چکیده:
Following controversies over teaching communication strategies, the present study,
first, examined the impact of language proficiency and extraversion/introversion on
the use of communication strategies (hereafter CSs) by administrating
communication strategy questionnaire developed by the researchers on the basis of
Dornyei and Scott's (1997) Inventory of Strategic Language Devices and the
Persian restandardized form of EPQ to 182 students at elementary, preintermediate,
and intermediate levels in a private English Language Institute. The
One-way ANOVA and independent sample t-test analyses were performed to
examine the effects of language proficiency and extraversion/introversion on the
use of CSs. The analyses of the data indicated that language proficiency does not
influence the use of CSs and CSs favored by introverts are similar to those favored
by extraverts; they only differ in the use of a few strategies. Second, the impact of
teaching CSs of circumlocution, appeal for help, time-stalling devices, and
message abandonment on Iranian EFL elementary students' oral performance was
investigated. Four intact classes were selected (3 as the treatment groups with 27
students and 1 as the control class with 20 students). Data were collected through
video/tape recording of pre and post tests of picture description, telling a story, and
telling a joke and CSs were identified on the basis of Dornyei and Scott's (1997)
taxonomy of CSs. The Chi-square analysis of the findings revealed that teaching
circumlocution, appeal for help, and time-stalling devices are pedagogically
effective.
خلاصه ماشینی:
"According to Dornyei & Scott (1997), some researchers (Tarone, Cohen, & Dumas, 1983; Faerch & Kasper, 1983; Canale, 1983) followed a linguistic approach to define CSs. For them Communication strategy is a systematic attempt by the learner to express or decode meaning in the target language, in situations where the appropriate systematic target language rules have been not formed.
The analyses of the questionnaire, observation, group discussion, and stimulated recall data supported the value of CS training and suggested that CS training might have a positive effect on enhancing the self-efficacy of the learners, increasing students' strategic awareness and acquiring declarative knowledge of CSs which may lead to acquiring procedural knowledge of strategy use.
Subsequently, the present study aimed at investigating the impact of language proficiency on CS use, CSs favored by extraverts and introverts, and the impact of teaching four CSs – circumlocution, appeal for help, time-stalling devices, and message abandonment on Iranian EFL learners' oral performance.
Participants Phase 1 To find out the effect of language proficiency and extraversion/introversion on CSs use, two different questionnaires were administered to 182 female students (65 intermediate, 62 pre-intermediate, and 55 elementary students) aged 12 to 35 studying English in Milad Language Institute in Tehran.
The findings indicated that the most frequent CSs employed by Iranian EFL students without any instruction were asking for repetition, self-repair, message reduction, and restructuring; and the least frequently used strategies were mumbling, use of similar sounding words, and foreignizing."