Verbal strategies — AQA GCSE French
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Verbal strategies explained
Verbal strategies covers 3 specification points, including Using a word which refers to a similar item… and Description of physical properties This can be….
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Open a point below for its explanation and revision guidance.
Using a word which refers to a similar item Using a word which refers to a similar item to the one the speaker/writer wishes to refer to, but for which he/she has forgotten the word (eg montre for horloge, tasse for verre, fleur for rose or prêter for louer). This is not always effective and its use would be assessed according to its effectiveness in a particular context.
A key verbal strategy when a specific word is forgotten is to substitute it with a word referring to a similar item. For example, a learner might use "montre" instead of "horloge", "tasse" for "verre", "fleur" for "rose", or "prêter" for "louer". While this technique helps maintain the flow of communication, students must be aware that it is not always entirely effective. In an assessment context, the use of a substitute word is evaluated based on its effectiveness and clarity within that particular context. Learners should practice circumlocution and vocabulary substitution, ensuring that the chosen alternative is close enough in meaning to prevent confusion and successfully convey the intended message.
Description of physical properties This can be used to refer to something when the name has been forgotten (eg "c'est rond... le fruit jaune... l'objet qu'on voit sur la table..."). The physical properties refer to colour, size, material, position and shape. The use of this strategy in an exam would be assessed according to its communicative effectiveness.
When speaking French, you might occasionally forget a specific noun. Instead of stopping or using English, you can use a verbal strategy called circumlocution by describing the object's physical properties. You can describe its colour ("le fruit jaune"), size, material, position ("l'objet qu'on voit sur la table"), or shape ("c'est rond"). This keeps the conversation flowing. In an exam, using this strategy is assessed on its communicative effectiveness—how well your description helps the listener understand what you mean. Practise describing everyday items using simple adjectives and relative clauses to build confidence in handling memory blanks during your speaking assessment.
Requests for help These can include requests for rewording (eg "Comment dit-on 'chair' en français…?" "Qu'est-ce que cela veut dire en anglais ?") and questions; which make no reference to English (eg "Comment s'appelle cette machine-là ?"…"Ça s'écrit comment ?"). It is clearly preferable to use such requests for help than for communication to collapse and their use will be assessed according to the context. When requests for help with specific problems occur, the teacher should maintain the role of a sympathetic native speaker and help accordingly. The teacher should avoid taking over from the student and carrying out the tasks set.
If you encounter a problem during a speaking task, asking for help in French is a valuable strategy that prevents communication from collapsing. You can ask for rewording using English references, such as "Comment dit-on 'chair' en français ?" or "Qu'est-ce que cela veut dire en anglais ?". Alternatively, you can ask questions entirely in French, like "Comment s'appelle cette machine-là ?" or "Ça s'écrit comment ?". Examiners assess these requests based on the context, and it is always better to ask for help than to stay silent. Your teacher will act as a sympathetic native speaker to assist you, but they will not take over the task, ensuring you still demonstrate your own ability.
Your focus
- Apply vocabulary substitution techniques to maintain communication when specific words are forgotten.
- Evaluate whether a substituted word effectively conveys the intended meaning within a given context.
- Categorise related vocabulary items to facilitate quick recall of alternative words during speaking and writing tasks.
Show all 9 objectives
- Identify physical properties such as colour, size, material, position, and shape in French.
- Apply descriptive language to refer to an object when its exact name is forgotten.
- Evaluate the communicative effectiveness of different descriptive strategies in spoken French.
- Formulate requests for help or rewording in French, both with and without reference to English.
- Apply target-language questions to maintain communication when facing difficulties in a speaking task.
- Respond appropriately to a teacher's assistance without relying on them to complete the task.
Verbal strategies exam tips
Examiner Tips
- 💡If you forget a specific word like "horloge" during a speaking or writing task, quickly substitute it with a broader term like "montre" to keep your flow.
- 💡Practice grouping vocabulary into categories (e.g., types of flowers, items to drink from) so you have backup words ready if you forget a specific term.
- 💡Ensure that your substitute word makes logical sense in the context of your sentence, as examiners assess the effectiveness of the communication.
- 💡Learn a core set of adjectives for shape, size, and material to use as a backup if you forget a noun.
- 💡Use simple relative clauses like "c'est quelque chose qui..." or "c'est un objet qu'on utilise pour..." to introduce your description.
- 💡Remember that examiners reward effective communication, so a clear description is much better than silence.
- 💡Memorise key phrases for requesting help, such as "Pouvez-vous répéter, s'il vous plaît ?" and "Comment dit-on... ?".
- 💡Try to use help requests that do not rely on English where possible, to maintain the flow of French.
- 💡Listen carefully to the teacher's response when you ask for help, and use it immediately to resume your task.
Common Mistakes
- Stopping mid-sentence and giving up when the exact noun or verb is forgotten; correction: substitute the forgotten word with a similar item, such as using "tasse" instead of "verre".
- Assuming that any related word will automatically be awarded full marks; correction: recognise that the effectiveness of the substitution is assessed based on how well it fits the specific context.
- Using an English word when the French term is forgotten; correction: employ a French synonym or a word for a similar item, like "fleur" for "rose", to maintain communication in the target language.
- Stopping the conversation completely when a word is forgotten instead of attempting to describe the object.
- Reverting to English to name the object rather than using French adjectives to explain its physical properties.
- Overcomplicating the description, which can confuse the listener, rather than sticking to basic colours, shapes, and positions.
- Remaining silent or giving up when confused, rather than using a French phrase to ask for clarification.
- Asking for help in English instead of using target-language phrases like "Comment dit-on... ?".
- Expecting the teacher to complete the task for you after asking for help, rather than using their hint to continue speaking.