Problems and solutions in the classification of compensatory strategies

1987 ◽  
Vol 3 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Nanda Poulisse
Keyword(s):  
Language Proficiency ◽  
Target Language ◽  
Compensatory Strategies ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Problems And Solutions ◽  
Process Oriented ◽  
Strategy Types ◽  
Achievement Strategies

It has been common practice to classify communication strategies (CmS) by means of taxonomies which are largely product-oriented. In such taxonomies different types of achievement strategies (also known as compensatory strategies (CpS)) are distinguished on the basis of the resources (source language, target language, gestures) which are used to encode the strategy, and the linguistic structure in which the strategy is couched. In this paper it will be argued that these taxonomies are inadequate for a number of practical and theoretical reasons. As an alternative, a process-oriented approach towards the classification and study of CpS will be proposed. This approach distinguishes between two basic strategy types only, conceptual and linguistic. It will be demonstrated that the choice between these two strategies is largely constrained by the nature of the experimental task and, to a much smaller extent, by the subjects' foreign language proficiency level. It is expected that a systematic study of these constraints in terms of the process-oriented taxonomy described here will increase our ability to explain and predict CpS use.

THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES

2020 ◽  
Author(s):  
Svetlana Khoroshilova ◽  
Ekaterina Kostina
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Public Speaking ◽  
Soft Skills ◽  
Target Language ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Research Questions ◽  
Social Competences ◽  
The Impact

In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.

scholarly journals EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Tiefu Zhang ◽  
Xuemei Chen ◽  
Jiehui Hu ◽  
Pattarapon Ketwan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Target Language ◽  
Linguistic Features ◽  
Context Analysis ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Qualitative Approaches ◽  
Error Types

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.

scholarly journals Study on the Continuation Task of China’s New College Entrance Examination Based on the Interactive Alignment Theory

2021 ◽  
Vol 4 (10) ◽  
pp. 89-91
Author(s):  
Ying Ouyang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Examination Policy

With the extensive implementation of China’s new college entrance examination policy, the Continuation Task in the new college entrance examination has attracted wide attention from the academic circle, which also gives rise to plentiful relevant research. In the past, most of the research only focused on university foreign language education, which was rarely involved in English teaching in primary and secondary schools. Based on the Interactive Alignment Theory, this paper is going to analyze and study the Continuation Task, and try to put forward some teaching strategies for the teaching of the new task, so as to improve student's English proficiency level. According to the research, this paper finds out that "The Continuation Task" can give full play to the alignment effect between reading and writing, promote writing through reading, and thus promote the improvement of students' foreign language proficiency. Therefore, this essay can provide some insights into the teaching of English in high schools.

Strategy Use by English-Major Jordanian Undergraduates

2010 ◽  
Vol 27 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Yousef M. Al-Shaboul ◽  
Sahail M. Asassfeh ◽  
Sabri S. Alshboul
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Proficiency Level ◽  
English Major ◽  
Strategy Types ◽  
The Impact

AbstractResearch suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.

scholarly journals An exploration of EFL teaching practices in light of teachers’ language proficiency.

Elia ◽  
2021 ◽  
pp. 10-13
Author(s):  
Mónica Abad ◽  
Juanita Argudo ◽  
Tammy Fajardo-Dack ◽  
Patricio Cabrera
Keyword(s):  
Classroom Management ◽  
Language Proficiency ◽  
Teaching Practices ◽  
Target Language ◽  
Proficiency Level ◽  
Sequential Mixed Methods ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Spearman Correlation Test ◽  
Efl Teacher Education

The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.

Target language proficiency and reported use of compensatory strategies by young CLIL learners

2019 ◽  
Vol 30 (1) ◽  
pp. 3-18
Author(s):  
Francisco Gallardo‐del‐Puerto ◽  
María Basterrechea ◽  
María Martínez‐Adrián
Keyword(s):  
Language Proficiency ◽  
Target Language ◽  
Compensatory Strategies

scholarly journals Interference of Compensatory Strategies in Oral Production of English Language Student in an ESL Classroom: Does Compensatory Strategy Play a Role in Academic Performance?

2018 ◽  
Vol 4 (3) ◽  
pp. 156
Author(s):  
Novalyn M. Rubis ◽  
Remart Dumlao
Keyword(s):  
Academic Performance ◽  
Language Proficiency ◽  
Oral Language ◽  
English Language ◽  
Mother Tongue ◽  
Negative Relationship ◽  
Primary Source ◽  
Compensatory Strategies ◽  
Oral Production ◽  
Proficiency Level

The study aims to identify the compensatory strategies predominantly used by fifty-four ESL High school student, its relation to language proficiency level in terms of accuracy, fluency, and comprehensibility and to its role in academic performance of the participants. Two oral task namely oral interview and pictured-cued narration were used as primary source of data. The picture-cued narration was applied to determine the oral language proficiency level and compensatory strategies of the participants. Finding shows the eight compensatory strategies were employed in their production, namely, switching to mother tongue, getting help, using mime, selecting the topic, adjusting the message, coining words, avoiding communication partially and totally, and using circumlocution or synonyms. It was also found out that switching to mother tongue was predominantly employed in their oral production. There is, however, negative relationship between compensatory strategies used and academic performance of ESL learners. Pedagogical implications are discussed discussed in the paper. Keywords: communicative competence, compensatory strategies, language classroom, oral production

scholarly journals Educational potential of the topic "Media" for developing students’ lexical competence: the case of British course books

2019 ◽  
pp. 183-188
Author(s):  
Yelena Yu. Filimonova ◽  
Dzhamilya Kh. Godina ◽  
Yekaterina V. Kaliberdina
Keyword(s):  
Language Proficiency ◽  
Cognitive Abilities ◽  
English Language ◽  
Proficiency Level ◽  
Language Courses ◽  
The Media ◽  
Publishing Houses ◽  
Lexical Competence ◽  
Educational Potential

This paper examines lexical and thematic characteristics of the topic "Media" as presented in integrated English language courses by leading British publishing houses. The authors give reasons for the necessity to determine the scope of contents pertaining to this topic, its structure, intrinsic problems and its didactic specifics for lexical competence development of students of non-language related fields. The empiric material of the paper is comprised of intermediate to advanced level course books. Based on their analysis, the authors have prepared the general thematic classification of the discovered aspects of this conceptual domain and have described the distribution of thematic elements within each major aspect indicating the language proficiency level. The thematic elements are exemplified by lexical units and tasks aimed at speaking practice. The authors conclude that the content component of the "Media" topic in the analysed courses is not just topical, but also possesses remarkable potential for developing students’ communicative competence, creative and cognitive abilities.

scholarly journals The development of foreign language communicative competence of students at the non-linguistic university based on cognitive-systematizing approach

2021 ◽  
Vol 7 (Extra-E) ◽  
pp. 437-444
Author(s):  
Irina Vladimirovna Bgantseva ◽  
Viktoria Viktorovna Tikhaeva ◽  
Ekaterina Aleksandrovna Glebova ◽  
Irina Aleksandrovna Tislenkova ◽  
Nataliya Valerjevna Alekseenko ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Cognitive Strategies ◽  
Educational Material ◽  
Proficiency Level ◽  
Wide Range ◽  
Foreign Language Proficiency ◽  
Language Communication ◽  
Gradual Development

The article describes the results of the pedagogical experiment organized and conducted on the basis of the principles and main statements of the concept of cognitive-systematizing development of foreign language communicative competence. It is shown that pedagogical process based on the gradual development of cognitive strategies and communication is built on the integration of a wide range of methods, allowing for individual psychotypologic characteristics of students. It was found that under the conditions of monitoring of the foreign language proficiency level it provides a more efficient development of educational material and major improvements in the level of foreign language communication effective competence of students studying at non-linguistic University.

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