What is Circumlocution?

Circumlocution: A Communication Strategy for Language Learners

Circumlocution is a valuable strategy used by language learners when they cannot recall a specific word in their target language. Instead of pausing or becoming frustrated, learners describe or define the concept they are trying to express. This technique helps them continue communicating even when their vocabulary is limited. By using circumlocution, learners can convey meaning and maintain conversation, even if they do not know the exact word they need.

What Is Circumlocution?

Circumlocution is a way to talk about something when you do not know or cannot remember the specific word. Instead of stopping the conversation, you describe the word by explaining its features, purpose, or context. For example, if you cannot think of the word "airplane," you might say, "It's a type of vehicle that flies in the sky." This description helps the listener understand what you are talking about, even if you do not use the exact word.

In second language acquisition, circumlocution is considered an important communication strategy. According to Tarone (1977, 1981), Paribakht (1985), and Dörnyei and Kormos (1998), circumlocution occurs when a learner cannot access the exact word for an object, action, or idea. Instead, the learner describes or exemplifies its properties. For example, if someone is trying to describe a "pencil" but doesn't know the word, they might say, "It's a small object that you write with, and it has a wooden body with a pointed tip."

Why Is Circumlocution Important?

The ability to use circumlocution is essential for developing "strategic competence." According to Hedge (2000), strategic competence refers to the ability to use various communication strategies when one's language resources are insufficient. Circumlocution allows learners to overcome gaps in their vocabulary, enabling them to express ideas that they might not yet have the words for. It is a tool for effective communication, especially in situations where precise vocabulary is missing.

In addition, circumlocution promotes problem-solving and creativity in language use. Learners must think critically about the concept they are trying to express, analyze its features, and select the most important aspects to share with others. While this process may result in longer or more complex sentences, it helps learners avoid communication breakdowns and continue the conversation.

How to Teach Circumlocution

When teaching circumlocution, it is important to guide students through the process of describing concepts effectively. Here are some strategies that can help learners develop their circumlocution skills:

1. Use Known Vocabulary: Encourage learners to use words they already know. They can combine familiar vocabulary to create a description that conveys the intended meaning.

2. Describe the Concept: Instead of focusing on the word itself, ask learners to describe the concept. They can explain who uses it, why it is used, or where it is commonly found. For example, if a learner cannot remember the word "library," they might say, "It's a place where people go to borrow books."

3. Use Synonyms: If a learner cannot recall a specific word, they can use a synonym to describe the concept. For example, if a learner forgets the word "car," they might say, "It's a kind of vehicle that people use to drive."

4. Use Gestures and Actions: Sometimes, learners can use non-verbal communication, such as pointing, gesturing, or acting out the meaning of the word. This is especially helpful when the word is related to a physical object or action.

5. Use Relative Clauses: A common technique in circumlocution is the use of relative clauses. These clauses start with relative pronouns such as "which," "that," "who," or "where." For example, a learner might say, "A pencil is a tool that people use to write," or "The teacher is the person who helps students learn."

6. Describe the Type or Category: Learners can describe the word by categorizing it. For instance, if they cannot recall the word "pomegranate," they might say, "It's a kind of fruit, and it is red with lots of tiny seeds inside."

Practical Examples of Circumlocution

To help learners practice circumlocution, it's useful to engage them in everyday situations where they need to describe objects or concepts. Here are some examples:

• Example 1: If a learner cannot remember the word "bicycle," they might say, "It's a type of vehicle that has two wheels and you ride it with pedals."

• Example 2: If a learner forgets the word "umbrella," they might describe it as "A thing that you use to protect yourself from rain. It's usually made of fabric and has a handle."

These examples show how circumlocution allows learners to continue the conversation even when they don't know the specific word. By using these strategies, they can communicate more effectively and avoid the frustration of not having the right vocabulary.

Conclusion

Circumlocution is an important skill for language learners. It helps them describe and define words when they cannot remember the specific term. By using techniques such as synonyms, relative clauses, and gestures, learners can continue conversations and express themselves even with limited vocabulary. Encouraging the use of circumlocution not only helps learners maintain communication but also promotes strategic thinking and creativity in language use. As learners become more proficient in circumlocution, they will gain confidence in their ability to navigate conversations in their target language, even when faced with gaps in their vocabulary.

References

Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford University Press.

Tarone, E. (1977). Conscious Communication Strategies in Interlanguage: A Progress Report. TESOL Quarterly, 11(3), 323-327.

Tarone, E. (1981). Some Thoughts on the Notion of "Interlanguage" and Its Implications for SLA. Language Learning, 31(2), 301-310.

Paribakht, T. (1985). The Use of Circumlocution in Second Language Communication. Applied Linguistics, 6(3), 324-334.

Dörnyei, Z., & Kormos, J. (1998). Problem-Solving in Foreign Language Learning. Studies in Second Language Acquisition, 20(3), 219-240.