“Wait, How Do I Say that in English?” Communication Strategies for English as a Foreign Language Learners (original) (raw)
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Strategies for English as a Foreign Language Learners
2018
This research aimed to investigate communication speaking skill strategies applied by two groups of English foreign language learners in two boarding senior high schools in Aceh, Indonesia. Of the successful group, there were 52 learners and of the less successful group 24 learners. To collect the data, this study employed the observation sheet adapted by Tarone (1978), which determined nine categories of communication strategies; approximation, word coinage, circumlocution, literal translation, language switch, mime, appeal for assistance, topic avoidance, and message abandonment. The students were observed during their speaking class. The result of this research is the literal translation, approximation, and language switch become the most frequent strategies used by the less successful learners. It implies that the students have had difficulties communicating in the target language. On the other hand, successful learners prefer to use approximation, literal translation, and appea...
Practicing conversations or dialogues in various context or situation is as the essential aspect for students because it smoothen their skill in communication and their English mastery. Whenever people use language to interact, one of the things people are doing with it is establishing a relationship between them; between the speaker speaking now and the person who will probably speak next. It means, strategies in communicating put an important role to reach the goal of the interaction or the communication. This study is to identify the communication strategies of Indonesian university students, especially students of the English Department Education Faculty of Muria Kudus University and native speaker used in communication in natural conversation and to find out the possible factors cause the choice of the strategies in the conversation. The method applied in this study is descriptive qualitative. The subjects of this study are fourth semester students of English Department of Muria Kudus University and one native speaker. The data were obtained by inviting and asking the students and the native speaker to have a conversation for around one hour. Then, the conversation was recorded by using camera. The recorded data were transferred into the printed one as a script. The data analysis was conducted in several ways, among other transcribing the recorded data, identifying each utterance and displaying the result in the table, classifying the utterances based on the type of strategies, and interpreting the communication or the conversation. The results showed that there were 306 turns in the conversation between the students and the native speaker. The types of strategies used in the conversations were Circumlocution (C) for 38.98 % (23), followed by Language Switch (LS) for 15.3 % (9) and Topic Avoidance (TA) for 14.6 % (8), Literal Translation (LT) for 6.8 % (4), Mime (M) for 8.5 % (5), Word Coinage (WC) and Message Abandonment (MA) for 6.8 % (4), Appeal for Assistance (AA) for 5.6 % (3), and Approximation (A) for 3.39 % (2). The last finding showed that there were two main factors that cause the choice of the strategies in the conversations. They were proficiency of the speaker and features of the communicative situation. In the use of communication strategies, both students of English Department Muria Kudus University and the native speaker try to have a relative balance of power relation without the domination of one person to others. Some factors which cause the use of the strategies are lack of meaning, social use aspect, speech, voice, and fluency. To improve students' strategies in communication, they should practice their English more, so their speaking and their strategies will be improved. Besides, lecturers also should apply the contextual teaching in which the environment and culture are inserted into the topic.
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.
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...
English in Education, 2016
This study was aimed to find out the types of communication strategies used by the learners of one Bilingual Boarding School at Sragen year X and to figure out the most types used by the learners. The subject of the study was 20 members of ECC Students (English Conversation Club). Interview was conducted to collect art of in this research. The interview was used to help the researcher set the classroom with debate classroom, recorded, and then transcript the conversation. The researcher recorded the conversation. The result of the study shows that there are eleven types of communication strategies used by the learners; circumlocution, approximation, word coinage, code switching, use of nonlinguistic means, appeal for help, use of all-purpose words, using fillers, using wrong terms, self-correction, and repetition. Fillers, Circumlocution and Repetition are the strategies mostly used by the learners. Based on the result of the study, the researcher inferred that the learners of Sragen Bilingual Boarding School (SBBS) face difficulties in their communication. The higher number of learning using fillers, indicates that they hesitate too much in delivering their opinion. They are also nervous, afraid to make mistakes, and not confident enough to give their opinion.
A LITERATURE REVIEW ON COMMUNICATION STRATEGIES IN LANGUAGE LEARNING
Abstract Communicating successfully means to pass on meaningful messages to the listeners. In order to achieve a successful level of communication in situations, where learners face problems when there is a mismatch between their communication goals and their linguistic resources, they tend to use devices to improve their level of communication; these devices are called Communication Strategies. This paper reviews and discusses the theoretical background of the study of Communication strategies in language learning. The first part of the paper presents the most common definitions of the Communication Strategies. The second part attempts to explain the relationship between Communicative Competence and Communication Strategies. The third part describes the types, taxonomies and the origins of the Communication Strategies. The final part sheds the light on a number of empirical studies related to types of Communication Strategies and the relationship between linguistic proficiency and Communication Strategies choice in the learner's first language and his/her second language.
Communication Strategies in English as a Second Language (ESL) Context
Advances in Language and Literary Studies, 2013
Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the context that English in Indonesia is considered as a foreign language, it causes the learners of English in Indonesia understand not only the language but also the culture. Foreign language learners may encounter various communication problems when their interlanguage is limited. In order to convey their messages and remain in a conversation until their communication goal is achieved, ESL (English as a Second Language) learners need to employ communication strategies, which have been defined generally as devices used by second language learners to overcome perceived barriers to achieving specific communication goals (Faerch & Kasper, 1983). In order to avoid certain miscommunication, the teacher of English in Indonesia should also give their learners the understanding of communication strategies.
The need to teach communication strategies in the foreign language classroom
JALT Journal, 1998
In this article we argue for the need for instruction in lexical communication strategies in foreign language classes. After comparing opposing views on communication strategies and instruction, we recommend instruction in second language- based lexical communication strategies ("recommended strategies") for students who do not use them. We then report a study about the manner in which our first year Japanese university students of English as a foreign language conceptualized their communicative options in two situations in which they lacked specific vocabulary. Since results suggest that many of our students think of using first-language-based or non-linguistic strategies, we argue that these students would benefit from instruction in the use of second-language-based strategies.
SSRN Electronic Journal, 2016
This study aims at describing how Indonesian young learners of English act in responding to the interlocutor's move to keep a conversation going. The research questions are (i) what speech functions are involved in the kindergarten students' conversation; and (ii) what communication strategies are used by the learners? The participants of the research are kindergarten students of Mondial School of the Academic Year of 2015. The study uses descriptive qualitative research. The section of analysis is move(s). The learners' speech is recorded, transcribed and identified to figure out what speech functions are involved in the conversation. The data are then analyzed and interpreted to reveal what communication strategies are used by the learners. The findings suggest that the learners use communication strategies involving four major speech function choices: opening, continuing, react responding, and react rejoinder moves. The leaners produce initiation and react-responding the most. Opening in the form of demanding information and react responding in the form of replying answer moves are mostly realized through declarative clauses. Regardless the incongruent or congruent of mood types, it proves that they are able to sustain the conversation. The learners use three basic types of communication strategy: interpersonal negotiation, logico-semantic negotiation, and "channeling" negotiation. It is reasonable to argue that their conversation is natural. The conversation is also meaningful because the children are involved in the process of exchange. It is recommended that total immersion program can be applied in Indonesia as it provides precious opportunities for learners to speak.
The Students’ Communication Strategies: What and How?
Jurnal Ilmiah Dinamika Bahasa Dan Budaya, 2009
English is a foreign language for the Indonesian learners. Although they have learned English for years, it is still foreign for them. They still find problems maintaining their conversation. In this article, the writer wants to report the English the students use in oral communication and how they use the communication strategies.The data were obtained by means of recording 3 conversations produced by 7 students of UNISBANK Semarang during the Speaking IV lesson. The unit of analysis in the current study is turn. Every turn is observed to find out the communication strategies employed. Then, the reasons for employing the communication strategies are explained by using Tarone's theory. The result of the study shows that the communication strategies employed by the English Department students of UNISBANK in speaking English are: translation strategy: language switch strategy, word coinage strategy, appeal for assistance strategy, circumlocution strategy. The literal translation strategy dominates the strategies used by the English learners. Based on the findings, some suggestions are put forward as follows: the English learners should enrich their knowledge about the English rule and English vocabulary, Speaking teachers should introduce the communication strategies to the students.