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components of SCC and SLC. Retell the text containing these components paying

attention to their use.

  • Read (or listen to) a text and a list of SCC and SLC components after the text. Write a new text enriching the initial text with SCC and SLC components. Retell the new text.

  • Read the text and identify its socio-cultural or sociolinguistic characteristics (for example, register or genre). Rewrite the text changing its socio-cultural or sociolinguistic characteristics.

  • Create your own text with socio-cultural or sociolinguistic characteristics given to you by your teacher.

Interpretation exercises serve the dual purpose of developing students’ skills of

independent interpretation while encouraging students’ creativity in using the target language.

Without much assistance from instructors students interpret SCC and SLC components’ meaning in

communication. To successfully complete this exercise, students need to demonstrate their ability to

understand an allusion’s meaning, or to access the background information necessary to fully

understand a written text or oral utterance, a humorous effect or a stylistic mistakes made on

purpose, etc.).

The creativity of interpretation exercises clearly distinguishes them even from complication

exercises. Despite their active nature, complication exercises still remain within the boundaries

established by the theoretical overview of the chapter and language materials introduced earlier.

These boundaries can be very broad and exceed the students’ comfort zone, but they are clearly

identified. In interpretation exercises on the other hand, students may for the first time be asked to

step outside these boundaries, by being assigned the task of explaining, interpreting, and evaluating

language materials that have not been previously introduced and analyzed.. Students can be asked to


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