Communication Strategies Used by Pre-Service English Teachers of Different Proficiency Levels (original) (raw)
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This research report is an account of a study carried out at the Foreign Language Institute of a Colombian public university. Its main purposes were to analyze the teaching practices the participating teachers used in their English lessons, and to assess the effects of these practices on the development of students’ communicative competence. A qualitative-descriptive methodology was followed by means of lesson observations and semi-structured interviews. A quantitative data analysis of test results was also undertaken to measure the development of students’ communicative competence. Pre-communicative teaching practices were found to be more frequent than communicative ones. Likewise, certain aspects of the students’ organizational and pragmatic competences were also enhanced.
Journal of Second and Multiple Language Acquisition –JSMULA, 2021
This study aims to investigate the effect of communication strategies (CSs) instructions used by English speakers, learners of Spanish at a low intermediate level during a 13-week course. One classroom (n = 20) received explicit instruction of CSs, as part of the regular instructional material; whereas, participants in the other classroom (n = 12) did not receive this specific information but otherwise had the same instructor, syllabus, and course material. The five CSs in the experimental classroom are followed by Dörnyei and Scott's (1997) taxonomy.The pre-tests showed no difference in the use of the CSs between the two groups. The results after the treatment showed an effect of the explicit teaching of the CSs, as the experimental group used a greater number of CSs resources when solving communicative issues. The study also reported that task type had an effect on the number and type of CSs produced by the learners. This phenomenon can also be explained in terms of task type and time constraints. The differences observed in both groups can be attributed to explicit CS instruction, thereby resulting in pedagogical implications for language teachers
Advanced Education
This paper sets out the necessity of examining the communication skills of teachers of Spanish as a foreign language as conducted in other socio-educative contexts. According to this objective, the paper begins with a review of theoretical efforts that have been made during recent years referring to research methodology (such as instruments), and to their main results. This leads to a discussion of the training needs that teachers of Spanish as a foreign language presently face for the development of their communication skills in the classroom and, in general terms, the paper discusses the different types of ideas and strategies that must be considered during teachers' instruction. Finally, this brief proposal expects to be the seed of future research projects that impact positively on the improvement of teachers' communication competence, whereby the ideas discussed here are taken as a nuclear component in the frame of future teaching competence.
Strategies for Implementing Communicative Language Teaching in the Uruguayan EFL State School Classrooms More Effectively, 2019
This action research looks into the usefulness of different strategies to enhance communication in the English language classroom in Uruguayan Middle School State classrooms. By reviewing the theoretical background of ELT methodology before the advent of the CLT emergence, the study puts into practice traditional and current strategies to foster communication in the classrooms. This research is based not only on the contributions from several published theories but also on the learnings gained from interviewing different college methodology professors and national language teaching authorities. Results show that using these strategies can increase language interaction (both prompted and spontaneous) by more than 200% reaching even 400% by the end of the study.
Psychology and Education: A Multidisciplinary Journal , 2022
Communicative competence and language learning strategies are viewed as important vehicles to perform different functions needed for communication across a wide range of situations. This study aimed to determine the language learning strategies and communicative competence along linguistic, sociolinguistic, discourse and strategic competences among pre-service English teachers of SUCs in Region VIII. The study employed a descriptive research design using correlation. The results revealed that along language learning strategies, the student-respondents 'sometimes used' all the categories of language learning strategies. Along linguistic, sociolinguistic and strategic competences, the student-respondents were 'competent' while for the discourse competence, the student-respondents were 'average'. Cognitive, compensatory and affective strategies have negative and significant correlation towards linguistic competence. This implies that the more frequent that the student-respondents use the said strategies, the higher the chances that their linguistic competence would go down. Along sociolinguistic competence, language strategies such as: cognitive, metacognitive, memory-related and affective strategies found to have a negative and significant correlation with their sociolinguistic competence. The more the student-respondents expose their selves using the strategies, it would affect negatively their sociolinguistic competence. Metacognitive, memory-related and social strategies have significant correlation with the discourse competence. Metacognitive, memory-related and social strategies are found to be useful in the production of utterances and sentences. There is no single language learning strategy that could perfectly fit to the students and for the recommendation of this study, English teachers should attune language classroom instruction and strategies to pre-service English teachers' language learning strategies needs and develop their communicative competence.
Communication Strategies Used by the Students on the Perspective of Language Proficiency
International Journal of Multicultural and Multireligious Understanding
In today’s global environment, communication plays a crucial role since everyone cannot be separated with communication activity. Language is believed as a tool of communication. It provides the means to take the place in the society, to express and convey information, to learn about the people and the world around us. This qualitative case study is set to investigate the use of communication strategies on the perspective of language proficiency because the most significant predictor of specific communication strategy use is language proficiency. There are twelve students with high and low proficiency level as the subject of this study which is taken purposively. They are the second year students of English Education Department at one of the universities in Indonesia. In this study, the researcher used multiple data sources, namely observation, interview, and documentation. It is intended to address the research questions. The results showed that the students with high proficiency l...
An Analysis of the Communication Strategies Employed by Learners of English as a Foreign Language
Linguistics and Literature Studies, 2013
Effective communication skills are most searched for by employers within the tourism industry. Therefore, the ways of developing them are a key issue for researchers, communication instructors and Foreign Language (FL) teachers. This research took place at a School of Tourism and Hospitality Management in Barcelona (Spain). The main purpose consisted in examining the evolution of the participants' oral communicative competence in English as a Foreign Language (EFL), enrolled in a 60-hour English course using learning portfolios. Samples of the learners' speech were gathered at the beginning and at the end of the academic period, and analyzed focusing on fluency, self-confidence and creativity as indicators of progress. The utilization of communication strategies (CSs) in the learners' oral production, conceptually grounded on the guidelines provided by the Common European Framework of Reference for Languages (CEFR), was one of the main objects of the study. The results show that globally the learners' fluency, self-confidence and creativity increased, and eventually most of them used more communicative strategies than at the beginning of the term.
The impact of teachers' understanding of efficient teaching has become an important field of research in various countries and domains over the last decade. However, there have been few cross-cultural comparisons in the context of English language teaching (ELT). Additionally, the question how teachers may foster the development of communicative competence in English as a foreign language (EFL) is also still in debate. In order to provide more insight in the characteristic teaching perspectives of EFL-teachers and to identify where they differ in their use of methods for ELT, this paper reports results of a cross-cultural questionnaire study with 68 EFL-teachers from Chile and Germany. The findings show interesting differences in the predominance of specific teaching perspectives. Furthermore, differences in the use of foreign language teaching methods such as interlingual communication tasks and text work were found between Chilean and German EFL-teachers. The results of the study are discussed and conclusions for teacher training and future research are drawn. ðə dʒərnəl əv laeŋgwədʒ titʃɪŋ aend lərnɪŋ J L T L dɛdəketəd tu haj kwɑləti risərtʃ ɪn əplayd lɪŋgwɪstɪks
Journal of Pedagogical Research, 2020
Concerns about the purpose of developing communicative skills in English teaching and approaches to overcome these concerns have always had an important place in language teaching. In this context, besides the fact that teachers" roles are important, their beliefs about the approach have a profound influence on their professional achievement. In this regard, the aim of the present study was to determine Turkish English as a Foreign Language (EFL) student teachers" beliefs about developing their communicative skills with the communicative approach in Turkish context. The data obtained through Pre-Service Teacher Beliefs Questionnaire, in which 445 participants took part, and focus group interviews with 28 participants at several times and places were analysed by quantitative and qualitative data analysis methods respectively. As a result of the analysis, it was found that EFL student teachers generally had positive attitudes towards improving communicative skills of their prospective students with communicative approach; however, it was difficult for this approach to work properly in Turkey and in Turkish education system due to various reasons. In addition, it was found that EFL student teachers' self-efficacy beliefs were correlated with their attitudes towards the approach, and that many sub-factors such as second language proficiency also had an influence on the attitudes. Lastly, these findings were found to be significantly different according to the departments (ELL, ELT) rather than age and gender.