Reference: Activity 3


Communication strategies referring to entities

In the table below, you will find several instances of linguistic expressions (bolded and underlined) in 4 excerpts used by Jiulin to refer to entities he does not know a word for. Each case exhibits one or more types of communication strategies.

For each instance of reference, speculate on:

  1. what the intended meaning may be, based on the context. You may find it helpful to view the relevant video segments, as there may be hints from Jiulin’s facial expressions and gestures;
  2. what communication strategy, or strategies (e.g. circumlocution, approximation, word coinage, literal translation, appeal), seem to be in use for conveying the intended meaning;  
  3. whether you think the learner is able to acquire some aspect of Chinese through using that strategy, and if so, what it is that he acquires;

Jiulin’s Interview

Excerpt 1
(lines 62-74)

62

J

所以不太很多,嗯,墨西哥移民人

63

I

哦,[知道了。

64

J

        [还有西班牙的说人,西班牙说[人

65

I

        [西,西班牙人

66

J

西班牙人,对

67

I

68

J

嗯,所以不太,不太多机会,嗯,我们有其他学生的(…)帮助老师的(…)学生

69

I

嗯,帮助老师上课的学生。

70

J

对,不是, 嗯,他们不在课的时候

71

I

72

J

嗯,我们上课的时候不在那儿

73

I

74

J

就是,嗯,其它的时间,我们去跟他们联系,还有就是我的口,我们的口作业。

Jigsaw

Excerpt 2
(lines 9-15)

9

J

嗯, 你的全部的房子的前面有 一个,嗯, 低的墙吗?一个低的

10

A

墙=

11

J

不是墙, 就是, 嗯, 嗯,跟, 跟一个门一样,这样,但是(…)你知道吗?

12

A

我不懂。

13

J

(laugh) 嗯

14

A

车?有一个车=

15

J

什么?不是车,嗯

 

 

 

 

Excerpt 3 (lines 45-49)

45

J

嗯,在,在房子的旁面,的旁边,有一个电脑的,的收到(…)波,[波频道

46

A

[啊,我,我没有

47

J

没有

48

A

我,我的没有

49

J

我的有

 

 

 

 

Excerpt 4 (lines 55-57)

55

J

你的窗户都是,嗯,都是 一个双,双窗户吗?一个很大的窗户,就是有,有两个边,两边?

56

A

57

J

好的,我的也有

Please type your answers to the questions in the box below.

When you have finished typing your answer, click to compare your response with the Learner Language staff response.

No.

Produced

Intended

CS type

1

墨西哥移民人
(Mexican immigrant person)
(Ex1, L62)

墨西哥移民(Mexican immigrants)

Word coinage

2

西班牙的说人,西班牙说人
(Spanish speak person)
(Ex1, L64)

西班牙人(Spanish speakers)

Word coinage probably based on literal translation from the L1

3

学生的(…)帮助老师的(…)学生
(Student…student that help teachers)
(Ex1, L68)

助教
(Teaching assistant)

Circumlocution

4

一个,嗯, 低的墙吗?一个低的墙
(A low wall? a low wall)
(Ex2, L9)

栅栏
(Fence)

Circumlocution

5

不是墙, 就是, 嗯, 嗯,跟, 跟一个门一样,这样
(Not wall, just like a door, like this)
(Ex2, L11)

Circumlocution; Gesture

6

一个电脑的,的收到(…)波,波频道
(A computerized stuff, receiving waves/channels)
(Ex3, L45)

卫星天线
(Satellite dish)

Circumlocution; word coinage;

7

一个双,双窗户吗?一个很大的窗户,就是有,有两个边,两边?
(A double window? A big window with two sides?)
(Ex4, L55)

连在一起的两扇窗户(Two small windows side by side)

Word coinage; Circumlocution

As the above table shows, Jiulin in many cases resorts to the communication strategy of circumlocution to describe the entity that he does not have the word for. For example, in example 3, not knowing the word for “助教 (teaching assistant)”, he describes what a teaching assistant does using a modifying phrase, “帮助老师的 (that helps teachers)”. Similarly, he describes the fence as “低的墙 (a low wall)” and “跟一个门一样 (like a door)”. In these examples, the circumlocution strategy entails the learner’s use of more varied and complex syntax from the learner (e.g., the use of adjective phrases, or relative clauses). In this case, the learner might be likely to acquire more facility in the use of sentence structures such as adjective phrases or relative clauses.

Only in example 2, when Jiulin is referring to “西班牙人 (Spanish speakers; Ex1, L64)” using word coinage and possibly literal translation, does the interlocutor provide native-like input for him (Ex1, L65); Jiulin uptakes it immediately (Ex1, L66). (Of course, uptake doesn't necessarily mean acquisition has occurred, but most researchers and teachers consider it to be a promising indicator.) In example 1, however, the interlocutor does not provide input, because she thinks providing corrective feedback at that moment may break the flow of the communication and she understands what is intended when Jiulin says “墨西哥移民人 (Mexican immigrant person)”.

 

 

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