An Analysis of Communication Strategies Employed by ESL Learners in Group Interaction PDF Download
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Author: Siew Hoon Lim
Publisher:
ISBN:
Category : Communication in foreign language education
Languages : en
Pages : 252
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Book Description
Author: Siew Hoon Lim
Publisher:
ISBN:
Category : Communication in foreign language education
Languages : en
Pages : 252
Get Book Here
Book Description
Author: Siti Zuraina Gafar @ Abd. Ghaffar
Publisher:
ISBN:
Category : Communicative competence
Languages : en
Pages : 254
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Book Description
Communication strategies are useful for second language learners in solving problems in the communication process, especially during group interaction. In the Malaysian context, several studies have attempted to investigate the use of communication strategies of Malaysian ESL learners but few have been conducted on Malay students' usage of communication strategies. This study investigates the communication strategies employed by Malay undergraduates studying at Universiti Teknologi MARA (UiTM), Alor Gajah Campus. It aims to identify the types of communication strategies employed by Malay proficient and less proficient English language users during a group interaction. The participants' level of English proficiency was determined based on their Malaysian University English Test (MUET). The classification of communication strategies to identify the students' usage of communication strategies during group interaction study was based on Dörnyei and Scott's (1997) taxonomy of communication strategies. In this study the participants were 58 Malay students who were divided into six groups of proficient users of English language and six groups of less proficient users of English language. The language data were obtained from audio and video-recordings that were then transcribed to identify the communication strategies used during the group interaction. The findings show that the less proficient students used more types of communication strategies compared to the proficient students. Both proficient and less proficient students used a great deal of fillers, repetitions, responses and mime and both groups of students used more direct strategies. However, the types of strategies used differ significantly.
Author: Tahereh Paribakht
Publisher: International Center for Research on Bilingualism = Centre international de recherche sur le bilinguisme
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 78
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Book Description
Four hypotheses are addressed concerning the relationship of the types and proportion of strategies adopted by the subject groups to the proficiency levels, and the subjects' rate of success and effective use of communication strategies for conveying intended meaning as they relate to proficiency level in the target language. The subjects were 40 Persian students in Canada at two distinct proficiency levels, and 20 native English speakers as a comparison group. Communication skills were elicited by a concept-identification task using concrete and abstract nouns, and involving both oral production and interaction between members of the two groups. A taxonomy of communication strategies was developed, with classification into four communicative approaches (linguistic, contextual, conceptual, and mime) based on the type of knowledge used by the speaker for their adoption. Results also showed that differences between groups in the adoption of communication approach types were minimal except in the relative frequency of use of some strategies, and that the groups differed in success rate at getting meaning across and in their effective use of strategies to communicate abstract concepts. It is concluded that use of communications strategies and target language proficiency level are related, use of communication strategies is dynamic, and that differing surface realizations of speakers' communication skills cumulatively affect success in conveying meaning. (MSE)
Author: Dr. Shubhada Deshpande
Publisher: KY Publications
ISBN: 9392760116
Category : Language Arts & Disciplines
Languages : en
Pages : 178
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Book Description
The Manuscript prepared with the aim to explore the possibilities of correlation between communication strategies and interactional skills. I am glad to share the analysis and results of the research exercise conducted with the help of my 40 students who, though expressed their happiness over having experienced motivation towards English speaking throughout the study, actually made the whole journey of research possible. I am optimistic towards further implications of the study as I am sure the clusters of communication strategies and interactional skills observed as a part of my study can be further explored as the pathway to improved speaking skills of the ESL learners.
Author: Sojung Kim Choe
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Book Description
This study examines one aspect of task-based language instruction, an increasingly popular approach, which provides learners practice in performing communicative acts in English and which promotes learners' ability to use communicative strategies when problems are encountered (Long 1983; Pica 1996; Tarone & Yule 1995). This study addresses the question of whether or not a video of native speakers of English (NSE) interacting during a jigsaw task positively affects the communicative strategies of English as a Second Language (ESL) learners involved in a similar task. Two experiments were conducted. A video model showing two NSE using communicative strategies including confirmation and comprehension checks during a jigsaw task was shown to ten advanced learners of English before they performed a similar task. This group was compared with a control group of learners (N = 10) who were not shown the video. The second experiment examined how modeling may affect different proficiency levels. Twelve Korean students had a high proficiency level (mean = 601 on TOEFL) and Eight Korean students had a lower proficiency level (mean = 516 on TOEFL). For the data analysis, the utterances of participants during interaction were transcribed, and three communicative strategies (clarification requests, confirmation/comprehension checks) were coded and analyzed. The results indicate that modeling appeared to increase the communicative strategies of the experimental groups, with an apparently stronger influence on the high proficiency learners. The results suggest that video modeling of communicative strategies may be an effective method for enhancing the teaching of ESL/EFL communication strategies.
Author: Judie Haynes
Publisher: ASCD
ISBN: 141661043X
Category : Education
Languages : en
Pages : 201
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Book Description
Strategies, tools, tips, and examples that teachers can use to help English language learners at all levels flourish in mainstream classrooms.
Author: Luciano Mariani
Publisher: Lulu.com
ISBN: 1445779536
Category : Education
Languages : en
Pages : 134
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Book Description
What do you do when you need to express the meaning of a word that you don’t know in a foreign language? How do you start and close a conversation, and how do you keep it going? What can you do if you are not sure about what to say in an unfamiliar situation?Communication strategies is a book about the ways and means that users of a second or foreign language can employ when they have to face problems due to gaps in their linguistic, communicative or intercultural competence. Strategies also enable them to deal with uncertainty in personal and intercultural contacts and to increase their autonomy in using languages.Communication strategies is both a handbook for teachers, teacher trainers and educators, providing them with a sound methodological background, and a collection of 30 practice activities, games and tasks for language learners and users. Photocopiable worksheets are provided, as well as freely downloadable recordings of native and non-native speakers of English.
Author: Gabriele Kasper
Publisher: Routledge
ISBN: 1317894618
Category : Language Arts & Disciplines
Languages : en
Pages : 234
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Book Description
This book examines the topic of communication strategies, the ways in which people seek to express themselves or understand what someone else is saying or writing. Typically, the term has referred to the strategies that non-native speakers use to address the linguistic and pragmatic problems encountered in interactions with native and non-native speakers of the language in question. Studies adopting a psycholinguistic perspective are well represented and updated in this volume. Other chapters re-examine communication strategies from a sociolinguistic perspective, exploring the strategies non-native speakers and their conversational partners use to create shared meanings in ongoing discourse. These studies reveal how communication strategies can serve to construct participants' identities and social relationships. Finally, the book incorporates a number of chapters which cover strategy-like behaviour in other related areas, such as language pathology, child bilingualism, normal native adult interaction, and mother tongue education. These studies add fresh dimensions to the study of communication strategies, showing how the concept can usefully be extended beyond the realm of second language acquisition and use, and pointing out the commonalities in many domains of language behaviour.
Author: Jeff Zwiers
Publisher: Taylor & Francis
ISBN: 1003843298
Category : Education
Languages : en
Pages : 249
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Book Description
Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world.
Author: Shoudong Feng
Publisher:
ISBN:
Category :
Languages : en
Pages : 336
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Book Description
This dissertation aims to identify the pragmatic communication strategies of Chinese ESL learners in two academic settings, namely, the ESL classroom and the ESL tutorial session. The concept of pragmatic communication strategies originates from the well-researched construct of second language learners' communication strategy, which has long been understood as strategies that address primarily problems and difficulties associated with the use of vocabulary. However, the essential purpose of this study is not how ESL learners solve their linguistic problems but how they negotiate their relationships with native speakers of English with their second languages. This study was a qualitative research effort that involved observation, interviews and questionnaire. Data were collected mainly in an ESL classroom and a language learning center where tutorials are conducted. In both settings there are unequal relationships between the two parties engaged in interaction. In the classroom context, the instructor decided the agenda, materials, topics, methods of teaching, turn of speaking, and finally and probably most importantly the grades. In the tutorial session, the tutors, although not having the same amount of power over the students as the instructor, had good command of the language used in the context, and consequentially represented the dominant values, determined the topics, and determined a variety of other discourse-related issues. Critical discourse analysis was applied to the data. This is a discourse approach that is based on the recognition of the influence of power relations in society on the production of discourse and text. It deals with such issues as class, status, gender, race, hegemony, dictatorship, nationalism, sexism, media control and organizational discourse. The ultimate goal of this theory is to help people become aware of the use of language to exercise power and in many instances victimize the powerless individuals. The findings of this study suggest that these ESL learners adopted various kinds of pragmatic strategies in negotiating their relationship with the instructor and tutors. Facing the powerful party in each context, they choose to (or have to?) adopt certain strategies in order to accomplish their communicative goals, be they long term or short term goals. Clearly the context had an impact on the strategies they used, as some could be found only in one setting while others only in another setting. It is not clear if these participants also adopt the same strategies in their own language and culture, in other words, the influence of the second language on the choice of pragmatic communication strategies needs to be further determined in future studies.
