Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/32621
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Politikos mokslai / Political sciences (S002)
Author(s): Čubajevaitė, Laura
Title: Verbal behaviour of Japanese students in conversational Lithuanian
Other Title: Žodinis japonų studentų bendravimas šnekamąja lietuvių kalba
Is part of: Baltijos ir Rytų Azijos regionų studijos: naujieji transnacionaliniai iššūkiai ir Rytų patirtis = Studies of the Baltic and East Asia regions: new transnational challenges and experience of the East. Kaunas : Vytauto Didžiojo universitetas, 2006
Extent: p. 190-199
Date: 2006
Series/Report no.: (Regioninės studijos. 1)
Keywords: Lietuvių kalba;Bendravimas;Japonai;Lietuvių kalba;Lithuanian;Verbal behaviour;Japanese;Lithuanian speech
ISBN: 9955121432
Abstract: The paper discussed three communicative strategies that are most frequently used by Japanese students in conversational Lithuanian. These include code switching, repetitions and pausing. It has been noticed that the interviewed switch languages when it is necessary to fill in lexical gaps. As for the pedagogical perspective, Skiba claims that “when code switching is to compensate for a language difficulty it may be viewed as interference and when it is used as a socio-linguistic tool it should not” (Skiba, http:// iteslj.org/Articles/Skiba-CodeSwitching.html.) Repetitions are used in cases of the lack of linguistic competence and the students’ involvement in the conversation. According to Roebuck and Wagner, shadowing, which is one of the repetition forms, helps learners to participate in what has been said and in this way allows them to get involved more actively into the conversation (Roebuck and Wagner, 2004). This enables even novice learners to collaborate in the conversation and learn more at the same time (Roebuck and Wagner, 2004). Pauses help students to think and compensate the time deficit. Thus it is evident that even beginner level students are able to produce and collaborate in conversations with the help of the above-mentioned communicative strategies. As for foreign language learning, it could be concluded that these strategies are helpful and could be taught to be used consciously in the foreign language classroom to achieve more effective and easier learning. In addition, it might be beneficial to conduct further research in order to determine as to how students’ application of communicative strategies changes while improving the acquisition of foreign language skills
Internet: https://eltalpykla.vdu.lt/1/32621
https://www.vdu.lt/cris/bitstream/20.500.12259/32621/1/ISSN2029-2074_2006_V_1.PG_190_199.pdf
https://hdl.handle.net/20.500.12259/32621
Affiliation(s): Vytauto Didžiojo universitetas
Appears in Collections:2006 Regioninės studijos, [vol.] 1
Universiteto mokslo publikacijos / University Research Publications

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