Teachability of communication strategies

Teachability of communication strategies - Teachability of...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
Teachability of communication strategies: An Iranian experience Ataollah Maleki , a , a English Language Department, Faculty of Medicine, Zanjan Medical Sciences University, Zanjan, Iran Received 26 January 2007; revised 5 April 2007; accepted 24 April 2007. Available online 25 October 2007. Abstract The possibility of teaching communication strategies and the feasibility of incorporating them into school syllabi have been a controversial issue. In the current study, 60 Iranian students were divided into two thirty-member classes; then two different textbooks, one with specific CS and the other without them, were chosen to be taught in the classes. At the end of a four-month teaching period, oral and written examinations were held for both classes and the results were compared. The study’s findings confirmed that teaching communication strategies is pedagogically effective, that interactional strategies are more effectively and extensively used, that communication strategies are conducive to language learning, and that language teaching materials with communication strategies are more effective than those without them. Keywords: Communication strategy; Teachability; Textbook; Language learning; Learners; EFL; ESL Article Outline 1. Introduction 1.1. Literature review 1.2. Communication strategies to be taught 1.3. Definition of CS to be taught 1.4. Research questions 1.5. Research hypotheses 2. Method 2.1. Participants 2.2. Materials and procedures 3. Results 3.1. Class A 3.2. Class B 3.3. Class A’s and B’s global mark 3.4. Achievement test results 4. Discussion 5. Conclusion References 1. Introduction It goes without saying that individual linguistic repertoire is not perfect. Perfect language knowledge is collective, and a given language resides in the brains of all individuals who are the native speakers of the language. Therefore, native and non-native speakers of any language try sometimes to find an appropriate expression or grammatical construction when struggling to communicate their meaning. Here, a gap is created between what the individual wants to
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
communicate and the immediately available linguistic resources. The ways in which he/she tries to fill the gap are known as communication strategies (CS). There is not a consensus among researchers on the definition of communication strategies; however, Faerch and Kasper’s definition seems to be widely accepted: Communication strategies are potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular goal ( Faerch and Kasper, 1983, 36 ). Early studies aimed at identifying, defining, and classifying communication strategies. Later studies, however, were more empirical in nature, and have continued to date. The main focus of such research has been the relationship between communication strategies and pedagogical issues ( Kasper and Kellerman, 1997 ). In this regard, there have been “the Pros” and “the Cons”. The Pros or the supporters of teaching communication strategies have advocated liberal
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 09/08/2010 for the course COMM 101C at San Jose State.

Page1 / 10

Teachability of communication strategies - Teachability of...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online