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“Communicative Strategies Used by Iranian pre-intermediate and intermediate EFL Learners in Oral Communication”

Name: "Communicative Strategies Used by Iranian pre-intermediate and intermediate EFL Learners in Oral Communication"
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“Communicative Strategies Used by Iranian pre-intermediate and intermediate EFL Learners in Oral Communication”

English Department Master of Arts in TEFL

Abstract

The main concern of this thesis was communication strategies (CSs) which are used to compensate for communication breakdown. The most reflecting problem of Iranian learners is that they are not able to use their knowledge in communicating their messages. The goals of this study were to first, identify the CSs used by Iranian pre-intermediate and intermediate EFL learners in oral communication, and second, examine whether proficiency level of Iranian students had any relationship with their choice of CSs. This research was both descriptive and quantitative in nature. The participants were 15 pre-intermediate and 14 intermediate EFL learners between 16 to 21years old who had enrolled in Ofogh Language School in Shahrekord, Iran. Nelson Proficiency Test was administered to determine the learners’ language proficiency level. The researcher recorded 48 sessions to make a permanent record of the learners’ oral performance for later analysis. Eight sessions of each level were randomly selected, transcribed and then coded in order to provide answers for both questions. The coding categories included 22 types of CSs based on integrated model of taxonomies presented by Dornyei and Scott (1997) which was originally adopted from Tarone’s (1980), Faerch and Kasper’s (1983) taxonomies. In order to answer the first question, the researcher calculated frequency and means of strategies used by the subjects. For the second question, the relationship between learner’s proficiency level and the choice of CSs, chi-square test was employed. The results revealed that the most frequently used strategies by both pre intermediate and intermediate learners were use of fillers and hesitation devices, code switching, appeal for help and self- repetition and the least frequently used strategies were word coinage, foreignzing and comprehension check for pre intermediate and intermediate level. With regard to the second question, the significance level of .297 (p > 0.05) (table 4.5) indicated that there was no significant correlation between the use of CSs and the proficiency levels of

دسته: زبان خارجه, زبان خارجه برچسب: "Communicative Strategies Used by Iranian pre-intermediate and intermediate EFL Learners in Oral Communication"

توضیحات

Acknowledgements………………………………………………………………………………….. iii

Abstract…………………………………………………………………………………………………… iv

Table of Contents……………………………………………………………………………………… v

List of Tables…………………………………………………………………………………………… ix

List of Figures…………………………………………………………………………………………… x

List of Abbreviations……………………………………………………………………………….. xi

Chapter One: Introduction……………………………………………………………………….. 1

1.1 Preview……………………………………………………………………………………………….. 2

1.2 Statement of Problem………………………………………………………………………….. 4

1.3 Purpose of the Study……………………………………………………………………………. 6

1.4 Significance of the Study……………………………………………………………………… 7

1.5 Research Questions……………………………………………………………………………… 8

1.6 Definition of Key Words……………………………………………………………………… 8

1.7 Limitations of the Study………………………………………………………………………. 9

1.8 Organization of Chapters…………………………………………………………………… 10

Chapter Two: Review of the Literature………………………………………………….. 11

2.1 Introduction………………………………………………………………………………………. 12

2.2 Theoretical Framework……………………………………………………………………… 12

2.2.1 CSs and Communicative Competence…………………………………………………. 13

2.2.1.1 Grammatical Competence……………………………………………………………. 13

2.2.1.2 Discourse Competence………………………………………………………………… 13

2.2.1.3 Sociolinguistics Competence………………………………………………………… 14

2.2.1.4 Strategic Competence………………………………………………………………….. 14

2.2.2 CSs from a Cognitive Point of View…………………………………………………… 14

2.3 The Origins of CSs…………………………………………………………………………….. 16

2.3.1 Approaches to conceptualizing CSs…………………………………………………….. 18

2.3.1.1 The traditional view…………………………………………………………………….. 18

2.3.1.2 Tarone’s interactional perspective…………………………………………………. 18

2.3.1.3 Dornyei’s extended view………………………………………………………………. 18

2.3.1.4 Dornyei and Scott’s Extended View………………………………………………. 19

2.3.1.5 Canale’s Extended Concept…………………………………………………………. 19

2.3.1.6 Psychological Approaches to Conceptualizing CSs…………………………. 19

2.3.1.7 Poulisse’s Speech Production Model……………………………………………… 19

2.4 Definition of CSs……………………………………………………………………………….. 20

2.4.1 Problem-orientedness of CSs……………………………………………………………… 22

2.4.2 Consciousness………………………………………………………………………………….. 23

2.5 Types of CSs……………………………………………………………………………………… 25

2.5.1 Avoidance Strategies………………………………………………………………………… 25

2.5.2 Compensatory Strategies…………………………………………………………………… 27

2.5.2.1 Intra-actional strategies……………………………………………………………… 28

2.5.2.2 Interactional strategies………………………………………………………………… 33

2.6. Proficiency level and choice of CSs……………………………………………………. 34

2.7 Related Studies on CSs………………………………………………………………………. 36

2.8 Summary of the Chapter……………………………………………………………………. 41

Chapter Three: Methodology and Design………………………………………………… 42

3.1 Introduction………………………………………………………………………………………. 43

3.2 Method and Design…………………………………………………………………………. 43

3.3 Participants…………………………………………………………………………………….. 44

3.4 Instruments of the Study……………………………………………………………………. 44

3.4.1 Nelson English Language Test………………………………………………………… 44

3.4.2 Integrated Model of CSs Taxonomy………………………………………………… 44

3.4.3 Statistical Software…………………………………………………………………………. 45

3.5 Procedures…………………………………………………………………………………….. 45

3.5.1 Specifying the context………………………………………………………………………. 45

3.5.2 Specifying classroom contents……………………………………………………………. 45

3.5.3 Selecting Learners…………………………………………………………………………….. 46

3.5.4 Recording the data……………………………………………………………………………. 46

3.5.5 Transcribing the data…………………………………………………………………………. 46

3.5.6 Coding of the data……………………………………………………………………………. 47

3.6 Reliability and Validity of the Study…………………………………………………… 47

3.6.1 Reliability………………………………………………………………………………………… 47

3.6.2 Validity…………………………………………………………………………………………… 48

3.7 Data Analysis…………………………………………………………………………………….. 49

3.8 Summary of the Chapter……………………………………………………………………. 49

Chapter Four: Results and Discussion……………………………………………………… 51

4.1 Introduction………………………………………………………………………………………. 52

4.2 Restatement of Research Questions and Hypothesis…………………………….. 52

4.3 Data analysis……………………………………………………………………………………… 52

4.3.1 Performance of Subjects on Nelson General Proficiency Test………………… 52

4.3.2 Analysis of the First Research Question………………………………………………. 54

4.3.2.1 Learner’s overall use of CSs…………………………………………………………. 54

4.3.2.2 Types of CSs Employed by Iranian Pre intermediate EFL Learners…… 54

4.3.2.3 Types of CSs Employed by Iranian Intermediate EFL Learners………… 56

4.3.3 Analysis of the Second Research Question Comparison of the Use of CSs in Pre intermediate and Intermediate Levels………………………………………………………………………………….. 58

4.4 Discussion………………………………………………………………………………………….. 60

4.5 Summary…………………………………………………………………………………………… 69

Chapter Five: Conclusion and Implications……………………………………………… 71

5.1 Introduction………………………………………………………………………………………. 72

5.2 Summary of the Research………………………………………………………………….. 72

5.3 Conclusion………………………………………………………………………………………… 73

5.4 Pedagogical Implications……………………………………………………………………. 75

5.5 Suggestions for Future Research………………………………………………………… 76

References………………………………………………………………………………………………. 78

Appendices……………………………………………………………………………………………… 83

Appendix A…………………………………………………………………………………………….. 84

Appendix B…………………………………………………………………………………………….. 88

Appendix C…………………………………………………………………………………………….. 89

Appendix D…………………………………………………………………………………………… 105

List of Tables

Table 4.1 Descriptive Statistics of Learners’ Performance on Proficiency Test….. 53

Table 4.2 Independent Sample T-Test on Nelson Proficiency Test………………….. 53

Table 4.3 Communication Strategies used by Pre-intermediate Learners………….. 55

Table 4.4 Communication Strategies Used by Intermediate EFL Learners………. 57

Table 4.5 Chi-square Test…………………………………………………………………………… 58

Table 4.6 Comparison of the Use of CSs by Pre-intermediate and Intermediate Learners 59

List of Figures

Figure 4.1 Learners’ Overall Use of Communication Strategies………………………. 54

Figure 4.2 Communication Strategies Used by Pre-intermediate EFL Learners… 56

Figure 4.3 Communication Strategies Used by Intermediate EFL Learners……… 58