scholarly journals Fluency and communication strategy use in group interactions for occupational purposes

2020 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Megawati Sukarno ◽  
Su-Hie Ting
Keyword(s):  
Limited English Proficiency ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Target Language ◽  
Strategy Training ◽  
Group Interactions ◽  
Negotiation Strategies ◽  
Meaning Negotiation ◽  
Conversational Repair

Communication strategy use varies with proficiency in the target language and less proficient learners rely on L1 strategies for conversational repair. In an English for Occupational Purposes (EOP) context where the technical register is unfamiliar, little is known on whether communication strategies can enable learners with limited English proficiency to overcome hesitancy in speech. The study examined learners’ use of communication strategies and fluency in group interactions in an EOP context using an integrated problem-solving, interactional and discourse-based framework of communication strategies. A 13-week communication strategy training was conducted focusing on conversational repair strategies (fillers, approximation, code-switching), meaning negotiation strategies (clarification request, comprehension check, confirmation check), response strategies (rephrase, shadowing, reply) and discourse-based strategies (lexical repetition, topic fronting). The results on communication strategy use in three group interaction sessions involving three participants showed that the most frequently used communication strategies were lexical repetition and fillers. The participants’ fluency, as measured in C-units and frequency of fillers, was higher when they interacted on familiar topics. The participants learnt to use discourse-based strategies but not meaning negotiation strategies. The findings suggest that for better negotiation of meaning, the communication strategy training needs to create metacognitive awareness of the interlocutors’ communicative needs.

scholarly journals Communication strategy use by healthcare trainees in monologues and dialogues during strategy training

2016 ◽  
Vol 10 (1) ◽  
pp. 5-26
Author(s):  
Megawati Soekarno ◽  
Su-Hie Ting
Keyword(s):  
Language Proficiency ◽  
Limited English Proficiency ◽  
Communication Strategies ◽  
Group Discussion ◽  
Role Play ◽  
Strategy Use ◽  
Communication Strategy ◽  
Strategy Training ◽  
Filled Pauses ◽  
Individual Presentation

The study examined the use of communication strategies in monologues and dialogues by Malaysian healthcare trainees with limited English proficiency during communication strategy training. The training focused on the use of circumlocution in individual presentation, appeal for assistance in role-play, offering assistance and lexical repetition in group discussion, stress (tonicity) in responding to questions after a presentation, and filled pauses in interviews. The speech of eight participants in the five speaking tasks were recorded and transcribed. The analysis of the 6,137-word transcript showed that monologues called into use more communication strategies than dialogues which are jointly negotiated. The participants used pauses and lexical repetition as communication strategies most often, which, in fact, is predictable considering their language proficiency. Most of the pauses were pauses filled with sounds like umm and uhh rather than fillers taught during the strategy training. The analysis revealed that the participants could use lexical repetition to appeal for assistance, request clarification and confirm comprehension but the frequencies for these strategies were low compared to discourse maintenance and topic salience marking. The strategy training helped the participants to use the strategy that was taught immediately after the training but automatisation in strategy use had not taken place.

The effects of proficiency on Spanish L2 learners’ strategic communication

2017 ◽  
Vol 30 (1) ◽  
pp. 23-51
Author(s):  
Maritza Rosas Maldonado
Keyword(s):  
Communication Strategies ◽  
Strategic Communication ◽  
Strategy Use ◽  
Communication Strategy ◽  
Target Language ◽  
Face To Face ◽  
Proficiency Levels ◽  
L2 Learners ◽  
Qualitative Analyses

Abstract This study investigates the effects of Spanish L2 learners’ proficiency levels on their use of communication strategies in face-to-face interactions. Spoken data was elicited by means of a task-based methodology from different level learners in interaction with other learners and Spanish NSs. Quantitative and qualitative analyses were conducted to investigate a possible association between the learners’ proficiency levels and their communication strategy use. The analysis drew on Dӧrnyei & Kӧrmos’ (1998) taxonomy. Findings indicate a higher strategy use in beginner levels, and their tendency to tackle lexis-related problems, as well as less complex grammatical features of the language. Higher level learners, however, focused more on grammar-related problems, as well as on more complex aspects of the target language.

scholarly journals The influence of proficiency level on the use and choice of L1/L2 communication strategies used by Iraqi EFL students

2019 ◽  
Vol 8 (1) ◽  
pp. 127
Author(s):  
Raed Latif Ugla ◽  
Mohamad Jafre Zainol Abidin ◽  
Mohammed Najim Abdullah
Keyword(s):  
Language Proficiency ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Proficiency Level ◽  
English Major ◽  
Efl Students ◽  
Interactive Task ◽  
Speaking Task

<span>This study aimed at investigating the influence of language proficiency level on the frequency of the use and choice of L1/L2 communication strategies used by Iraqi EFL students. This study was qualitative in nature. The interactive task and speaking task were used to gather data regarding communication strategy use and choice from<em> </em>52 second and third year English major students. Those participants were divided into two groups; low and high proficient students (n=27 low proficient students and n=25 high proficient students). A taxonomy of communication strategies was adopted to code the communication strategies used by low and high proficient Iraqi EFL students. The results revealed that low proficient students use communication strategies more frequently than high proficient students. Both low and high proficient students used communication strategies other than those included in selected taxonomy. This study showed that low proficient students use L1-based strategies more frequently, while high proficient students use L2-based strategies more frequently.</span>

Using stimulated recall to explore the use of communication strategies in English lingua franca interactions

2017 ◽  
Vol 6 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Sara Kennedy
Keyword(s):  
Contextual Factors ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Strategy Research ◽  
Lingua Franca ◽  
Successful Communication ◽  
Stimulated Recall ◽  
Shared Goal ◽  
Strategy Types

AbstractIn this study, the communication strategy use of two pairs of English as a lingua franca (ELF) users was explored in relation to two contextual factors, the communicative goal and the ELF users’ thoughts and feelings about the interactions. The ELF users were video-recorded engaging in researcher-designed tasks which required sharing information to achieve a joint goal. Subsequent stimulated recall with individual speakers targeted instances of potential or actual difficulties in understanding. Recordings and transcripts of the paired tasks and stimulated recall were used to identify communication strategies used to address difficulties in understanding. Results showed that overall, 11 different strategy types were seen across both pairs of speakers. However, the pair which achieved the shared goal showed a different pattern of strategy use and of interaction than the pair which did not achieve the shared goal. The two pairs also differed in how they attributed responsibility for successful communication. These findings, discussed in the context of previous ELF communication strategy research, highlight benefits of investigating interlocutors’ contemporaneous thoughts and feelings and the ways in which communication strategies are used during interactions.

scholarly journals Communication Strategy Use in English Conversational Discourse

Economica ◽  
2020 ◽  
Vol 7 (4) ◽  
pp. 61-67
Author(s):  
Zsuzsanna Tóthné Herbst
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Teaching Material ◽  
Conversational Discourse ◽  
Full List ◽  
Interactive Strategies ◽  
The Given

The ultimate goal of language learners is to communicate efficiently and fluently in the given second language, which is hard work to reach. They are learning the language for long years, and it may happen that theoretically they are familiar with all the grammar intricacies, but practically they are not able to ask for even a glass of water in real situations. The question is whether the use of communication strategies could help to cope with the difficulties by their direct teaching. A few years ago I conducted a research to find out what kind of interactive strategies the learners are using and to provide a full list of them. The publications at that time did not deal with strategies specifically in the teaching material. I used my own list. The latest books, however, put a stress on useful phrases. So the question is whether the fact that they draw attention to strategies in separate sections, will bring significant changes in the learners’  communication.

scholarly journals The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

2014 ◽  
Vol 4 (1) ◽  
pp. 51-76 ◽  
Author(s):  
Abulfazl Mesgarshahr ◽  
Esmaeel Abdollahzadeh
Keyword(s):  
Communication Strategies ◽  
Language Instruction ◽  
Willingness To Communicate ◽  
Communication Strategy ◽  
Self Report ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
The Impact

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners’ WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

The Impact of Communication Strategy Training on WTC and Strategy Use

2021 ◽  
Vol 22 (2) ◽  
pp. 22-34
Author(s):  
Hyona Park ◽  
Jaeseok Yang
Keyword(s):  
Strategy Use ◽  
Communication Strategy ◽  
Strategy Training ◽  
The Impact

scholarly journals Communication strategy used by Spanish speakers of English in formal and informal speech

2016 ◽  
Vol 22 (3) ◽  
pp. 285-304
Author(s):  
Huib Kouwenhoven ◽  
Mirjam Ernestus ◽  
Margot van Mulken
Keyword(s):  
Individual Differences ◽  
Communication Strategies ◽  
Strategy Use ◽  
Spanish Speakers ◽  
Communication Strategy ◽  
English Speakers ◽  
Register Variation ◽  
Research Questions ◽  
Communicative Strategy ◽  
Peer Conversation

Research questions: Are emergent bilinguals sensitive to register variation in their use of communication strategies? What strategies do LX speakers, in casu Spanish speakers of English, use as a function of situational context? What role do individual differences play? Methodology: This within-speaker study compares Spanish second-language English speakers’ communication strategy use in an informal, peer-to-peer conversation and a formal interview. Data and analysis: The 15 hours of informal and 9.5 hours of formal speech from the Nijmegen Corpus of Spanish English were coded for 19 different communication strategies. Findings/conclusions: Overall, speakers prefer self-reliant strategies, which allow them to continue communication without their interlocutor’s help. Of the self-reliant strategies, least effort strategies such as code-switching are used more often in informal speech, whereas relatively more effortful strategies (e.g. reformulations) are used more in informal speech, when the need to be unambiguously understood is felt as more important. Individual differences played a role: some speakers were more affected by a change in formality than others. Originality: Sensitivity to register variation has not yet been studied within communicative strategy use. Implications: General principles of communication govern speakers’ strategy selection, notably the protection of positive face and the least effort and cooperative principles.

Code-Mixing as a Communication Strategy in the Speech of Zaïrean Students of English

1994 ◽  
Vol 103-104 ◽  
pp. 113-134
Author(s):  
Lengo Nsakala
Keyword(s):  
Foreign Language ◽  
Communication Strategies ◽  
Communication Strategy ◽  
Target Language ◽  
Code Mixing ◽  
Language Students ◽  
Foreign Language Students

Abstract The lack of balance between foreign language students' competence and the communicative demands imposed on them prompts them to resort to communication strategies, one of which is code-mixing. This strategy with Zaïrean students is mostly characterized by the influence of French (rather than their Zaïrean languages) on their English. Foreign language students should be advised to avoid code-mixing in their use of the target language, first because of its poor effect on the listener, and second because it may slow down the acquisition of the target language, instead of promoting it.

scholarly journals The Effect of Communication Strategy Instruction on Saudi EFL Learners’ Strategy Use, Speaking Proficiency and Self-Efficacy

2019 ◽  
Vol 7 (1) ◽  
pp. 21
Author(s):  
Hassan M. Kassem
Keyword(s):  
Treatment Group ◽  
Self Efficacy ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Communication Strategy ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Speaking Proficiency

The current study investigated the effect of communication strategy instruction on Saudi EFL learners’ strategy use, speaking proficiency and speaking self-efficacy. Two intact classes of EFL freshmen at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2018-2019. They were assigned to an experimental group (N = 20) and a control group (N = 19). A speaking test and a speaking self-efficacy questionnaire were administered to the two groups. Students’ oral production and communication strategy use were assessed by independent raters. Independent samples t-tests performed on the pretest mean scores of the two groups showed that they were homogenous in strategy use, speaking proficiency and speaking self-efficacy prior to the treatment. Treatment group students were then taught four communication strategies: circumlocution, approximation, appeal for help, and fillers in the Listening and Speaking 2 (Eng 122) course. The control group received the teaching sequence adopted in the course’s textbook which includes no training on communication strategy. Independent and paired samples t-tests revealed that the treatment group outperformed the control group in all dependent variables, hence supporting the positive effect of communication strategy training on strategy use, speaking proficiency and speaking self-efficacy. Pedagogical implications are offered.

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