1. On Cross Cultural Communication George Ypsilandis ypsi@itl.auth.grypsi@itl.auth.gr Dept of Italian Language and Literature Aristotle University of Thessaloniki

2. What is the most valuable skill one would expect students to acquire in Foreign Language Teaching and Learning? What is the most problematic area for teachers to coach In Foreign Language Teaching and Learning? The Art of Communication

4. THE PRESENT THE RECENT PAST THE DISTANT PAST COMMUNICATION CHANNELS LETTER PHONE Email/TANDEM www.slf.ruhr-uni-bochum.de / TEXT CHAT MOO CONFERENCING BLOG SMS SKYPE UTUBE GOOGLETALK WIKI ROLE PLAY NETPHONE PROBLEMS Monolingual Environment Lack of authenticity Not natural language Limited Communication PROBLEMS Asynchronous Communication Delays in Correspondence Not natural/authentic/spontaneous language Genre not particularly friendly and not developing Written language not spoken (fluency) Low motivation due to long delays FINAL RESULT Communication Becomes Static and Does not motivate Language Learning

5. THE PRESENT THE RECENT PAST THE DISTANT PAST COMMUNICATION CHANNELS LETTER PHONE Email/TANDEM www.slf.ruhr-uni-bochum.de/ TEXT CHAT MOO CONFERENCING BLOGS SMS SKYPE UTUBE GOOGLETALK WIKI ROLE PLAY NETPHONE THE NEGATIVE Asynchronous Communication Genre not particularly friendly but developing Lack of spontaneous communication Written Language THE NEGATIVE New language or new writing system e.g. a/s/l, , : (, : ) Often ‘one word’ communication Sexual harassment Non paralinguistic features, such as face grimaces, hand movement, stress, intonation, etc. Bad quality of sound transmission and video Delayed Roundtrip Time and location of meeting FINAL RESULT Communication does not develop. Remains at levels of small talk and often is repeated with new acquaintances and therefore results in shorting words and phrases`

6. Το πού www.icq.com ICQ www.paltalk.com PALTALK www.aim.com AOL (AMERICA ON LINE) www.mirc.com/ MIRC http://messenger.msn.com/Xp/Default.aspx?mkt=el-gr MESSENGER http://www.microsoft.com/windows/netmeeting/ NETMEETING http://www.cuworld.com/ CUWORLD http://www.radvision.com/EnterpriseSolutions/Videoconf erencingProducts/ClickToMeet/ CLICK TO MEET www.skype.com SKYPE http://www.webacall.com VOIP http://www.voipbuster.com/en/index.html VOIPBUSTER

7. Model – Language Provider Aims at uptake Model – Language Provider The teacher/researcher aims at uptake Model – Language Provider Aims at uptake Generally positive reactions No clear results of language increase or uptake ATTENTION Distinction between Form and Culture English and other minority languages

8. Comparisons with other studies: Native-Non native, many to many Examples of failed communication From O’Reily discussed at a pre-conference workshop in Grenada Spain with reference to The Cultura Project CAREFUL PREPARATION PRE-TASK – WHILE TASK – META TASK AVOIDANCE OF HOT TOPICS

9. Comparisons with other studies: Non Native-Non native, one to one From Ceferoglu (2007) UNTELE conference, Compiegne, France TYPICALLY STUDIES OF CROSS CULTURAL COMMUNICATION IN COMPUTER MEDIATED COMMUNICATION EXAMINE: AMOUNT OF LANGUAGE PRODUCED (MLU) UPTAKE TYPICALLY STUDIES OF CROSS CULTURAL COMMUNICATION IN COMPUTER MEDIATED COMMUNICATION EXAMINE: AMOUNT OF LANGUAGE PRODUCED (MLU) UPTAKE

10. Study 1: Participation and Engagement, Amount and Confidence 1st Stage Students were engaged in open communication on specific topics 2nd Stage Students were engaged in free communication on topics of their interest 3rd Stage Students were engaged in communication collecting information for project Communication was recorded and analysed through Adobe’s AUDITION program Structured Interviews Followed

11. Results: findings AUDITION Participation is minimal. Single word Phrases. Voice is extremely low. Discussion is only one sided. Difficult to identify Who is who by non Listening to the audio

12. Results: findings AUDITION Participation is increasing. Phrases remain short. Phrases become a little more complex. Voice is still low. More engaged in Discussion. Participation is small. Phrases are short. Phrases are not complex. Voice is low. Discussion is almost one sided. Possible to identify Who is who even by non Listening to the audio

13. More findings through AUDITION Participation is equal. Phrases are long. Phrases are complex. Voice is louder. Fully engaged in Discussion. Difficult to identify Who is who by non Listening to the audio

14. Student opinions and reactions Half the student population that was invited to participate did not show up Some of those who came the first time did not show up the second time Feel their language is improved Feel their confidence in speaking the language is increasing Some feel they learn about target language every day life and culture Did not have problems with the apparatus Sound was clear with no delays Enjoyed speaking Would have used it regularly NO MLU EXAMINED NO UPTAKE

15. …Student reactions Difference in their linguistic behavior when they speak with people of their age or younger for topics of their interest (One Non Native Speaker) Few instances of pragmatic failure immediately negotiated No instances of failed communication

16. Study 2: Quality of Content Greeks writing in English (James, Scholfield and Ypsilandis`92) for a scholarship English natives evaluate the content Subjects are asked about their intention (introspective data) Register Pragmatic Failure that had occurred

17. Greeks writing in English Direct Strategies Strategy Employed Language UsedPragmatic Failure Quasilogical Argumentation Egocentric Language AV e.g. “I strongly believe” “Iconsider” “I am” Don´t impose on your hearer Grice (1973) Affective AppealCharged language e.g. “your schlsp is my only chance” “I hope you will not refuse to me” Give hearer option Grice (1973) Quasilogical Argumentation Direct Demands e.g. “I am sure… did convince you…” Don´t impose on your hearer Grice (1973)

18. Greeks writing in English Indirect Strategies Strategy Employed Language UsedPragmatic Failure Quasilogical Argumentation Extensive reference to their qualifications e.g. “I speak… I have… I am..” Be as informative as is required but no more than that Grice (1973) Quasilogical Argumentation Charged language e.g. “It (schlsp) will give me the chance to complete my research” Don´t impose on your hearer Grice (1973) Use of complimentary and anticipatory expressions Charged language e.g. “Thank you in advance” “I would like to congratulate you” Display of manners Don´t impose on your hearer Grice (1973)

19. NNS evaluating Greeks writing in English (James, Scholfield and Ypsilandis`94) PART12345678910 NSs +-------+- NNs +xS+-SXX++ KEY + = considered suitable, - = considered unsuitable S = neutral judgment, X = NNSs were divided Evaluate each sentence in a Likert scale in terms of Acceptable Neutral Unacceptable

20. NNS evaluating Greeks writing in English (James, Scholfield and Ypsilandis`94) TLE VERSION GrSyPoPortFrGe OL VERSIONGrSyPoFrPortGe Evaluate each sentence in English and their own language Acceptable Neutral Unacceptable

21. Implications to Language Colourless language? Quirk (1981) proposes English for International Communication (Nuclear Engl.) NE = ‘culture free as calculus, with no literary, aesthetic, or emotional aspirations ’ Fishman = “without love, without sighs, without tears and almost without effect of any kind”

22. Implications to Syllabus Symbolic Cultural competence/awareness/expertise should be included The art of accommodation Which Social genre (Social Ladder) What variation Native and Non native Englishes

23. Implications for Teaching IMPLICITEXPLICIT COST EFFECTIVE OFFENCE GIVEN AND TAKEN “studial capacity” Palmer `92 ETHICAL QUESTIONS KNOWLEDGE REQUIRED “ersatz” native speaker Cook `93

24. One Suggestion by Jenny Thomas Pragmalinguistic Failure Misformulated Teacher corrects straightforwardly Sociopragmatic Failure Misused Teacher points out and discusses 3 PROBLEMS WITH THIS APPROACH (a) No instructions for non clear-cut, mid-scale instances: corrections on the spot-no source book Skype does not provide a recorded version (b) Should the learner know about this or teacher centred (decide/correct) (c) What pedagogic input should there be in cases of doubt? Is there a test?

25. PARAPHRASE the semantic paraphrase your cat has none. A TEST Pragmalinguistic Failure Misformulated e.g. NP, this N of yours has deprecatory overtones as in This cat of yours has killed my canary,

26. New Language Teacher The Grammar The Lexicon The Semantics and Pragmatics The Skills Procedural Knowledge - Tasks The Culture and Rhetoric Symbolic Expertise and Accommodation The Socio affective parameters Be Aware of Cognitive and Learning Style Enhance Autonomy Support the Learning Process (Supportive Feedback) Provide Corrective Feedback Organinisation skills Ethnolinguistic knowledge Knowledge on Sociology Knowledge on the psychology of learning Use Computers