Effects of communication strategy training on EFL students’ performance in small-group discussions

Benson, Stuart; Fischer, Danielle; Geluso, Joe; Joo, Lucius Von

doi:10.14746/ssllt.2013.3.2.5

Cited by 7 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The latter lays emphasis on the mental processes that learners engage in when they experience a language deficit, with the effect that the focus is primarily on compensatory devices, the classifications are thus much more parsimonious and the value of instruction in CSs is denied in line with the belief that such strategies can be transferred from the L1. These two approaches have triggered a spate of research projects, mainly in the 1980s and 1990s, that have aimed, among other things, to identify and describe the CSs used in different situations (e.g., Nakahama, Tyler, & van Lier, 2001), to gauge factors mediating their employment, such as proficiency, task type, cognitive style or willingness to communicate (e.g., Hsieh, 2014;Littlemore, 2001;Mesgarshahr & Abdollahzadeh, 2014;Pawlak, 2009), and to look into the effects of instruction targeting CSs (e.g., Benson, Fischer, Geluso, & Joo, 2013;Nakatani, 2005;Pawlak, 2005;Teng, 2012).…”

Section: Overview Of Previous Research On Speaking Strategiesmentioning

confidence: 99%

Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal

Pawlak¹

2018

SSLLT

View full text Add to dashboard Cite

Although the ability to speak is usually seen as a key manifestation of learners' ability in the target language they are attempting to master, research has not given ample attention to strategies that can be employed to enhance this skill. In fact, the bulk of such empirical investigations has mainly focused on communication strategies that are reactive devices, predominantly used to overcome difficulties in successful conveyance of meanings and messages, and even this line of inquiry has been neglected in recent years. The study reported in this paper aims to partially bridge this gap by examining the speaking strategies that advanced learners of English used in the performance of two communicative tasks, differing in the extent to which the participants were required to make a contribution to their successful completion. The data collected by means of open-ended questionnaires that were administered immediately after the completion of the two tasks yielded crucial insights into the nature of the speaking strategies and the ways in which the communicative goals inherent in task type influenced the choice of speaking strategies.

show abstract

Section: Overview Of Previous Research On Speaking Strategiesmentioning

confidence: 99%

Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal

Pawlak¹

2018

SSLLT

View full text Add to dashboard Cite

show abstract

“…The use of language is emphasized in social interaction activities (Huang, 2016). Conversation and discussion exercises, dialogue, role acting, interviews, information gaps, games, language exchanges, surveys, and pair work, are just a few samples (Benson et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Exploring Communicative Language Teaching to Investigate English Communication Willingness in EFL Learners’ Classroom

Williyan,

Apriani,

Sirniawati

et al. 2023

AIJP

View full text Add to dashboard Cite

Being Willing to Communicate (WTC) in English is significant since communicating in another language is considered to be a crucial part of learning a foreign language. Without it, the students only learn English in a passive way. This study, therefore, aims to explore the Communicative Language Teaching (CLT) to investigate the Willingness to Communicate (WTC) in English of EFL learners. This research uses mixed methods, especially Embedded Design, to explore CLT and investigate WTC in English of EFL learners. Qualitative analysis begins this research through observation and interviews. The results of both are then strengthened by the results of quantitative analysis through the questionnaire. It was found that there were various communicative activities implemented by the teacher. Those are effectively conducted by the teacher to promote communicative language teaching in the classroom. Another finding is that there are six WTC patterns, and the pattern of voluntary participation in class activities has the highest percentage of occurrences. The conclusion that can be drawn from this research is that the willingness to communicate (WTC) in English for EFL learners is regarded as high or very willing.

show abstract

“…In L2, this corresponds to negotiation of meaning in Nakatani (2006Nakatani ( , 2010 and Naughton (2006), to interacting strategies in Celce-Murcia (2008), and to paraphrasing and seeking information or an opinion in Bejarano et al (1997). Studies have shown that clarification plays an important role in the negotiation of meaning during L2 conversation (Benson, Fischer, Geluso, & Von Joo, 2013;Nakahama, Tyler & Lier, 2001;Nakatani, 2010;Pica, 1994). In L1, it is quite often that, in order to make one's own views more convincible, one will give explanations, examples or reasons, but from a non-linguistic perspective (Zhu, 2014b;O'Sullivan, Weir & Saville, 2002).…”

Section: The Oral Interaction Strategy Scale (Oiss)mentioning

confidence: 99%

Validation of the Oral Interaction Strategy Scale for speakers of Chinese as the first language in elementary schools

Zhu¹,

Cai²,

Fan³

et al. 2017

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

This study validated the Oral Interaction Strategy Scale (OISS) for speakers of Chinese as a first language in elementary schools. The OISS measures students' perceptions of how frequently they use interaction strategies of Chinese as a first language (L1 Chinese). The study involved two studies. In the first study, among 642 pupils, we identified seven categories of interaction strategies in Chinese communication. In the second study, among another 678 pupils, the seven-dimension structure was confirmed. Besides, a second-order factor of interaction strategies was established and the relative importance of each firstorder factor to the second-order factor was also examined. The implications for further studies are discussed.

show abstract

Effects of communication strategy training on EFL students’ performance in small-group discussions

Cited by 7 publications

References 15 publications

Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal

Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal

Exploring Communicative Language Teaching to Investigate English Communication Willingness in EFL Learners’ Classroom

Validation of the Oral Interaction Strategy Scale for speakers of Chinese as the first language in elementary schools

Contact Info

Product

Resources

About