From Strategic Perspective: Investigating Teacher-Employed Communication Strategies in EFL Classroom Context

Yaghoubi-Notash, Massoud; Karafkan, Mohammad Amin

doi:10.7575/ijalel.v.1n.7p.145

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…Using Jamshidnejad's ( 2011 ) pattern about the roles of communication strategies, they found out that keeping the conversation flow is significantly different between instructors with various competency levels. Yaghoubi-Notash and Karafkan ( 2012 ) categorized elementary and advanced EFL teachers' communication strategies into L1/L3-based strategies, IL-based strategies, propositional reduction strategies, direct strategies, IL-based, and cooperative strategies. They found out that advanced-level EFL teachers significantly used propositional reduction strategies.…”

Section: Major Concepts On the Spotlightmentioning

confidence: 99%

The Relationship Between EFL Teachers' Personality Traits, Communication Strategies, and Work Engagement

2022

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This review strives to shed light on the related studies on the relationship between English as a Foreign Language (EFL) teachers' personality traits, communication strategies, and their work engagement. The positive correlation between teachers' personality traits and work engagement has been confirmed in the review of the literature. Furthermore, studies have proved the relationship between teachers' communication strategies and personality traits. No studies have been done on the direct relationship between teachers' communication strategies and work engagement. However, the studies showed that some factors, such as teacher self-efficacy and willingness to communicate, can mediate the relationship between teachers' communication strategies and work engagement. To improve the language teaching quality, the pedagogical implications are explained in the end. Some suggestions for further research are provided to expand the literature about teachers' communication strategies, work engagement, and personality traits.

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Section: Major Concepts On the Spotlightmentioning

confidence: 99%

The Relationship Between EFL Teachers' Personality Traits, Communication Strategies, and Work Engagement

2022

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“…Given that, it is believed that an awareness of the CSs used by teachers can develop their teaching practice, contribute to teacher preparation and materials design, and encourage CSs applications in the classroom (Yaghoubi-Notash & Amin Karafkan, 2012;Azar & Mohammadzadeh, 2013). Hence, teachers need an awareness of CSs and ways of creating or employing tasks to teach them (Rababah 2004).…”

Section: Teachers' Use Of Css In the Classroommentioning

confidence: 99%

Communication Strategies in Libyan EFL Classrooms: Materials, Perceptions and Practices

Abdelati¹

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Libyan EFL classrooms represent the main exposure to English (L2) for secondary school students in Libya. Classroom interaction using the L2 is essential for Communicative Language Teaching, which has been adopted by the Libyan authorities for developing the communicative competence (CC) of learners, albeit with limited success. Communication strategies (CSs), required for strategic competence, a component of CC, can potentially enhance L2 communication, interaction and learning in the Libyan secondary school classroom. The use and teaching of CSs, adopted in many educational contexts have not been investigated in the Libyan classroom. Hence, this research examined the role of CSs in the Libyan EFL classroom in developing CC. This research investigated the content of the teaching materials (instances of CSs and types of tasks available), the teachers and students' perceptions about CSs (use, awareness, and teaching), the implementation of tasks and activities in their classrooms, and the Libyan teachers' understanding of CSs. A pragmatic paradigm guided MMR approach. It produced three data sets: a quantitative content analysis of the classroom materials (English for Libya), a quantitative and qualitative analysis of the 55 teachers and 52 student questionnaires, and a qualitative content analysis of the ten teacher interviews.The findings suggested that there exist difficulties in the Libyan classroom with regard to developing a declarative knowledge of CSs and encouraging the use of CSs in natural situations due to mismatches between the curriculum's aims and the teachers' perceptions and practices. The different course book materials lack explicit content for teaching and learning CSs, focus on linguistic knowledge and lack interesting communicative tasks and listening content. Also, there are difficulties related to implementing interactive communicative tasks due to contextual factors, the students' levels and abilities, and the over reliance on the L1. Libyan students and teachers seem to lack interest in the materials due to their inauthenticity and focus on form. The knowledge of CSs is limited or unavailable from the teachers' education. The use and teaching of CSs appear to be limited and unconscious. This research offers a pedagogical CSs framework that could help to link CSs theory to CST in practice, which may have implications for materials designers, and may help to identify recommendations to the Libyan educational authorities.

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Lexical Bundles in Whatsapp Conversation between Native and Non-Native Speakers of English

Fitriati¹,

Wahyuni²

2019

Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018)

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The paper draws on an investigation on the use of lexical bundles and their functions in WhatsApp conversations between a native and a non-native speaker of English. The aim of this study is to explore the lexical bundles used by the two speakers in order to explain how these bundles contribute to the coherence in the conversations. The study employs the lexical bundle taxonomy by Biber et al. (1999) and the functional types of lexical bundles by Conrad and Biber (2005). In terms of functions, the lexical bundles produced by native and nonnative speakers of English mostly express Stance between the speaker and hearer which includes functions of epistemic stance and attitudinal/modality stance to show intention, desire, ability, obligation, and directive. The Discourse Organizing function is also used, particularly to introduce and elaborate the topic; while, the Referential Expression type is not very much used in the conversation. The pedagogical implication of this study is that a wide variety of lexical bundles to express various functions in communication should be explicitly taught to develop the communicative competence of English language learners.

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From Strategic Perspective: Investigating Teacher-Employed Communication Strategies in EFL Classroom Context

Cited by 3 publications

References 16 publications

The Relationship Between EFL Teachers' Personality Traits, Communication Strategies, and Work Engagement

The Relationship Between EFL Teachers' Personality Traits, Communication Strategies, and Work Engagement

Communication Strategies in Libyan EFL Classrooms: Materials, Perceptions and Practices

Lexical Bundles in Whatsapp Conversation between Native and Non-Native Speakers of English

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