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SPEAKING A LANGUAGE speaking must be viewed as a complex skill which is…

- - - - Allows to make refernce to the immediate context → less need to be explicit (as one might normally ve in writing) → the 'situated' nature of speech is eliptic
      - Other characteristics os spoken language grounded in a shared context:
        
        high frequency of personal pronouns;
        
        use of substitute forms (...and everybody else did);
        
        use of deictic language.
    - - speaking ANOTHER LANGUAGE
        The value of teaching sociocultural knowledge is debatable. Many of these so-called rules are based on flimsy, often hearsay, evidence. Plus, these rules are irrelevant in an international conxet of language use.
        Intercultural competence: the ability to manage crosscultural encounters irrespective of the culture of the language being used, and taking into account that difference and ambiguity are inherent in all communication.
- - - - speaking ANOTHER LANGUAGE
        
        Genre knowledge includes knowing how different speech events are structured, and this will be particularly relevant to learners with specific purposes for learning English.
        Genres are not really useful if your students don't have any specific needs. But genres are useful as a frame to put new language into. Or it's great to teach sts how to realise some genre specific steps language-wise.
        Anything else? will make more sense when it is embedded in a shopping dialogue than if it were presented in isolation.
    - - Performance factors:
        
        Mode;
        
        Degree of collaboration;
        
        Discourse control;
        
        Planning and rehearsal time;
        
        Time pressure;
        
        Environmental conditions.
      - Affective factors:
        
        Feelings towards the topic and participants;
        
        Self-consciousness.
      - Cognitive factors:
        
        familiarity with the topic;
        
        familiarity with the genre;
        
        familiarity with the interlocutors;processing demands (complexity of mental processing required).
  - - - When L2 speakers struggle, they can use communication strategies to get her message across - strategic competence.
        Communication strategies:
        
        circumlocution;
        
        word coinage;
        
        foreignizing a word;
        
        approximation (worktable-workbench);
        
        using an all-purpose word;
        
        language switch (also called codeswitching);
        
        paralinguistics;
        
        appealing for help.
        
        +avoidance strategy and discourse strategy (the wholesale borrowing by the speaker of segments of other speakers' utterances, often in the form of unanalysed units).
        Communication and discourse strategies are very useful for learners in that it allows them to achieve a degree of communicative effectiveness beyond their immediate linguistic competence.
        BUT they can also lead to the premature closing down of the learner's developing language system (or interlanguage) - a process that is sometimes called fossilization. Certain learners seem to become dependent on their strategic competence at the expense of their overall linguistic competence. - A trade-off between early fluency and later interlanguage development.
        A choice should be made depending on conditions in which a learner is most likely to use the language.
      - To ensure availability for use, there are three processes involved:
        Learners need to be made aware of features of the target knowledge-base → they need to integrate these features into their existing knowledge-base → they need to develop the capacity to mobilize these features under realtime conditions.