From problem-orientedness to goal-orientedness: Re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation

Abstract

The use of communication strategies is one of the core components that constitute communicative competence. However, the problem-oriented conceptualization of L2 strategic behavior has been widely criticized as it does not give sufficient attention to the social nature of communication and learning (Cohen, 2014; Macaro, 2006). This study thus makes an attempt to re-conceptualize communication as a mediated activity that focuses on the process and goal of communication. Eight EFL junior high school learners in Taiwan participated in this study. Empirical data were collected from an oral elicitation task, and then triangulated by retrospective comments derived from stimulated recall interviews and semi-structured interviews with the participants. The data were coded with Dörnyei and Scott's (1995) taxonomy of communication strategies and mapped onto a sociocultural framework of mediation for analysis. The findings showed that the use of strategies was at times problem-oriented for the purpose of avoiding or solving communication breakdowns. Nevertheless, what seemed more significant was that interlocutors also made efficient choices of strategies according to the context and purpose of the task. It is rightly the purpose of this paper to develop an enriched view of L2 strategic competence that acknowledges both the problem-oriented and goal-oriented nature of communication.

Effect of Oral Communication Strategies Training on the Development of Malaysian English as a Second Language Learners’ Strategic Competence

“…In fact, Chang and Liu (2017) agreeing with Rampton (1997) suggest a reconceptualization of CS beyond the interactional and psycholinguistic approach. In their work, Chang and Liu (2017) reconceptualised CS as forms of intra-mental and inter-mental mediation for the maintenance and development of L2 speech which acknowledges both the linguistic (problem oriented) and the situated (goal oriented) nature of the strategic behavior. Over the past two decades, researchers have been debating over the insufficiency in the definition of strategic behavior as much is unknown on the reality of what happens in strategic behaviour (Cohen, 2014;Nakatani & Goh, 2007).…”

“…Subsequently, Uztosun and Erten (2014) argued that both approaches can be blended together because "during communication, both interlocutor and speaker experience cognitive processes and these are mainly modified through interaction". However, many critics are still skeptical of the notion of ARTICLE INFO 58 IJELS 5 (4): the problem-oriented concepts of the L2 strategic behavior because they believe that communication strategies (CSs) do not cater adequately to the social nature of communication and learning (Chang & Liu, 2017). In fact, Chang and Liu (2017) agreeing with Rampton (1997) suggest a reconceptualization of CS beyond the interactional and psycholinguistic approach.…”

“…However, many critics are still skeptical of the notion of ARTICLE INFO 58 IJELS 5 (4): the problem-oriented concepts of the L2 strategic behavior because they believe that communication strategies (CSs) do not cater adequately to the social nature of communication and learning (Chang & Liu, 2017). In fact, Chang and Liu (2017) agreeing with Rampton (1997) suggest a reconceptualization of CS beyond the interactional and psycholinguistic approach. In their work, Chang and Liu (2017) reconceptualised CS as forms of intra-mental and inter-mental mediation for the maintenance and development of L2 speech which acknowledges both the linguistic (problem oriented) and the situated (goal oriented) nature of the strategic behavior.…”

“…Some other researchers such as Wagner and Firth, (1997) as well as Williams, Inscoe and Tasker (1997) also agree that communication problems are not absolutely solved in using strategies as they are problematic to operate on a deficit mentality; for example, strategies such as memory strategies and cognitive strategies, as they undermine the facilitative role of strategies in the context of L2 communication and learning (Cohen, 2014). Chang and Liu (2017) argued that "a more comprehensive perspective which incorporates sensitivity to the social dimension of L2 communication is required for researchers to come closer to understanding the potential of using such strategies to enhance communication and learning" (p. 43).…”

The Use of Speech Acts in Angngaru of Makassar Society

“…Studies on the communication function had flourished and proved that communication strategies are needed to overcome the problems in communication. One of the examples of those studies is in terms of classroom interaction (Pawlak, 2015;Chang & Liu, 2016;Mahmud, 2017;Krishnan, Ramalingam, Ching, & Maruthai, 2018). These studies show that the communication strategies are helpful in solving the communication problems encountered by the teachers and students in the learning process in the class and in creating effective classroom interaction.…”