Circumlocution, Communication Strategies, and The ACTFL Proficiency Guidelines: An Analysis of Student Discourse

Liskin–Gasparro, Judith E.

doi:10.1111/j.1944-9720.1996.tb01245.x

Cited by 47 publications

(50 citation statements)

References 9 publications

(7 reference statements)

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“…No L1-based strategies were in evidence, confirming findings by Liskin-Gasparro (1996), Paribakht (1985), and Bialystok (1983) that as proficiency level increases, so too does use of L2-based strategies. Also of note, message avoidance and message abandonment were almost nonexistent.…”

Section: Specifying Status As a Nonexpertsupporting

confidence: 87%

A Native‐Like Ability to Circumlocute

Jourdain

2000

The Modern Language Journal

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The ability to circumlocute successfully is of utmost importance in compensating for gaps in lexical knowledge. Although all studies indicate that one’s ability to circumlocute increases with increasing proficiency, it is interesting that little attention has been paid to those learners who have the greatest ability to circumlocute, native‐like speakers. This study addresses the norms of native and native‐like circumlocution. It expands the discussion of strategies involved in this skill to include the means by which speakers frame their message and thereby set the linguistic context for their listeners. Participants in this study, both native and native‐like speakers, were found to employ similar strategies while circumlocuting, including the use of synonyms, analogies, and descriptions. These participants also consistently framed their speech to facilitate listener comprehension, and they frequently included in their discourse some reference to their status as a nonexpert in the field. Similarities in native and native‐like circumlocution found in this study help to provide some empirical validation to the notion of “native‐like.”

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Section: Specifying Status As a Nonexpertsupporting

confidence: 87%

A Native‐Like Ability to Circumlocute

Jourdain

2000

The Modern Language Journal

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“…Studies of actual strategy use have produced opposite results, that is, learners with better proficiency used fewer strategies to convey information (Bialystok & Frohlich, 1980;Labarca & Khanji, 1986;Liskin-Gasparro, 1996;Poulisse & Schils 1989;Ting & Phan, 2008). So far, findings from studies using reported and actual strategy use have concurred on the tendency of less proficient learners to use less effective communication strategies…”

Section: Resultsmentioning

confidence: 99%

Communication Strategy Use and Proficiency Level of ESL Learners

Ting¹,

Soekarno²,

Lee³

2017

The Journal of AsiaTEFL

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“…The early research dealt with different languages, different levels of learners, and different procedures. It has been suggested that the differences in target item, proficiency level, and learner type resulted in different CS selections (Bialystok 1983;Ito 2000;Liskin-Gasparro 1996;Poulisse 1987). Thus, different variables affect the selection of CSs.…”

Section: Communication Strategiesmentioning

confidence: 99%

Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate

Ayedoun

Hayashi

Seta

2018

Int J Artif Intell Educ

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This paper describes an embodied conversational agent enhanced with specific conversational strategies aiming to foster learners' readiness towards communication in a second language (L2). Willingness to communicate (WTC) in a second language is believed to have a direct and sustained influence on learners' actual usage frequency of the target language. To help overcome the lack of suitable environments for increasing L2 learners' WTC, our approach is to build embodied conversational agents that can help learners surmount their apprehension towards communication in L2. Here, we focus on the dialogue management aspects of our approach and propose a model based on a set of communication strategies (CS) and affective backchannels (AB) to foster such agents' ability to carry on natural and WTC-friendly conversations with learners. We examined learners' expected WTC after interacting with one of the following versions of the system: an agent featuring both CS and AB; an agent featuring only CS; and an agent featuring only AB. The results suggested that combining CS and AB empowers the conversational agent and leads to higher expected WTC among L2 learners. We also found that even the AB-only version of the system had the potential to enhance WTC to some extent. These findings are evidence of the feasibility of enhancing L2 learners' engagement towards communication using a computer-based environment coupled with appropriate conversational strategies.

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Circumlocution, Communication Strategies, and The ACTFL Proficiency Guidelines: An Analysis of Student Discourse

Cited by 47 publications

References 9 publications

A Native‐Like Ability to Circumlocute

A Native‐Like Ability to Circumlocute

Communication Strategy Use and Proficiency Level of ESL Learners

Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate

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