The Use of Communication Strategies to Compensate for Gaps in Classroom Communication: The Case of the University of Cape Coast (original) (raw)
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African Journal of Empirical Research
Classroom interaction is very critical to the teaching and learning process in the second language classroom and speakers may encounter difficulties in expressing their communication intentions as a result of gaps in their linguistic repertoire. Necessarily, this study was conducted to ascertain the strategies students and lecturers of the University of Cape Coast use to compensate for gaps in their classroom interactions. The concurrent mixed method approach was used to study 128 students and 2 lecturers of the Department of Arts Education of the University of Cape Coast. Questionnaires and a structured observation guide were used to collect data from students and lecturers. It was found that students prefer to use non-linguistic means (indirect strategies) to convey their meaning. In contrast, lecturers prefer to use strategies that engage students in the conversation (interactional strategies). Fillers, self-rephrasing, and self-repetition were found to be the most frequently use...
Communication Strategies and Classroom Interaction in Second Language Learning
Communication Strategies and Classroom Interaction in Second Language Learning, 2022
The study's goal was to learn about the strategies and classroom interactions used by students learning English as a second language at Gen. Gregorio del Pilar Integrated School in Malolos, Bulacan. The data collection tools are a qualitatively descriptive method for identifying the techniques used by teachers to facilitate the teaching of English as a second language. The information gathered was examined and investigated. The results of the data collection revealed that teachers use a variety of methods to improve students' communicative competence. The findings also demonstrated the impact on teachers when students are unable to understand and respond to what they are thinking in the second language; they also expressed various emotions. The findings also revealed that classroom interaction has a great impact on learning English as a second language, and the different strategies and techniques helped the second language learner become more aware of which they will need to enhance or continue studying and which they will learn most effectively.
English Education Journal
Recently, the need to communicate has been a major concern by many experts. Learners tend to do better in written test than spoken one. It raises the awareness that students deem speaking as the most difficult task to do in learning a language. It may lead to the vast assumption that communicating in L2 is impossible to do. However, experts find that Communication Strategies (CSs) may become the solution. To fill in the gaps in using a language, learners may use CSs. This study aimed to see the most frequently used CSs by young learners. There were 16 Primary School Students who were divided into two categories based on their proficiency levels: High Proficient (HP) and Low Proficient (LP) Students. The data were gathered from the observation of the usage of CSs in real classroom settings and the result of the interview. The result revealed that HP Students tended to use more CSs than LP Students. Then, the students tended to use more Direct Strategies rather than Indirect and Inter...
Investigating Communication Strategies In L2 Learners’ Discourse: A Study In Primary Education
In cases of language learners’ inability to use a word/phrase in the target language, they opt for communication strategies by imitating sounds, inventing new words or using their hands to communicate. Although communication strategies are used very often by students, teachers are not fully aware of their importance during the teaching process and thus they do not train their students to use them. The aim of this study is to evaluate the use of communication strategies by learners of Greek as a second language during the lessons so that it can become obvious to teachers who abandon the message convey or switch to the first language to avoid miscommunication. The researchers used two methodological tools: (1) audio-recordings of naturally occurring classroom interactions and (2) observation notes taken in 25 class sessions. For the interaction transcripts, the researchers used the taxonomy of communication strategies of Faerch and Kasper’s (1983) while the researcher’s journal was used for the observations. The analysis of the results indicated that the most frequently used strategy used by the students was the language switch while the role of the teacher and the activities implemented each time were crucial as for the communication strategies used by the students.
Communication Strategies in Language Learning: A Case Study
2015
This study examines the communication strategies employed by an English learner to compensate for linguistic shortcomings. It is placed within the context of the Nijmingen Project, an influential benchmark in the study of L2 communication strategies. The tasks were adapted from the Nijmengen Project. Due to the small data set, a very simple quantitative approach was employed to analyse the learner’s use of communication strategies. The findings broadly support those of the Nijmengen Project, although there were variations that point to some potentially interesting areas for further study.
The investigation of classroom communication strategies used by English department lecturers
English Education Journal, 2021
This case study is aimed at finding out the types of classroom communication strategies employed by English department lecturers during their teaching. In this study, three lecturers participated (HQ, RR, and SW in pseudonyms). They were lecturers for academic English, critical speaking, and advanced reading classes. The instruments of this study were videotapes, observation guides, field notes, and interview guides. After the data collection process, the data were analyzed using coding analysis and interactive analysis. The results showed that the most employed direct strategies were circumlocution and code-switching. HQ used circumlocution 54 times and code-switching 51 times; RR used circumlocution 21 times and code-switching 32 times. The major use of indirect strategies was comprehension check, which was used 47 times by RR, 28 times by HQ, and 9 times by SW. Last, for the interactional strategy, filler was the most used strategy. RR used it 19 times, HQ used it 46 times, and S...
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.
European Journal of Educational Research, 2022
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 lectu...
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.
European Journal of Foreign Language Teaching
European journal of Foreign Language Teaching, 2022
There are many types of oral communicant, and they serve different functions. In the classroom settings, one-to-one communication between students and instructors or even between students and their peers are important interactions. For effective communication to take place, the speakers need to use communication strategies. What are some aspects that hinder or encourage effective communication? This study is done to explore the communication strategies used by learners in the classroom context. In the context of this study, two views of communication strategies are investigated, and they are (a) Interactional view, which is used to avoid disruptions in communication, and (b) Psycholinguistic view which is used to solve the communicator's problem to fill in the gaps in communication. The instrument used in this study is a survey with two main sections: interactional view and psycholinguistic view. The interactional view is