Feng Jing

【Abstract】For ESL/EFL teachers, language theories will help you understand how to teach more effectively by being exposed to several language theories or some other related theories for language teaching. The CLT theory emphasizes that communication is the main aim in language learning. When we communicate with others, we are not merely communicating thoughts or simple information. Our relationships with others, and our sense of who we are managed through our conversations. We unconsciously build, produce our identities, roles and relationships in conversational interaction. In this article, speech convergence in second language teaching will be discussed shortly, in addition, some pedagogical implications will be given to make the second language teaching class more dynamic and effective.

【Key words】Accommodation Theory (AT); Speech Convergence; Second Language Teaching; Pedagogical Implications

【作者簡(jiǎn)介】Feng Jing, Dong-A University.

1. Theoretical Background

Communication Accommodation Theory was proposed in 1970s. In CAT, or in its original form ‘speech accommodation theory (West and Turner, 2010), it is argued that interlocutors in a conversation adjust their speech according to their conversational partners (West and Turner, 2010; Giles and Gasiorek, in press). According to (Giles,1973), convergence occurs when the interlocutor(s) convert their communication behavior to be more like the person or listener they are talking to. The CAT proposes that the use of speech convergence can decreases social distance between interlocutors and thus reflects a speakers (often unconscious) need for social integration or identification with the interlocutors social group (Giles, Coupland, and Coupland 1991). Thus, having awareness of this may motivate the instructor/teacher to use speech convergence more deliberately.

2. Second Language Teaching and Speech Convergence

In this section, how speech convergence relates to SLA will be mentioned. First, it should be noted that in every single interaction or communication, either convergence, divergence or maybe both at the same time can occurs. Indeed, according to Krashens Input hypothesis (1985), simplified or comprehensible input is conducive to acquisition. Speech adjustments such as using shorter utterances, and simplified lexis and syntax help make input more comprehensible, and therefore make acquisition easier. In addition, Krashen also proposes that second language acquisition can take place if the input provided by the interlocutor is slightly beyond the learners level. In a similar vein, native speakers tendency to modify their speech to assist L2 speakers can be viewed as an accommodation strategy employed by the native speakers while interacting with non-native speakers. (Scarborough, Brenier, Zhao, Hall-Lew, and Dmitrieva, 2007). Native speakers who have experience with nonnative speakers may try to choose topics that they believe are suitable, or ask ‘or questions in different way to make L2 speakers understand more.

3. Pedagogical Implications

In speaking, learners need to decide the use of speech convergence appropriately according to its audience. It is necessary for the students to know the functions and factors that may influence speech convergence, in that way it can be taught to develop students awareness of the use of it. It can be regarded as a polite speech strategy (J. Holmes,1992.). Attention should be paid and the awareness of speech convergence should be raised through second language teaching. Speech convergence does not just occur on a linguistic level, learners awareness of how to use some non-verbal speech convergence in certain situations needs to be raised so that they can make themselves understood and read their conversation partners intentions as well. English teachers should use speech convergence positively in their classroom setting because the English class might include a lot of explanations, paraphrasing. This paper encourages English teachers to use speech convergence in teaching process, which helps construct greater English learning success.

References：

[1]Ferguson, C. A. Toward a characterization of English foreigner talk[J].1975.