English Speaking Lecturers’ Performances of Communication Strategies and Their Efforts to Improve Students’ Communicative Competence

Abstract

<p style="text-align: justify;">Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers’ performances of CSs, their efforts to improve students’ CC, and the impacts of their efforts on students’ learning according to students’ perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study’s purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers’ efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers’ efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer’s native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.</p>

Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning

“…When learners endeavor to communicate but they find they are lacking the requisite linguistic elements, they can resort to communication strategies to attain the objective of their speaking. The utilization of communication strategies, a pivotal element in inter-language, allows students to compensate for limitations in inter-language knowledge [26], [35]. Additionally, fillers serve several functions, including providing speakers with a moment to collect their thoughts, restating or rectifying prior statements, initiating a conversation, confirming agreement with the listener, and emphasizing the central point of the topic [36].…”

Estrategia didáctica para desarrollar competencias lingüísticas desde la comprensión lectora en el Subnivel Medio

“…A su vez, esta competencia conlleva a que el individuo reconozca elementos lingüísticos tales como: estructuras morfológicas, léxicas, sintácticas y fonológicas; además, se comunica haciendo uso de dichos conocimientos, así, utiliza apropiadamente las reglas del lenguaje para formar y modificar palabras, frases y oraciones (Noviyenty, 2022).…”

Comprensión lectora y su relación con los niveles de competencia comunicativa

“…A su vez, esta competencia conlleva a que el individuo reconozca elementos lingüísticos tales como: estructuras morfológicas, léxicas, sintácticas y fonológicas; además, se comunica haciendo uso de dichos conocimientos, así, utiliza apropiadamente las reglas del lenguaje para formar y modificar palabras, frases y oraciones (Noviyenty et al, 2022).…”

“…Para ello, el hablante debe hacer ajustes lingüísticos a los enunciados que emite, de acuerdo con las reglas socioculturales del territorio en el que se encuentra (Noviyenty et al, 2022). Asimismo, esto es posible porque una persona, cuando aprende a hablar, no solo adquiere los conocimientos gramaticales de una lengua, sino que también es capaz de aprender sus diferentes registros y variantes, Comprensión lectora y su relación con los niveles de competencia comunicativa Alexis Misari lo cual posibilita que pueda usar la lengua de acuerdo con las normas que el ambiente sociocultural exige (Lomas et al, 1997).…”