When using my first language (Task 1a) / a foreign language (Task 1b)

Transcription

1 CEFcult Helsinki Higher Education Scenario Appendi B. The assessment scales of the CEFcult Helsinki Higher Education Scenario * Task 1a and Task 1b Becoming aware of some features of your own communication style Please first check how many s you have ticked the same way as below. When using my first language (Task 1a) / a foreign language (Task 1b) Yes Somewhat No 1. I usually prefer talking to listening in conversation situations. 2. I feel uncomfortable with people who talk a lot and ignore their interlocutors. 3. I like to be brief when talking to my interlocutors. 4. I prefer direct communication to indirect communication. 5. I interpret what my interlocutors want to say mainly on the basis of their non-verbal communication. 6. I assume that the words my interlocutors use always correspond to what they really want to say. 7. I usually avoid showing my emotions in conversation situations. 8. When talking, I try to avoid confrontation with my interlocutor. 9. I like a modest communication style, rather than big words. 10. I prefer using big gestures and a lot of body language. 11. I assume that my interlocutors can read between the lines, so I don t eplain everything verbally. 12. I generally only need a few verbal clarifications, because I read from the contet. 13. I appreciate the fact that my interlocutor uses many clarifications when talking to me. 14. I usually avoid using my interlocutors first names in conversation situations. 15. I seldom pause when speaking to my interlocutors. 16. I think it is impolite when people talk simultaneously with me. 17. I think it is impolite when people interrupt me. 18. I generally find it is all right to talk at the same time with my interlocutor. 1

2 19. I prefer to do one thing at a time, instead of doing many things simultaneously. 20. I think people should respect schedules that have been fied together. 21. I think small talk is very important in conversation. If you have s, then you probably represent a high contet cultural communication style. If you have 9 5 s, then you probably represent a middle contet cultural communication style. If you have 4 0 s, then you probably represent a low contet cultural communication style. Here are some features that characterise the high and low contet cultural communication styles, according to Edward T. Hall s theory. Please remember that Hall s theory concerns whole nations, not individuals, but this information may still give you a better understanding of your inner self. It is also very likely to have an effect on the way you interpret other people s behaviour. If you represent a middle contet cultural communication style, then there are features of both high and low contet cultures in your communication style. High contet (HC) cultural communication style In HC cultures, internal meanings are usually embedded deep in the information, so not everything is eplicitly stated in writing or when spoken. In an HC culture, the listener or the reader is epected to be able to read between the lines, to understand the unsaid, the unwritten thanks to his or her background knowledge, which is epected to be used to piece together the message. A high contet communication or message is one in which most of the information is either in the physical contet or internalized in the person, while very little is in the coded, eplicit, or transmitted part of the message. What follows from this principle is that not everything is stated; one must understand without eplanations or specific details. Too much eplaining is often felt to be either insulting or boring. Only part of the information is epressed through language. Most messages are read from the environment, the contet, the person talking, his or her non-verbal communication and from all other interactional cues that are available. In an HC culture, people tend to speak one after another in a linear way, so that the speaker is seldom interrupted. Communication is indirect, ambiguous, maintaining of harmony, reserved and understated. Typical for face-to-face communication in HC cultures is an etensive use of nonverbal strategies like gestures, body language, silence and symbolic behaviour. In an HC culture, communication involves more of the information in the physical contet or internalised in the person; greater confidence is placed in the non-verbal aspects of communication than the verbal aspects. 2

3 Low contet (LC) cultural communication style In a low contet (LC) culture, meanings are eplicitly stated through language. People communicating usually epect eplanations when something remains unclear. A lot of eplanatory comments are usually made. Background information is not as dominant as in a high contet culture; rather, interpretations arise from the situation and from the communication that often governs the information echange. Most information is epected to be in the transmitted message in order to make up for what is missing in the contet (both internal and eternal). Human-to-human communication plays an important role and words are epected to correspond to what is meant. Non-verbal communication is not in conflict with what is verbally epressed. An LC culture is characterised by direct and linear communication and by constant and sometimes, it might seem, never-ending use of words, often semantically rather vague. In an LC culture, oral communication is immediate, constant and a must; you are simply epected to keep talking. Communication is direct, precise, dramatic, open, and based on feelings or true intentions. Communication is also identified as the mass of information being vested in the eplicit code. 3

4 *Task 2: Overview of intercultural competence (INCA) See Task 2 in Appendi A. *Task 3 and Task 4 Sociolinguistic appropriateness/communicative competence (CEFR 2001) C2 C1 B2 B1 A2 A1 Has a good command of idiomatic epressions and colloquialisms with awareness of connotative levels of meaning Appreciates fully the sociolinguistic and sociocultural implications of language used by native speakers and can react accordingly Can mediate effectively between speakers of the target language and that of his/her community of origin taking account of sociocultural and sociolinguistic differences. Can recognise a wide range of idiomatic epressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar. Can follow films employing a considerable degree of slang and idiomatic usage. Can use language fleibly and effectively for social purposes, including emotional, allusive and joking usage. Can epress him- or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. Can with some effort keep up with and contribute to group discussions even when speech is fast and colloquial. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. Can epress him or herself appropriately in situations and avoid crass errors of formulation. Can perform and respond to a wide range of language functions, using their most common eponents in a neutral register Is aware of the salient politeness conventions and acts appropriately Is aware of, and looks out for signs of, the most significant differences between the customs, usages, attitudes, values and beliefs prevalent in the community concerned and those of his or her own. Can perform and respond to basic language functions, such as information echange and requests and epress opinions and attitudes in a simple way. Can socialise simply but effectively using the simplest common epressions and following basic routines. Can handle very short social echanges, using everyday polite forms of greeting and address. Can make and respond to invitations, apologies etc. Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry, etc. 4

5 *Task 3 and Task 4 Knowledge Discovery / Intercultural competence (INCA) Basic: I have some general knowledge about the cultures of those I work with. This knowledge consists of facts that are not always connected and I don't yet have an overall picture of the relevant cultures. l learn from intercultural eperiences and add to my previous knowledge. Intermediate: I take the trouble to find out about the cultures I am likely to be working with, paying attention not only to isolated facts, but to values, customs and practices common in those cultures. When I eperience new values, customs and practices I use the knowledge to develop into an overall system of principles. Advanced: I have a deep understanding of cultures I encounter frequently. When involved in new intercultural situations I strive to acquire the best possible available knowledge and understanding both through prior research and by seeking regular clarification within the group. I have acquired a system of principles that can be applied reliably to almost any intercultural encounter. 5

6 *Task 5 Conversation / Spoken interaction / Communicative competence (CEFR 2001) C2 Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life. C1 Can use language fleibly and effectively for social purposes, including emotional, allusive and joking usage. B2 Can engage in etended conversation on most general topics in a clearly participatory fashion, even in a noisy environment. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. Can convey degrees of emotion and highlight the personal significance of events and eperiences. B1 Can enter unprepared into conversations on familiar topics. Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases. Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say eactly what he/she would like to. Can epress and respond to feelings such as surprise, happiness, sadness, interest and indifference. A2 Can establish social contact: greetings and farewells; introductions; giving thanks. Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. Can participate in short conversations in routine contets on topics of interest. Can epress how he/she feels in simple terms, and epress thanks. Can handle very short social echanges but is rarely able to understand enough to keep conversation going of his/her own accord, though he/she can be made to understand if the speaker will take the trouble. Can use simple everyday polite forms of greeting and address Can make and respond to invitations and apologies. Can say what he/she likes and dislikes. A1 Can make an introduction and use basic greeting and leave-taking epressions. Can ask how people are and react to news. Can understand everyday epressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker. 6

7 *Task 5 Communicative awareness / Intercultural competence (INCA) Basic: When people communicate in ways I do not understand I try in an unsystematic way to take part, but hope that they will eventually adapt to the way I communicate. I know that others may communicate in ways I am not familiar with. Intermediate: My behaviour is now influenced by principles that guide me and I often plan for eventualities, including ambiguous situations. I seek to achieve good communication both by making my own conventions clearer and by adopting those of others. When there is, or might be, a problem with communication, I quite often find ways around it, for instance, by using gesture, re-eplaining, simplifying, etc. I am aware of a number of useful strategies for dealing with common communication problems. Advanced: When ambiguous situations arise, I can usually clarify or otherwise deal with them to the benefit of the group. I use my communication strategies to prevent, solve and mediate problems arising from differences in language or other communication conventions. I have a good overall understanding of the kinds of communicative difficulties that can arise in an intercultural contet and of a wide range of strategies for resolving them. 7