on cross cultural communication george ypsilandis ypsi@itl.auth.grypsi@itl.auth.gr dept of italian...
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On Cross Cultural Communication
George Ypsilandis ypsi@itl.auth.gr
Dept of Italian Language and Literature
Aristotle University of Thessaloniki
What is the most valuable skill one would expect students to acquire in
Foreign Language Teaching and Learning?
What is the most problematic area for teachers to coach
In Foreign Language Teaching and Learning?
The Art of Communication
THE PRESENT
THE RECENT PAST
THE DISTANT PAST
COMMUNICATION CHANNELS
LETTER
PHONE
Email/TANDEMwww.slf.ruhr-uni-bochum.de/
TEXT CHAT
MOO
CONFERENCING
BLOG
SMS
SKYPE
UTUBE
GOOGLETALK
WIKI
ROLE PLAY
NETPHONE
PROBLEMSMonolingual EnvironmentLack of authenticityNot natural languageLimited Communication
PROBLEMSAsynchronous CommunicationDelays in CorrespondenceNot natural/authentic/spontaneous languageGenre not particularly friendly and not developingWritten language not spoken (fluency)Low motivation due to long delays
FINAL RESULTCommunication Becomes Static
and Does not motivate Language Learning
THE PRESENT
THE RECENT PAST
THE DISTANT PAST
COMMUNICATION CHANNELS
LETTER
PHONE
Email/TANDEMwww.slf.ruhr-uni-bochum.de/
TEXT CHAT
MOO
CONFERENCING
BLOGS
SMS
SKYPE
UTUBE
GOOGLETALK
WIKI
ROLE PLAY
NETPHONE
THE NEGATIVEAsynchronous CommunicationGenre not particularly friendly but developingLack of spontaneous communicationWritten Language
THE NEGATIVENew language or new writing system e.g. a/s/l, , : (, : )Often ‘one word’ communicationSexual harassmentNon paralinguistic features, such as face grimaces, hand movement, stress, intonation, etc.Bad quality of sound transmission and videoDelayed RoundtripTime and location of meeting
FINAL RESULTCommunication does not develop. Remains at levels of
small talk and often is repeated with new acquaintances
and therefore results in shorting words and phrases`
Το πού• www.icq.com ICQ• www.paltalk.com PALTALK• www.aim.com AOL (AMERICA ON LINE)• www.mirc.com/ MIRC• http://messenger.msn.com/Xp/Default.aspx?mkt=el-gr
MESSENGER• http://www.microsoft.com/windows/netmeeting/
NETMEETING• http://www.cuworld.com/ CUWORLD• http://www.radvision.com/EnterpriseSolutions/
VideoconferencingProducts/ClickToMeet/ CLICK TO MEET• www.skype.com SKYPE• http://www.webacall.com VOIP• http://www.voipbuster.com/en/index.html VOIPBUSTER
TYPICAL INSTANCES OFCROSS CULTURAL COMMUNICATION
TANDEM SYNCHRONOUS
NATIVE-NON NATIVENATIVE-NON NATIVE
NON NATIVE-NON NATIVE
ONE TO ONEONE TO ONE
MANY TO MANY
Comparisons with other studies:Native-Non native,
many to many
Examples of failed communication From O’Reily discussed at a pre-conference workshop in Grenada Spain with reference to The Cultura Project
CAREFUL PREPARATIONPRE-TASK – WHILE TASK – META TASK
AVOIDANCE OF HOT TOPICS
Comparisons with other studies:Non Native-Non native,
one to one
From Ceferoglu (2007)UNTELE conference, Compiegne, France
TYPICALLY STUDIES OF CROSS CULTURAL COMMUNICATION IN COMPUTER MEDIATED
COMMUNICATION EXAMINE:
•AMOUNT OF LANGUAGE PRODUCED (MLU)•UPTAKE
TYPICALLY STUDIES OF CROSS CULTURAL COMMUNICATION IN COMPUTER MEDIATED
COMMUNICATION EXAMINE:
•AMOUNT OF LANGUAGE PRODUCED (MLU)•UPTAKE
Study 1: Participation and Engagement, Amount and Confidence
1st Stage Students were engaged in open communication on specific topics
2nd StageStudents were engaged in free
communication on topicsof their interest
3rd StageStudents were engaged in communication collecting
information for project
Communication was recorded and analysed through
Adobe’s AUDITION program
Structured Interviews Followed
Results: findings AUDITIONParticipation is minimal.Single word Phrases.
Voice is extremely low.Discussion is only one sided.
Difficult to identify Who is who by non
Listening to the audio
Results: findings AUDITION
Participation is increasing.Phrases remain short.
Phrases become a little more complex.
Voice is still low.More engaged in Discussion.
Participation is small.Phrases are short.
Phrases are not complex.Voice is low.
Discussion is almost one sided.
Possible to identify Who is who even by non
Listening to the audio
More findings through AUDITION
Participation is equal.Phrases are long.
Phrases are complex.Voice is louder.
Fully engaged in Discussion.
Difficult to identify Who is who by non
Listening to the audio
Student opinions and reactions• Half the student population that was invited to
participate did not show up• Some of those who came the first time did not show up
the second time• Feel their language is improved• Feel their confidence in speaking the language is
increasing• Some feel they learn about target language every day
life and culture• Did not have problems with the apparatus• Sound was clear with no delays• Enjoyed speaking• Would have used it regularly
NO MLU EXAMINED
NO UPTAKE
…Student reactions
• Difference in their linguistic behavior when they speak with people of their age or younger for topics of their interest
(One Non Native Speaker)
• Few instances of pragmatic failure immediately negotiated
• No instances of failed communication
Study 2: Quality of Content
• Greeks writing in English (James, Scholfield and Ypsilandis`92) for a scholarship
• English natives evaluate the content
• Subjects are asked about their intention (introspective data)
• Register Pragmatic Failure that had occurred
Greeks writing in English Direct Strategies
Strategy Employed
Language Used Pragmatic Failure
Quasilogical Argumentation
Egocentric Language AV
e.g. “I strongly believe” “Iconsider” “I am”
Don´t impose on your hearer Grice (1973)
Affective Appeal Charged language
e.g. “your schlsp is my only chance” “I hope you will not refuse to me”
Give hearer option Grice (1973)
Quasilogical Argumentation
Direct Demands
e.g. “I am sure… did convince you…”
Don´t impose on your hearer Grice (1973)
Greeks writing in English Indirect Strategies
Strategy Employed
Language Used Pragmatic Failure
Quasilogical Argumentation
Extensive reference to their qualifications
e.g. “I speak… I have… I am..”
Be as informative as is required but no more than that Grice (1973)
Quasilogical Argumentation
Charged language
e.g. “It (schlsp) will give me the chance to complete my research”
Don´t impose on your hearer Grice (1973)
Use of complimentary and anticipatory expressions
Charged language
e.g. “Thank you in advance” “I would like to congratulate you”
Display of manners
Don´t impose on your hearer Grice (1973)
NNS evaluating Greeks writing in English (James, Scholfield and Ypsilandis`94)
PART 1 2 3 4 5 6 7 8 9 10
NSs + - - - - - - - + -
NNs + x S + - S X X + +
KEY
+ = considered suitable, - = considered unsuitable
S = neutral judgment, X = NNSs were divided
Evaluate each sentence in a Likert scale in terms ofAcceptable Neutral Unacceptable
NNS evaluating Greeks writing in English (James, Scholfield and Ypsilandis`94)
TLE VERSION
Gr Sy Po Port Fr Ge
OL VERSION Gr Sy Po Fr Port Ge
Evaluate each sentence in English and their own languageAcceptable Neutral Unacceptable
Implications to Language
Colourless language?
Quirk (1981) proposes English for International Communication (Nuclear Engl.)
NE = ‘culture free as calculus, with no literary, aesthetic, or emotional aspirations’
Fishman = “without love, without sighs, without tears and almost without effect of any kind”
Implications to Syllabus
• Symbolic Cultural competence/awareness/expertise should be included
• The art of accommodation
Which Social genre (Social
Ladder)
What variation Native and Non native Englishes
Implications for Teaching
IMPLICIT EXPLICIT
COST EFFECTIVE
OFFENCE GIVEN AND TAKEN
“studial capacity” Palmer `92
ETHICAL QUESTIONS
KNOWLEDGE REQUIRED
“ersatz” native speaker Cook `93
One Suggestion by Jenny Thomas
Pragmalinguistic FailureMisformulated
Teacher corrects straightforwardly
Sociopragmatic FailureMisused
Teacher points out and discusses
3 PROBLEMS WITH THISAPPROACH
(a) No instructions for non clear-cut, mid-scale instances: corrections on the spot-no source book Skype does not provide a recorded version(b) Should the learner know about this or teacher centred (decide/correct)(c) What pedagogic input should there be in cases of doubt? Is there a test?
PARAPHRASE
the semantic paraphrase your cat has none.
A TEST
Pragmalinguistic FailureMisformulated
e.g. NP, this N of yours has deprecatory overtones as in
This cat of yours has killed my canary,
New Language Teacher
• The Grammar• The Lexicon • The Semantics and Pragmatics• The Skills• Procedural Knowledge - Tasks• The Culture and Rhetoric• Symbolic Expertise and Accommodation• The Socio affective parameters• Be Aware of Cognitive and Learning Style• Enhance Autonomy• Support the Learning Process (Supportive Feedback)• Provide Corrective Feedback• Organinisation skills• Ethnolinguistic knowledge• Knowledge on Sociology• Knowledge on the psychology of learning• Use Computers
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