English Language Teaching in its Social Context

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COMPREHENSION AND PRODUCTION STRATEGIES 87deal of the time. Since it is meanings which are primary, as long as the speaker feels thatcommunication is proceeding satisfactorily, the need for precise syntax is diminished. Thiscontrasts very clearly with the younger language learner who has much less schematic andcontextual knowledge available personally, and who is also much less able to imagine whathis or her interlocutor has by way of knowledge in each of these areas. As a result, the childhas much less scope to take syntactic liberties and short cuts.We are now facing quite a changed picture regarding the usefulness (or lack of it) ofconversation for language development.There is less need, for the older learner, to producecomplete and well-formed utterances, because most interactions require collaborativeconstruction of meaning rather than solipsistic party pieces. Further, when communicativeproblems occur, the strategies second language learners adopt are not likely to push forwardunderlying system change in any cumulative way. Finally, there is the issue that, even ifconversation were by means of complete, well-formed utterances, and attempts to copewith communicative problems were useful, there is still the likelihood that attempts to copewith ongoing processing demands would not allow the learner to capitali7e upon such atemporary breakthrough, establish a memory trace of it, and use it in the future.ConclusionThe central theme of this chapter has been that syntax has fragile properties. Normalcommunication is pervaded by the pressures of processing language in real time. Wecomprehend and produce language not by exhaustively analysing and computing (althoughwe can do these things if we have to, for reasons of creativity or precision) but instead bydrawing shamelessly on probabilistic strategies which work effectively enough (given thesupport and potential for retrieval of miscommunication that discourse provides) atconsiderable speed of processing. We rely on time-creating devices, context, predictionskills, elliptical language, and a range of similar performance factors to reduce the processingload that we have to deal with during conversation. And the older we become (up to a point)the more adept we can be at exploiting these resources.The central point is that language use, in itself, does not lead to the development of ananalytic knowledge system since meaning distracts attention from form. But clearlycommunication does proceed, so one can infer that speakers draw upon other non-analyticknowledge systems which, one assumes, have qualities relevant to real-time communication.Note1 In one sense, of course, this point is addressed through the distinction betweencommunication and learning strategies. The former emphasizes solutions to immediatecommunication problems, while the latter are concerned with activities which are intendedby the learner to lead to longer-term development. In some cases this distinction is clear,as when, for example, a communication strategy deals with (say) how to express an ideawhen a lexical item is missing (and has no lasting effect) or when a learner deliberatelyorgani7es a list of words for memorization, not attempting to use these words immediately,but instead working towards the extension of an underlying vocabulary. But the centralissue is that one can also regard the operation of many communication strategies ascontaining learning potential, for example when a useful communication strategy becomesproceduralized and so reusable. It is precisely this type of communication strategy that isrelevant in this section.
88 PETER SI
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English Language Teaching in its So
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English Language Teaching in its So
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First published 2001by Routledge11
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IllustrationsFigures1.12.13.13.25.1
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Ac kn ow I e d g e me n t sThe edit
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xivAC I
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2 INTRODUCTIONprocess evoke and cre
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6 INTRODUCTIONcould be used by adul
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8 INTRODUCTIONkey theme in the pape
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Chapter 1Rosamond Mitchell and Flor
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SECOND LANGUAGE LEARNING: CONCEPTS
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FACTORS AFFECTING SECOND LANGUAGE L
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THE SOCIAL CONTEXT FOR LANGUAGE LEA
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THE SOCIAL CONTEXT FOR LANGUAGE LEA
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~ (1~ (1THE SOCIAL CONTEXT FOR LANG
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PART TWOStrategies and goals in the
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148 PAUL I
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150 PAUL I
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152 PAUL I
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154 PAUL I
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~ do~ iswouldwhat156 PAUL KNIGHTLIS
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160 PAUL I
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162 PAUL KNIGHT6 Raman goes to see
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~ (1~ (1~ (1~ (1933)164 PAUL KNIGHT
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~ (1~ (1~~~ (1166 PAUL KNIGHTForeig
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168 JACI< C. RICHARDSa basis for es
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170 JACK C. RICHARDSClassroom manag
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172 JACK C. RICHARDSinformation, an
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174 JACK C. RICHARDSMore recent wor
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176 JACI< C. RICHARDSsuccessful rea
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~ (1985b)178 JACI< C. RICHARDSCohen
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Chapter 10Michael H. LongFOCUS ON F
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182 MICHAEL H. LONG“interfering
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184 MICHAEL H. LONGdcvelopmcnt now
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186 MICHAEL H. LONGPavcsi’s study
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~ (1~ (1190 MICHAEL H. LONGSpada, N
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eingmore192 DAVID NUNANsense. This
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194 DAVID NUNANenable them to make
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196 DAVID NUNANExample 3Look at the
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198 DAVID NUNANConclusionIn this ch
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Chapter 12Anne BurnsGENRE-BASED APP
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202 ANNE BURNSteacher to structure
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204ANNE BURNST:L:T:L:T:L:T:LL:T:L:L
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206 ANNE BURNSSu: Oh (laughs) . . .
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Chapter 13A. Suresh CanagarajahCRIT
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ofTESOL-related macrostructures, an
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212 A. SURESH CANAGARAJAHI enjoyed
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214 A. SURESH CANAGARAJAHconducted
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216 A. SURESH CANAGARAJAHtranscende
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218 A. SURESH CANAGARAJAH(c)(d)(e)(
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220 A. SURESH CANAGARAJAHdownTamil
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222 A. SURESH CANAGARAJAHearly OS),
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224 A. SURESH CANAGARAJAHthe intere
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~ (1226 A. SURESH CANAGARAJAHO’Ne
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228 J. KEITH CHICI
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230 J. KEITH CHICI
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232 J. KEITH CHICI
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234 J. I
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236 J. KEITH CHICKare responsible f
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238 J. KEITH CHICI
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Chapter 15Neil MercerLANGUAGE FOR T
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LANGUAGE FOR TEACHING A LANGUAGE 24
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thecanLANGUAGE FOR TEACHING A LANGU
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~ orwhatassignments,LANGUAGE FOR TE
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~ note,LEARNING A NEW REGISTER 259T
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LEARNING A NEW REGISTER 261there is
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LEARNING A NEW REGISTER 2632 when I
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LEARNING A NEW REGISTER 265session,
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awhichLEARNING A NEW REGISTER 267ha
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~ (1~ (1LEARNING A NEW REGISTER 269
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Chapter 17Angel M. Y. LinDOING-ENGL
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DO1 N G-E NG LIS H - LESS0 N S 273l
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DO1 NG-E N G L IS H-L E S SO N S 27
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DO1 NG-E NG LIS H- L E SSON S 277Cl
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DO1 NG-E NG LIS H - LESS0 N S 279he
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DOING-ENGLISH-LESSONS 281to where?>
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DO IN G - E N G L IS H - L E S SO N
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DO1 N G - E N G L IS H - L E SSO N
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Chapter 18Assia SlimaniEVALUATION O
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EVALUATION OF CLASSROOM INTERACTION
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~ (1983)~ (1EVALUATION OF CLASSROOM
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APPENDIX 2: UPTAKE IDENTIFICATION P
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NAVIGATING THE DISCOURSE 307psychol
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NAVIGATING THE DISCOURSE 309individ
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NAVIGATING THE DISCOURSE 311are not
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NAVIGATING THE DISCOURSE 313types o
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NAVIGATING THE DISCOURSE 315as appr
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NAVIGATING THE DISCOURSE 317learner
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NAVIGATING THE DISCOURSE 319the oth
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~ (1976b)NAVIGATING THE DISCOURSE 3
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Chapter 20Joan SwannRECORDING AND T
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RECORDING AND TRANSCRIBING TALI< 32
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RECORDING AND TRANSCRIBING TALK 327
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~andRECORDING AND TRANSCRIBING TALK
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Indexabsolute innovation 6 1academi
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INDEX 347discursive practices 3 10,
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INDEX 349teachers 6, 22740; constru
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3INDEX 351sampling 323 4Sapir, E. 1
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