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.

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 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>

scholarly journals Communication Strategies Used by Iranian EFL Learners and English Native Speakers: Gender in Focus

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Layla Hajiesmaeli ◽  
Laya Heidari Darani
Keyword(s):  
Language Proficiency ◽  
Native Speakers ◽  
Communication Strategies ◽  
Numerical Data ◽  
Communication Strategy ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Native Speakers Of English ◽  
The Difference

<p>This article was intended to explore the frequency and order of communication strategies used by Iranian male and female EFL earners as well as English native speakers while facing communication breakdowns. Furthermore, it was aimed to investigate the difference between native speakers and non-native speakers of English in their use of communication strategies. In addition, it was probed whether gender had any effects on the use of these strategies among native and non-native speakers. To this end, the data were collected through the communication strategy questionnaire distributed among 30 male and female Iranian intermediate EFL learners and 15 English native speakers. The design of this study was a quantitative one in which the questionnaire and thus numerical data were applied. To analyze the data, Cronbach alpha and independent-samples t-tests were used. The results indicated that non-verbal and social affective strategies were the most frequent strategies used by non-native speakers and native speakers of English, respectively. Furthermore, there was no significant difference between male and female Iranian EFL learners, but a significant difference between male and female English native speakers were seen. It can be concluded that language proficiency can contribute to the type and frequency of communications strategies which are used non-native speakers; likewise, it can play a significant role in gender differences in language use.<em></em></p>

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.

scholarly journals Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students’ oral interaction strategy use and their group discussion performance

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Xinhua Zhu ◽  
Elizabeth K. Y. Loh ◽  
Guoxing Yu ◽  
Loretta C. W. Tam ◽  
Xian Liao
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Group Discussion ◽  
First Language ◽  
Oral Communication ◽  
Strategy Use ◽  
Verbal Language ◽  
Oral Language Proficiency ◽  
Oral Interaction ◽  
The Relationship

AbstractGiven the increasing awareness of oral communication in this era of globalized collaborative learning trends, there is an imminent need to inform language educators of ways in which the under-researched oral interactional strategies are related to first language (L1) teaching. However, no consensus has yet been reached on the relationship between interactional strategy use and oral language proficiency. This study investigates the effect of oral interactional strategy use on group discussion performance in L1 Chinese for Primary 5 students (N = 140) in Hong Kong. Based on ANOVA and regression analyses of the data on group discussion performance, five strategies have been identified: expressing actively, asking for opinion, expressing attitude, giving clarification and non-verbal language. They all significantly predicted students’ group discussion performance, with overall strategies explaining 55.5% of total variation of the performance, where higher-proficiency students tended to use more strategies that enable comprehension and elaboration in the group discussions. The patterns of strategy use among students with different levels of discussion performance have also been identified. Implications of the findings are discussed with reference to the roles individuals play in the overall performance of group discussion.

scholarly journals A STUDY OF EFL STUDENTS� ORAL COMMUNICATION STRATEGIES IN DISCUSSIONS

2017 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Rosi Hardianti
Keyword(s):  
English Education ◽  
Communication Strategies ◽  
Group Discussion ◽  
Oral Communication ◽  
Vocabulary Knowledge ◽  
Communication Strategy ◽  
Intended Meaning ◽  
Efl Students ◽  
Strategy Types ◽  
The University

: In the process of communication, EFL students frequently experience problem in saying what they want to say in English. Oral Communication Strategies (OCS) surface as the students needs to solve problems of expressing their intended meaning. This descriptive qualitative study intended to analyze (1) types of OCS used by students while conducting discussion, and (2) the students� reasons for using certain types of OCS. The participants of this study were a group discussion consisting of five EFL students of English Education Department in the University of Kuningan. The data in this study were gained from observation and interview which were then transcribed. The data were analyzed qualitatively by using Dornyei�s (1995) taxonomy of OCS. The results revealed that students participated in this study tended to use achievement strategies (73.07%) more frequently than avoidance strategies (26.92%). Specifically, students used nine out of twelve communication strategy types, and the most frequent strategy used by students while conducting discussion was the use of fillers strategy (51.28%). Then, the students� reasons for using fillers strategy in their communication were basically because of their lack of English vocabulary knowledge and content knowledge of topics which were being discussed. Thus, students encounter communication problems as the results of target linguistic inadequacy. Hence, further study might yield different result if the topics chosen for discussion were desired topics among students.Keywords: EFL (English as a Foreign Language), Oral Communication Strategies, Discussion

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.

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