SOME PREREQUISITES FOR SPEAKING IN ANOTHER LANGUAGE

▣ Speaking

▶ SOME PREREQUISITES FOR SPEAKING IN ANOTHER LANGUAGE

■ In order to be able to speak another language and make oneself understood, it is usually not necessary to reach a perfect level of competence and control. People can communicate orally with very little linguistic knowledge when they make good use of pragmatic and sociocultural factors. However, there are many prerequisites to becoming a genuinely effective oral communicator in another language. 

 

 

 

■ The linguistic, sociocultural, and discourse competencies needed to ensure better communication include the following areas, all of which are part of discourse knowledge:

 

a. knowing the vocabulary relevant to the situation 

b. ability to use discourse connectors such as well; oh; I see; okay 

c. ability to use suitable "opening phrases" and "closing phrases" such as Excuse me or Thank you for your help 

d. ability to comprehend and use reduced forms (reducing vowel sounds is essential in English) 

e. knowing the syntax for producing introductory clauses in the language 

f. ability to use the basic intonation - or tone - patterns of the language 

g. ability to use proper rhythm and stress in the language and make proper pauses 

h. awareness of how to apply Grice's maxims in the new language, i. knowing how to use the interlocutor's reactions and input 

j. awareness of the various conversational rules that facilitate the flow of talk 

 

 

 

■ Therefore, beyond the linguistic competence that learners or nonnative speakers need to have in a second or foreign language, they also have to develop compensatory strategies to overcome deficiencies in any of these areas. Such compensation-communication strategies should be included within a more general strategy-based type of instruction, as was described earlier.

 

 

 

■ The compensation strategies would consist of paraphrasing when vocabulary items are missing, appealing for help when a concept or notion cannot easily be communicated, using examples and explanations to clarify one's intention, etc. These strategies can best be developed by ample exposure to authentic speech in the classroom and participating in various oral practice activities.