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     A common set of communication devices involves compensation for missing knowledge. These are called “compensatory strategies”. We will elaborate here on three of them.

   Typical of beginning-level learners, for example, is the memorization of certain phrases or sentences without internalized knowledge of their components. These memorized chunks of language, known as prefabricated patterns, include “on the way to”, “Nice to meet you”, “I don’t speak English.” Prefabricated patterns are sometimes the source of some fun. In my first days of Kikongo learning in Africa, I tried to say, in Kikongo, “I don’t know Kikongo” to those who attempted to converse with me; I later discovered that, instead of saying “Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t like Kikongo).

    Code-switching is the use of a first or third language within a stream of speech in the second language. Learners in the early stages of acquisition might code-switch—use their native language to fill in missing knowledge—whether the hearer knows that native language or not. Sometimes the learner slips in just a word or two, in the hope that the hearer will get the gist of what is being communicated.

    Yet another common compensatory strategy is a direct appeal for help, often termed appeal to authority. Learners may, if stuck for a particular word or phrase, directly ask a proficient speaker or the teacher for the form (“How do you say            ?”). Or they might venture a possible guess and then ask for verification from the proficient speaker. They might also appeal to a bilingual dictionary for help. The latter case can also produce some rather amusing situations. Once a student of English as a second language, when asked to introduce himself to the class and the teacher, said, “Allow me to introduce myself and tell you some of the ...” At this point he quickly got out his pocket dictionary and, finding the word he wanted, continued, “some of the headlights of my past.”

(H. Douglas Brown. Disponível em: Principles of language learning and teaching, 2006. Adaptado)

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          Francois Gouin wanted to learn German, and decided that a year in Germany would be just the thing. At the time of his trip to Germany, you would have found a rather well-prepared, confident Francois Gouin who, despite his young age, is already a gifted Latin and Greek professor.

      With language learning already part of his career, he is encouraged by his advisors at the College of Caen (Normandy, France) to follow his pursuit of German and deepen his studies at the University of Berlin. Excited with his prospects, Gouin takes his determination and suitcases, and sets off for Hamburg.

     Once in beautiful Hamburg, with its countless shops and bustling academic centers, Gouin unpacks his suitcases, and immediately begins his language journey. He spends the first 10 days in seclusion studying in his room. With him, he has a grammar book and a dictionary. He believes languages are learned using “the classical process”, a process he says he used for mastering Latin and Greek. To Gouin, the classical process is the study of language through “an acquaintance of its forms.” In other words, to learn a language, he feels it best to faithfully study grammar and vocabulary!

      After ten days of seclusion, he feels supremely confident, and is anxious to try out his skills. To experiment with his new knowledge, he decides to visit some university classes. Any guesses how that went? Well, Gouin is in for a surprise. Here are his own words: “But alas! In vain did I strain my ears; in vain my eye strove to interpret the slightest movements of the lips of the professor; in vain I passed from the first classroom to a second; not a word, not a single word would penetrate to my understanding.”

(Shane Dixon. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018.)

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     Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently.

(Jeremy Harmer. How to teach English, 1998. Adaptado)

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       The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.

(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)