“I’m sorry but I’m not sure I understand. Would
you elaborate on how content creator is
considered a job now?”

Can you classify the phrases based on

the steps that we have discussed?
Strategy 5:
Turn-taking
Turn-taking
A turn is the time when a speaker is talking and turn-
taking is the skill of knowing when to start and finish a
turn in a conversation.

By definition, turn-taking is when one person speaks

and the other listens, and the roles are exchanged back
and forth without interruption.

Turn-taking allows active listening and productive

discussion.
Structure of Turn-taking

Turn-taking component

The turn allocation component

Rules
 The turn-taking component
A transition-relevant point (or a
transition-relevant place) is the end of a
turn-taking component.

The end of a turn-taking component

signifies when the turn of the current
speaker ends and the opportunity for
the next speaker begins.
The turn-taking component
 The turn allocation component
The turn allocation component contains techniques that are
used to appoint the next speaker.

There are two techniques:

The current speaker chooses The next speaker selects

the next speaker themselves
The current
speaker
chooses the
next speaker
In this case, Evelyn addresses the next speaker - Amir - directly, thus
letting him know that it is his turn to change from a listener to a
speaker.
The turn allocation component is different from the turn-taking
component because the current speaker uses the name of one of the
listeners and, in this way, appoints them as the next speaker.
In the case of the turn-taking component, the current speaker asks a
general question and doesn't appoint a specific person as the next
speaker.
 The next speaker selects themselves

In this scenario, Evelyn indicates that she has finished speaking by

wrapping up. Amir sees this as an opportunity to take the next turn
as a speaker.
The next
speaker
selects
themselves

This type of technique is often used on occasions that involve more

than two speakers.

For example, let's say that Evelyn and Amir are not the only two
people holding the conversation - they are joined by Maya.
The next
speaker
selects
themselves

Evelyn reaches a transition-relevant point and turns to both Amir and

Maya with the question 'How about you two?', thus allowing each one of
them to select themselves as the next speaker.
Maya gets involved in the conversation by commenting on what Evelyn
was talking about but she doesn't answer Evelyn's question so she doesn't
select herself as the next speaker.
Amir, on the other hand, also shows that he has been listening to Evelyn
but he actually starts to answer Evelyn's question, therefore it is his turn.
 Rules
The rules of turn-taking determine the next speaker in a way that
results in the least number of pauses and overlaps.

When a transition-relevant point is reached, three rules are applied.

This is to ensure that two necessary elements of conversation can

be maintained:

There needs to be only The time between one person

one speaker at a time. finishing speaking and
another one beginning needs
to be as short as possible.
 Three rules:
OR OR
The current speaker One of the listeners The current speaker
appoints the next selects themselves - the doesn't appoint the next
speaker. first person to speak speaker, and none of the
after the transition- listeners select
relevant point claims themselves. This results
the new turn. in the current speaker
continuing to talk until
the next transition-
relevant point is reached
or the conversation
comes to an end.
Strategy 6:
Interrupting
Interruption
An interruption in conversation happens
when a listener breaks in, to interject,
while a speaker is speaking.

As a result of the listener's interjection,

the speaker stops talking and the
listener becomes a speaker.

When someone interrupts, the listener

forces the speaker to give up their role
as speaker and become a listener.
 Types of Interruption

Cooperative Competitive
interruption interruption

What do you think the difference between the two?

 Cooperative Interruption
Cooperative interruption happens when the listener feels the
need to support or add to the speaker's point while managing not
to disrupt the speaker's turn.

In this case, the listener becomes a speaker for a short time

through helpful remarks or quick questions.

It is caused by the listener's need to correct, repeat or further

explain something that the speaker has mentioned.

Also occurs when the listener interrupts the speaker to show that
they agree with what the speaker is saying.
Read both dialogues.
Why are they
considered as
cooperative
interruption?
 Competitive Interruption
Competitive interruption happens when the listener forcefully
interjects and intends to continue talking. It's a conversation take-
over.

In most conversations, the participants want to share something that

is emotionally important to them.

It also occurs when the listener cuts off the speaker in an attempt to
exert some sort of power over them.

This power interruptions can be quite hostile and can lead to conflict
between conversation partners.
 Competitive Interruption
On other occasions, a listener feels an
urgency to immediately learn a new piece
of information from the speaker.

Sometimes they can't wait until it is their

turn to speak before they start talking
about what is important to them.

This results in an interruption that shows

disregard for the speaker's turn, and
disrupts the conversation.
Read both dialogues.
Why are they
considered as
competitive
interruption?
 Reasons for interruptions
To give information
Sometimes a listener may need to contribute by giving additional
information that the speaker has missed.
 Reasons for interruptions
To ask a quick question
On some occasions, the need to pause the conversation arises from
the listener needing some clarification or an explanation about
something the speaker has said.
 Reasons for interruptions
To share an opinion
Sometimes the listener feels the need to share their opinion or to
mention something related to what the speaker is saying.
TUTORIAL
TASKS
 TASK 1
In groups of 3, elaborate on two positive outcomes
for each of the communicative strategies when they
are employed in group discussion.

Specify your answers from the POV of listener and

speaker. You may provide relevant examples.

Present your answers to the class.

 TASK 2
In groups of 3, create a dialogue with maximum of
10 lines discussing on the theme ‘Sports’.

You must include at least three communicative

strategies in the dialogue.

Act out the dialogue in front of the class.

THANK YOU!