scholarly journals Communication strategies employed by low-proficiency users: Possibilities for ELF-informed pedagogy

2019 ◽  
Vol 8 (1) ◽  
pp. 9-35 ◽  
Author(s):  
Takanori Sato ◽  
Yuri Jody Yujobo ◽  
Tricia Okada ◽  
Ethel Ogane
Keyword(s):  
Second Language Acquisition ◽  
English Learners ◽  
English Language ◽  
Communication Strategies ◽  
Mutual Understanding ◽  
Language Resources ◽  
Communication Breakdown ◽  
Successful Communication ◽  
Collaborative Strategies ◽  
Meaningful Interaction

Abstract ELF research has demonstrated that English users employ various communication strategies (CSs) to achieve mutual understanding and deal with uncertainty in ELF conversations. Thus, implementing various CSs is said to be important for learners in ELF interactions. Although a list of CSs might indicate which strategies English learners may ultimately need, it is not necessarily helpful for low-proficiency English learners as they may not be able to use many CSs due to a lack of English language resources. This study attempts to identify CSs that 20 Japanese low-proficiency English users employ in talk-in-interaction with English language instructors. CSs investigated in this study were not restricted to those examined from second language acquisition perspectives but included pragmatic and collaborative strategies identified in various ELF studies. Investigating CSs from the perspective of ELF helps to form a more sensitive analysis of how low-proficiency English users work to achieve successful L2 communication with interlocutors. Results revealed that the students, who were not given prior instruction in strategies, collaboratively employed various CSs to cope with communication breakdown, promote message conveyance, and co-construct a meaningful interaction with their interlocutors. These findings provide insights into how low-proficiency users might manage to achieve successful communication in various ELF settings. Analysis of the data helps to inform teachers which CSs low-proficiency learners may utilize more easily and those for which they may require more intensive practice.

The price of immersion: language learners as a cheap workforce in Malta’s voluntourism industry

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Larissa Semiramis Schedel
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Voluntary Work ◽  
Island State ◽  
Classroom Language ◽  
Mediterranean Island ◽  
Efficient Alternative ◽  
Travel Industry

Abstract This contribution treats “language immersion” as a linguistic ideology and explores narratives, practices, and subjectivities pertinent to that notion in the context of language-motivated voluntourism. Voluntourism programs offer short-term sojourns abroad, which combine voluntary work with holidays while promising “immersion” as an efficient alternative to classroom language learning. In the Mediterranean island state of Malta, whose population is mostly bilingual in English and Maltese, voluntourism has become an attractive product for the booming English language travel industry. Since there is a lack of critical sociolinguistic and second language acquisition research on the language learning trajectories of voluntourists, this piece examines the promise of immersion through the example of a hostel that figures as a workplace. Drawing on ethnographic data, it investigates how learning English through immersion while working abroad is imagined and promoted, whether or not it occurs, and what gains (linguistic or otherwise) it generates and for whom. The article argues that the voluntourism industry appropriates the discourse of immersion to responsibilize English learners for their linguistic self-skilling, thereby constituting them as neoliberal subjects that can easily be exploited as a cheap workforce.

Teaching communication strategies in China

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Danni Xia
Keyword(s):  
Cultural Diversity ◽  
English Learners ◽  
Explicit Knowledge ◽  
Communication Strategies ◽  
Mutual Understanding ◽  
Lingua Franca ◽  
College English ◽  
The Past ◽  
Teaching Content ◽  
English Textbooks

Since English is now used as a Lingua Franca (ELF), it is important to explore how English learners may be trained to employ multiple Communication Strategies (CSs) to achieve mutual understanding, particularly in ELF contexts. This study explores which CSs were taught in recent years in China and how the teaching content is presented in domestic textbooks from an ELF perspective. Ten college English textbooks that were published in the past five years (2014–2019) were selected and evaluated based on an adapted framework of CSs. The findings revealed a notable inclination toward certain types of macro-strategies and were not systematically mapped out. Moreover, an initial effort in manifesting “cultural diversity” was observed but failed to construct intercultural contexts. Knowledge explanation as well as student-oriented exercises were found to be conducive in consolidating learners’ acquisition of forms. However, the function and context of the target CSs were neglected. Furthermore, an absence of sociocultural pragmatic concern resulted in a discrepancy between explicit knowledge explanation and context-based practice. Accordingly, this study suggests implications for both textbook writers and instructors in practice.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

scholarly journals Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

2019 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Shijun Chen ◽  
Jing Wang
Keyword(s):  
Second Language Acquisition ◽  
English Learners ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Assessment ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Intensive Reading

Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.

scholarly journals Changemaking and English Language Learners (Els): Language, Content and Skill Development through Experiential Education

2020 ◽  
Vol 14 (1) ◽  
pp. 107
Author(s):  
Viviana Alexandrowicz
Keyword(s):  
English Language Learners ◽  
Second Language Acquisition ◽  
Youth Development ◽  
Language Learners ◽  
21St Century ◽  
English Learners ◽  
English Language ◽  
Real Life ◽  
Children And Youth ◽  
Life Problems

The idea of offering all children and youth an education that is experiential, student centered, engaging, and relevant to life is not a new concept (Dewey, 1938; Kolb, 1981). Preparing students with the competencies, skills, and character for full participation in the 21st century has become the vision of schools, educators, and organizations around the world (NEA, 2020; Geisinger, 2016; Trilling, B. & Fadel, C. 2009). Changemaker teachers, staff, and administrators believe in facilitating children and youth development as citizens for the 21st century. These educators also guide them as agents of change who empathize with others and solve real life problems for the greater good. These children and youth are what Ashoka calls “Changemakers”. (Ashoka, 2020). This article explores the potential for facilitating the development of English Learners (Els) as Changemakers by using effective Second Language Acquisition (SLA) approaches in combination with experiential approaches. The intent is to contribute a theoretical framework and curriculum ideas for effective practice to help English language learners develop language, access content, and develop 21st century skills as Changemaker attributes.

Provider-Nurse Communication

2019 ◽  
pp. 113-129
Author(s):  
Anna Engeln ◽  
Hillary Giorgio Lippke
Keyword(s):  
Emergency Department ◽  
Communication Strategies ◽  
Effective Communication ◽  
Potential Barriers ◽  
Communication Breakdown ◽  
Communication Techniques ◽  
Successful Communication ◽  
Clinical Scenarios ◽  
Efficient Communication ◽  
Nurse Communication

This chapter provides an in-depth look at the barriers to achieving accurate and efficient communication in the emergency department setting and examines successful communication tools and strategies. Potential barriers that limit effective communication include environmental, interpersonal, and inadequate communication techniques. These barriers contribute to communication breakdown as well as inaccurate communication between providers and nurses, which can adversely affect patient care. This chapter highlights successful communication techniques to maximize teamwork and collaboration, develop effective communication skills, and systematize communication through the use of standardized communication strategies. Through specific problem-based clinical scenarios, this chapter will demonstrate the application of proven communication strategies to overcome barriers and achieve effective provider-nurse communication in the emergency department.

Communication strategies and co-construction of meaning in ELF: Drawing on “Multilingual Resource Pools”

2019 ◽  
Vol 8 (2) ◽  
pp. 179-210 ◽  
Author(s):  
Paola Vettorel
Keyword(s):  
Communication Strategies ◽  
Essential Element ◽  
Effective Communication ◽  
Mutual Understanding ◽  
Mutual Cooperation ◽  
Self And Other ◽  
Cooperative Strategies ◽  
Successful Communication ◽  
Construction Of Meaning ◽  
Compensation Device

Abstract Research into communication strategies and ELF is a thriving area of investigation, that has so far looked into cooperative strategies leading to successful communication and mutual understanding, or how miscommunication is resolved, above all in academic as well as business ELF (BELF) contexts, and, more recently, international students’ communities. ELF interactions have been shown to be characterized by the speakers’ mutual cooperation in the co-construction of meaning. Repetition, paraphrasing, as well as self- and other-repair and pre-emptive moves have emerged as important strategies, together with the exploitation of multilingual resources and repertoires. Communication strategies, rather than a mere compensation device, are thus to be considered an essential element in the process of effective communication, in that they are strategically used by speakers as part of “communicative capability.” This paper explores communication strategies emerging from data in the Leisure subsection of the VOICE corpus. Through a qualitative Conversation Analysis approach, the analysis focuses particularly on interactional strategies employed to ensure mutual understanding and effective communication. Data have been first analysed through keywords signalling request for clarification and/or repetition, and then qualitatively focusing on how individual multilingual resources are naturally deployed and shared in the strategic co-construction of meaning and comprehension, particularly as to concepts and ideas that are lingua-culturally connoted.

Writing and Young English Language Learners

2021 ◽  
pp. 251-270
Author(s):  
Hector Manuel Serna Dimas
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Literacy Learning ◽  
Language And Literacy ◽  
K 12

Bilingual education has been based on theories and research stemming from fields of linguistics, psychology, first and second language acquisition while the study of second language acquisition requires a change of paradigm that involves the social and cultural views of language and literacy learning. Within the context of this analysis, the paradigm in question includes the conception of literacy processes based on the ideas of identity, subjectivity, and agency. This study used classroom observations, open interviews, and students' documents to conceptualize the literacy processes of Spanish/English learners in a bilingual K-12 school in Colombia. The data of this study indicate that students have a sense of their identity as bilingual learners. It should be remarked that the variables of these concepts greatly depend on the school culture's official first and second agenda for literacy education, which often overlooks the facts on how students understand their circumstances of being bilingual and biliterate.

Communication Strategies Used by Middle Estern Postgrduate Students at Service Encounters in Univsersty Malaya

2016 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Suo Yanju ◽  
Suo Yanmei
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Second Language Learners ◽  
Communication Strategies ◽  
Middle Eastern ◽  
Oral Communication ◽  
Communication Strategy ◽  
Video Tape ◽  
Communication Breakdown

Communication strategies are important in helping L2 learners to communicate successfully when they are faced with a problem in speech production. This study looked at one of the components in Communication Competence, i.e strategy competence or the use of Communication Strategies (CS) in oral interactions among Middle Eastern students and counter staff in institute of postgraduate studies (IPS) at University of Malay. Data collected from video-tape and interviews were analyzed quantitatively and qualitatively. It was found that the most frequently used communication strategy was the use of “modification devices‟. The other strategies used frequency were“interaction strategies”, “compensatory strategies” “avoidance strategies” and “L2-based strategies”. The results showed that students used different communication strategies to overcome their communication difficulties. The main aim of using the communication strategies is to avoid communication breakdown. Consequently, Second language learners should be encouraged to use communication strategies to develop their oral skills and help them more effective in oral communication with their limited English language proficiency. The implications and suggestions from this study towards development the teaching and learning of ESL were also presented.

scholarly journals Communication Strategies in English Second Language Acquisition

2019 ◽  
Vol 14 (1) ◽  
pp. 93-102
Author(s):  
Pasca Kalisa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
English Language ◽  
Communication Strategies ◽  
State Universities ◽  
English Second Language ◽  
Language And Literature ◽  
Audio Recordings ◽  
Video And Audio

This research aims to describe and analyze communication strategies used by learners in the acquisition of a second language. In this case, this research analyzes the use of communication strategies in which English is the language of instruction.This study involved 21 students at the Department of English Language and Literature, in one of the state universities in Semarang, Indonesia. These students are second year students in the English Language and Literature Department. This research is a case study in the purpose of investigating the communication strategies used when the participants are engaged when the learning activities take place. The participants are given a conversation project in pairs and exposed to a variety of setting such as in the restaurant, in the professor’s room, and in a company. Data collection was carried out through video and audio recordings. The data obtained are then categorized into 13 categories of communication strategies (Dornyei, 1995) and sorted to obtain the frequency of occurrence. The findings indicate that the students mostly use time-gaining strategy (36%) to overcome the problem in their communication with the interlocutors. It is then followed by the use of meaningless words which occurs very frequently (18%) from all utterances, “repetition” strategy which occurs rather frequently about 16% of the total, literal translation (13%), and “use of non-linguistics means” (10%). In conclusion, choices of communication strategies are highly influenced by the level of the conversation tasks given (Wongsawang, 2001). The occurrence of certain types of communication strategies depends on the tasks given to the students and the level of difficulty of those tasks.

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