Teaching the Art of Circumlocution

Berry-Bravo, Judy

doi:10.2307/344713

Cited by 11 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The result is in agreement with (Ugla, Adnan, & Abidin, 2013b;Abu Anawas, 2012;Nakatani, 2005;Khalil, 2005;Shmais, 2003;Berry-Bravo, 1993;Paribakht, 1985). However, this result contrasts with (Razmjoo & Ardekani, 2011;Huang, 2010;Khan, 2010, Lam, 2006 who found no clear relationship between strategy use and proficiency level.…”

Section: Question Four: What Is the Correlation Between Language Profcontrasting

confidence: 51%

See 1 more Smart Citation

The Impact of Using Asking for Clarification and Circumlocution Speaking Strategies on Enhancing the Speaking Skill of EFL Students

Baradeyah¹,

Farrah²

2017

SLL

View full text Add to dashboard Cite

show abstract

Section: Question Four: What Is the Correlation Between Language Profcontrasting

confidence: 51%

“…Whereas, the second task was a description of ten pictures which was used in many studies such as (Nakatani, 2012;Nakatani, 2005;Lam, 2004;Berry-Bravo, 1993) (See Appendix 3). In the former task, the researchers designed problem-solving tasks to elicit the use of clarification requests strategy.…”

Section: Speaking Pre-testsmentioning

confidence: 99%

The Impact of Using Asking for Clarification and Circumlocution Speaking Strategies on Enhancing the Speaking Skill of EFL Students

Baradeyah¹,

Farrah²

2017

SLL

View full text Add to dashboard Cite

show abstract

“…Several scholars (inter alia Berry-Bravo, 1994;Liskin-Gasparo, 1996;Salomone and Marsal, 1996;Jourdain, 2000) have pointed out that circumlocution is spelled out in the ACTFL guidelines. In the latest version of the proficiency guideline on speaking, circumlocution, as an effective communicative strategy, is one of the defining characteristics of Advanced High, and Intermediate-High, speaking levels:…”

Section: Circumlocution: Theoretical Backgroundmentioning

confidence: 99%

“…The student who wins is the one who has been best understood by his/her classmates. Berry-Bravo (1994) addresses the issue of how to teach circumlocution in beginning Spanish classes. She advocates the use of basic vocabulary such as cosa 'thing', persona 'person,' lugar 'place,' as a basis of simple circumlocutory strategies.…”

Section: Previous Proposalsmentioning

confidence: 99%

On the importance of circumlocution in the Spanish language classroom

Arteaga¹,

Llorente²

2012

ELUA

View full text Add to dashboard Cite

ResumenArteaga and Llorente (2009) abogan en favor de la importancia de tratar la variedad léxica regional en las clases de español como lengua extranjera. Proponen enseñar a los alumnos términos que sean neutros desde el punto de vista dialectal, que puedan entenderse en cualquier país hispanoparlante. Este enfoque, sin embargo, presenta el problema de que no siempre es fácil identificar cuáles son las palabras que tienen más difusión entre los dialectos. Este artículo aboga por suplementar el uso de los términos neutros con la destreza de la circunlocución, que diversos investigadores (Rubin, 1975;Oxford and Nyikos, 1989; Schweers, 1999) consideran de gran valor para los estudiantes de una segunda lengua en general, aunque deba ser enseñada explícitamente. Se ofrecen ejercicios modelo que fomentan el uso de la circunlocución, al mismo tiempo que hacen hincapié en los términos neutros. Esta combinación permitirá a los estudiantes comunicarse eficazmente con hablantes de una amplia gama de dialectos.PALABRAS CLAVE: variedad lexica, ELE, circunloción, dialectología, pluricentrismo. AbstractArteaga and Llorente (2009) argue for the importance of addressing lexical regional variety in the Spanish language classroom. They advocate teaching students a dialectally neutral term that will be understood across dialectal zones. One problem with this approach, however, is the difficulty of identifying words that have the most currency among dialects. This paper argues for supplementing the use of neutral terms by the skill of circumlocution, which has been argued to be a valuable skill for second language learners in general (Rubin, 1975, Oxford and Nyikos, 1989, Schweers, 1999, although it must be taught explicitly. Model exercises that foster the use of circumlocution, while also emphasizing neutral terms, are given. This combination will allow students to communicate effectively with speakers of a wide variety of dialects.KEY WORDS: lexical regional variety, Spanish as a second language, circumlocution, dialectology, pluricentrism.

show abstract