Verbal strategies - Topic avoidance — AQA GCSE French
Test yourself on Verbal strategies - Topic avoidance with AQA GCSE practice questions.
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Verbal strategies - Topic avoidance explained
Topic avoidance occurs when a learner steers away from or abandons a subject because they lack the French vocabulary or grammar to discuss it.
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While it might feel safe, relying on this strategy prevents learners from achieving full credit in examinations, as it fails to demonstrate the required linguistic range. In the classroom, avoiding difficult topics limits the expansion of a student's repertoire. To maximise learning and exam success, students must adopt achievement-oriented strategies, such as circumlocution, rather than avoidance behaviour. For example, instead of abandoning a conversation about the environment, a student should attempt to explain their thoughts using simpler, known vocabulary to maintain communication.
Your focus
- Identify instances of topic avoidance in spoken French practice.
- Apply achievement-oriented communication strategies to maintain a conversation on a challenging topic.
- Evaluate the impact of avoidance behaviour on the development of linguistic repertoire.
Verbal strategies - Topic avoidance exam tips
Examiner Tips
- 💡Always attempt to answer the specific question asked, using alternative vocabulary if you cannot remember the exact word.
- 💡Practise circumlocution in class to build confidence in tackling unfamiliar or difficult topics during the speaking exam.
- 💡View moments of hesitation as opportunities to use achievement strategies rather than abandoning the conversation.
Common Mistakes
- Misunderstanding: Believing that changing the subject to something easier will secure high marks. Correction: Topic avoidance prevents students from demonstrating the required vocabulary and will not receive full credit; students must attempt to address the set topic.
- Misunderstanding: Thinking that abandoning a difficult topic in class is harmless. Correction: Avoiding topics in a learning situation restricts the development and expansion of a student's linguistic repertoire.
- Misunderstanding: Assuming all communication strategies are equally beneficial. Correction: Strategies must be governed by achievement behaviour, such as trying to communicate, rather than avoidance behaviour to have a positive learning effect.