چکیده:
This study focuses on the use of communication strategies in teacher talk. While
previous studies have presented communication strategies largely from an outside
researcher's perspective, the aim in this paper is to move the focus to that of
classroom contexts, especially EFL teaching contexts. Furthermore, it is argued
that communication strategies should also be studied in the situated talk of the
classroom teacher, and not just second language learners. Showing some examples
from our database, we underscore the crucial role these devices play in classroom
interaction. The participants were five non-native Iranian teachers. The data
consisted of a total of fifteen recordings, made up of three lessons for each teacher.
The detailed examination of the database revealed that the teachers in the study
made frequent use of different types of communication strategy in their talk with
students and these strategies were potentially an important aspect of teacher talk.
The most important implications of this finding are that, first, an extended concept
of communication strategies that moves beyond learners to include teachers'
communication strategies should be taken into account and, second, developing
these strategies are necessary for effective L2 communicative language use.
خلاصه ماشینی:
"In light of the centrality of this role, our argument focuses principally on one of the most important, but often neglected, features of teacher talk that is CSs. Literature Review Since the appearance of the classic collection of papers on communication strategies in Faerch and Kasper's (1983a) book, there has been interest in how second language learners make use of their linguistic repertoire in order to fill the conversation gaps.
Therefore, in order to achieve the specific objective of the study, it was guided by the following questions: 1) What types of communication strategy occur in Iranian non-native English teachers' talk within Iranian EFL contexts?
Different types of communication strategy identified in the database of our study were coded into one of the following CS types: 1) approximation, 2) circumlocution, 3) word coinage, 4) avoidance, 5) miming, 6) appeal for assistance, 7) code switching, and 8) literal translation.
Although Skehan (1998) believes that learners who are adept in using communication strategies to overcome their linguistic problems may fossilize because they do not experience any communicative need to develop their interlanguage knowledge resources, this view that raising awareness about teachers' CSs might benefit the students in their efforts to learn the language through instruction is worth thinking.
g. , Bialystok, 1983; Dechert, 1983; Haastrup & Phillipson, 1983; Jourdain, 2000; Littlemore, 2003; Maleki, 2007; Nakatani, 2006; Paribakht, 1985; Raupach, 1983; Varadi, 1983; Wagner, 1983) have examined the predominant view of communication strategies within second language acquisition research (SLA) individually, but they have failed to account in a satisfactory way for interactional and sociolinguistic dimensions of language."