IMG032

38)STRATEG!ES OF COMMUNlCATlOlJ^^^^^/JJ^B

■ tncks students use (O cominurfiMte ulieii they lack knowledge.

^a)risk a v o i d i n e

oudłjU^WZuJr śhc'Jny/i

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■ ojjoftcujLUi.

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Ł faj> J, kgeping sileni - student? don’t say anything •&<*»    conr^u

Ti*, oca dv but not hc^ n>    /'

» topie ąyoidance - students avoid certain topics (not enough competence)

u.cak fil

i message afcandonment - students t.ry to convey the message but suddenly they give up, stop in half way

⁰ semantic ąyoidance - students reduce the message in term of vocabuIary, sometimes they say something different than they intended to say (misunderstanding)

| message reduction - students say much less than they intended to or could say in their mother tongue ( * jjj || jjfj f^x'^ ^be‘°^^t> | ** ^^ib 4 **•»**

t(&&otu'Ce. Ca pMt&lcu. #W/-e-j*eo

b) r i s k running    I—H    .

, ,    ,    .    i viu^Ce a>oio/d:    £«<*,

H a wora from anotlier ianguage |    |    |    |

| boiTOwing - students borrow a worJ | codę switching / languagę svstem - students start using anotlier language that

both he/she and tlie listener knows i naranhrasing i students say something in different words h&ft • aopeal for help - students ask somcone: *What do you cali lliis thing?’

of paralinsuistic devices - gestures, mimie, face expression, pointing,

ciO^ac/yflCcać

i

use

drawing

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>ekuce

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ii.    ni 1. . ■’    j 1

i ^J?A/^ ^ źubskritic8 [ffl    „fani jobi^ faf

,Ao to    •    i

IBiUf to '^pkhpj

B H ilg^gB i

B HB 11BBI

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