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• W63772158 abstract "A friend of mine living in Japan was cooking a dish that required a gas canister. The Japanese word for it gasu bombe was not part of his linguistic repertoire, so at the supermarket he roughly described the object to the clerk as ‘a round metal can, not so big, and used for cooking.” Round-a-bout descriptions like this are commonplace among speakers trying to communicate in a second language (L2). What are normally smooth transitions from one word and idea to the next are interrupted by gaps in L2 knowledge. When we attempt to repair these gaps, we are using communication strategies (CS). As language teachers, we have all come across students with extraordinary standardized test scores, though when it comes to oral communication, they can barely string two sentences together. The converse is also true: a student with sub-average test scores is somehow wonderfully communicative. Even learners of similar learning backgrounds with approximately equal amounts of linguistic knowledge often display widely disparate L2 performance. Why is this so? This paper is an attempt to shed some light on this mystery of how CS contribute to overall communicative competence." @default.
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• W63772158 date "2012-01-01" @default.
• W63772158 modified "2023-09-24" @default.
• W63772158 title "Issues in Second Language Acquisition : Can strategic competence be taught in the language classroom?" @default.
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