Reflection on Language
Strategic Competence
Students notice: • that the structure be going to indicates future intentions which are fairly certain to happen • that some prepositions indicate a particular method of transport and collocate differently (e.g. by bus, by train, on foot, etc.) • that some linking devices indicate alternative (or) while others indicate place (where) or sequence (when, first, then, after that, next, finally) and use such language features appropriately.
• Students can use some verbal and/or non-verbal information to ease and enrich communication. – Can rely on gestures, facial expressions and visual context. – Can rely on background noise, tone of voice. – Can make pauses appropriately when speaking. – Can adjust pace according to punctuation marks when reading aloud/silently. • Students can recognise when confused and cope with not being able to understand parts of written/oral texts. – Can tolerate ambiguity – Can wonder if a given text makes sense. • Students can recognise when confused and use verbal and/or non-verbal language to repair communication breakdowns. – Can interrupt a conversation politely. – Can repeat/ask for repetition. – Can refer to dictionary entries. – Can ask for/give examples to illustrate message. – Can paraphrase. – Can self-correct pronunciation. – Can re-read. – Can ask for/give the spelling/meaning of a word. • Students can give/take the floor sensitively in verbal and/or non-verbal ways. – Can initiate a conversation appropriately. – Can choose the most appropriate moment to intervene. – Can show sensitivity towards others. • Students can make sense of the organisation of reference books (dictionaries, encyclopaedias, textbooks) in order to look for help. – Can look up words to decide when they are used. – Can look up unfamiliar words to find their meaning.
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