SRJIS/ MURAD AL-AZZANI, FAZEE KHALID AL-EZI AL-MUSLIMI (393-402) OCT-NOV, 2012, Vol. – I, Issue-III www.srjis.com Page 393 The Influence of Proficiency and Designed Task on Yemeni Students' Use of Communication Strategies.
This study investigated the effects of English proficiency level and task type on Yemeni students' use of communication strategies. Two tasks were designed: a concept identification task and a culture-based task. The results showed that proficiency level affected strategy use. Lower proficiency students used more strategies overall. The task type also influenced strategy use - in the concept task, lower proficiency students used more strategies, while in the culture task, higher proficiency students used more strategies. The study provides insight into how proficiency level and task design influence non-native English speakers' communication strategy choices.
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
Developing pragmatic competence in iranian efl classroomsH A
1) The study examined how explicit teaching of opening and closing conversations affected the performance of Iranian EFL learners.
2) A treatment group of 32 students and a control group of 13 students participated in activities like role plays to practice openings and closings.
3) Pre- and post-tests involving role plays found that the treatment group utilized more elaborate openings and closings after instruction, supporting the effectiveness of classroom-based pragmatic instruction.
Gesture and its relationship with English language proficiencyAfrooz
The document discusses a study that examined differences in gesture use between intermediate and upper-intermediate Iranian EFL learners. The study found that intermediate learners used gestures, including deictic and iconic gestures, at a higher rate than upper-intermediate learners. This suggests that less proficient learners rely more on gestures to compensate for linguistic difficulties. The study provides evidence that gesture use can help facilitate speech production for learners with lower language proficiency levels.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
This study explored the relationship between Chinese adult English learners' language proficiency level, use of language learning strategies, and use of communicative strategies in oral tasks. The study involved 10 participants divided into low and advanced proficiency groups. Participants completed a background questionnaire, the Strategy Inventory for Language Learning (SILL) to assess their strategy use, and speaking tasks which were video recorded. Participants then reported on the communicative strategies they used during the speaking tasks. The researchers analyzed the data to examine differences between proficiency groups in learning strategy use and communicative strategy use, and to see if there was a relationship between learning strategy use and communicative strategy use.
Communication Apprehension among Nilai College Students Article mastersuzairahmohdali
This document summarizes a study that investigated communication apprehension among students at Nilai University College in Malaysia. The researchers administered a communication apprehension survey to 30 students in semester 4 and 30 students in semester 6. The survey measured apprehension across four communication contexts: group discussions, meetings, interpersonal conversations, and public speaking. The results found no significant difference in apprehension levels between the semester 4 and 6 students. Apprehension levels were moderate across all four communication contexts, with interpersonal conversations showing the lowest apprehension levels. The study aimed to provide insights into students' communication apprehension that could help educators design new teaching strategies.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
Developing pragmatic competence in iranian efl classroomsH A
1) The study examined how explicit teaching of opening and closing conversations affected the performance of Iranian EFL learners.
2) A treatment group of 32 students and a control group of 13 students participated in activities like role plays to practice openings and closings.
3) Pre- and post-tests involving role plays found that the treatment group utilized more elaborate openings and closings after instruction, supporting the effectiveness of classroom-based pragmatic instruction.
Gesture and its relationship with English language proficiencyAfrooz
The document discusses a study that examined differences in gesture use between intermediate and upper-intermediate Iranian EFL learners. The study found that intermediate learners used gestures, including deictic and iconic gestures, at a higher rate than upper-intermediate learners. This suggests that less proficient learners rely more on gestures to compensate for linguistic difficulties. The study provides evidence that gesture use can help facilitate speech production for learners with lower language proficiency levels.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
This study explored the relationship between Chinese adult English learners' language proficiency level, use of language learning strategies, and use of communicative strategies in oral tasks. The study involved 10 participants divided into low and advanced proficiency groups. Participants completed a background questionnaire, the Strategy Inventory for Language Learning (SILL) to assess their strategy use, and speaking tasks which were video recorded. Participants then reported on the communicative strategies they used during the speaking tasks. The researchers analyzed the data to examine differences between proficiency groups in learning strategy use and communicative strategy use, and to see if there was a relationship between learning strategy use and communicative strategy use.
Communication Apprehension among Nilai College Students Article mastersuzairahmohdali
This document summarizes a study that investigated communication apprehension among students at Nilai University College in Malaysia. The researchers administered a communication apprehension survey to 30 students in semester 4 and 30 students in semester 6. The survey measured apprehension across four communication contexts: group discussions, meetings, interpersonal conversations, and public speaking. The results found no significant difference in apprehension levels between the semester 4 and 6 students. Apprehension levels were moderate across all four communication contexts, with interpersonal conversations showing the lowest apprehension levels. The study aimed to provide insights into students' communication apprehension that could help educators design new teaching strategies.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
Effects of explicit instruction on efl learners' pragmatic competence develop...frequent
Effects of explicit instruction on efl learners' pragmatic competence development
by Yurong Zhao, Hebei Normal University of Science and Technology, China.
This document discusses foreign language teaching methods. It analyzes the Grammar-Translation Method, Structuralist Methods, and the Communicative Approach. It then introduces the Task-Based and Process models as alternatives. Key points made include:
- The Grammar-Translation Method emphasized translating written language and learning grammatical rules, but paid little attention to speaking skills.
- Structuralist Methods focused on language structures but neglected syntax.
- The Communicative Approach aimed to develop communicative competence but had limitations.
- The Task-Based and Process models are presented as more recent approaches that address innovations in education and connections between curriculum, teaching methods, and teacher development.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
The document describes a study that examined the development of six lower-proficiency Taiwanese university EFL learners in an English listening course focused on developing bottom-up listening skills over 22 hours. The course taught skills like identifying words in reduced speech, distinguishing segments, and identifying intonation cues. The study found that some learners did not develop as expected and that there was no clear type of learner best suited to the approach. It concluded bottom-up skills should be taught with listening strategies to develop interactive abilities.
This document summarizes a research study that explored communication apprehension among English language learners studying business at Universiti Teknologi Mara in Kelantan, Malaysia. The study investigated how both psychological and socio-cultural factors can contribute to communication apprehension in an English language classroom. A survey was conducted with 51 first-year diploma students using a questionnaire to understand what factors influence their levels of anxiety related to speaking English. The findings revealed that students' communication apprehension was affected by both internal psychological factors like self-esteem and beliefs about language learning, as well as external socio-cultural factors like status relationships and social contexts.
This document summarizes a study that investigated the willingness of male and female students in Pakistan to communicate in English, their second language, rather than their native language. The study collected questionnaire data from 353 final year undergraduate students at a public university in Pakistan. The results showed there were no major differences between male and female students in their willingness to communicate in English inside versus outside the classroom. However, in some situations, boys and girls displayed differences, suggesting language teaching should account for individual variables like gender. The document provides context on English use in Pakistan and reviews literature on the concept of willingness to communicate in a second language.
Reporting As a Strategy in Facilitating the Communicative Competence of Engli...inventionjournals
This study aimed at determining the procedures followed in reporting strategy; how reporting strategy helped students enhance their communicative competence; and suggestions on how to improve the reporting as strategy in enhancing students’ communicative abilities. Five Focus Group Discussion (FGDs) were considered composed of tertiary English major students. Results showed that class reporting was usually done through voluntary basis and groupings. Also, class reporting was found to be beneficial because it enhanced not only the students’ language competence, self-confidence and soft skills but also developed their hidden talents. Moreover, it enabled students to discover their language strengths and weaknesses. It was implicated that orientation may be done before a strategy can be used; levelling of students’ may be done; group members may be given specific task; and rubrics may be explained before the strategy may be applied
This document summarizes a study that investigated the interaction patterns of pre-service English teachers in their classroom. The study observed 3 English teachers and analyzed their lessons using the COLT observation scheme, which codes for communicative features. It found that while the teachers used more English, students relied more on their first language. Teachers also initiated most discourse and focused more on message than form. However, students' interactions were often rehearsed and predictable. The study aims to provide feedback on applying communicative language teaching in actual classrooms.
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
This document describes the methodology used in a study on multilingual preschool learners in Pretoria, South Africa. It used a quantitative, exploratory, descriptive, and contextual research design. Data was collected through questionnaires completed by preschool teachers to understand their needs and perceptions, and through language assessments of preschool learners to describe their proficiency in English. The study aimed to explore the role of speech language therapists in supporting multilingual learners and teachers.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
This study aims to understand how anxiety as a variable contributes to affect the ability in comprehending English texts evaluated on students’ performance on various test types, namely 1) multiple-choice tests (MC), 2) fill-in-the-blank tests (FTB), and 3) true/false tests (TF). This research used ex post facto method, with responses collected from eleventh grade high school students in Jakarta. Respondents worked on tests with similar material, although at different times. Students’ anxiety was measured based on behavioral and cognitive characteristics listed on the questionnaire given to respondents along with the English test. The results pointed out that there was indeed a difference of students’ anxiety levels in working on the various English text comprehension tests given. The results of the English text comprehension tests were generally influenced by the anxiety variable, although the effect was found to be small. Teachers are recommended to apply multiple variations of ability evaluation in measuring the students’ English text comprehension by using multiple test modes.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
This document summarizes a study that investigated the perceptions of good and poor Malay speakers of Arabic regarding the importance of Arabic speaking skills, the required level of skills, and prerequisites for becoming a good speaker. Interviews with 14 Malay learners found that most saw speaking skills as important for language learning outcomes and careers. Opinions varied on whether learners should achieve an advanced or standard level of skills. Key prerequisites identified included self-confidence, determination, vocabulary, and opportunities to practice speaking Arabic. The study provided insights into learners' beliefs that can help teachers design more effective instruction.
This study investigated the use of metacognitive language learning strategies by Bangladeshi English learners with different proficiency levels. The study found that students with low English proficiency use metacognitive strategies more frequently than students with high proficiency. Both low and high proficiency students were frequent users of metacognitive strategies. Specifically, 64% of low proficiency students were high users of metacognitive strategies while 38% of high proficiency students were also high users. The findings suggest that Bangladeshi learners of various proficiency levels are aware of metacognitive strategies.
The document summarizes research on gender differences in language learning strategy use. It presents findings from a study of 72 Vietnamese university students majoring in finance and banking. The study found that compensation and metacognitive strategies were used most frequently on average, while memory and affective strategies were used least frequently. Females reported using social and affective strategies more frequently than males. The study provides recommendations to integrate strategy training into language teaching practices.
Raj Kumar is a chemist seeking a position where he can utilize his experience and qualifications. He has worked as a chemist at Thermax Ltd since 2012 where he handles water treatment, cooling towers, boilers, and fuel testing. He has a B.Sc. in chemistry from CCS University, Meerut in 2010 and an M.Sc. in organic chemistry from the same university in 2012. He has experience operating and monitoring various plants and equipment and preparing daily and monthly reports.
Waristha Ubolbandit is a 27-year-old project engineer with experience researching engine control systems and developing marine turbine prototypes. She has worked at Advanced Marine Energy since 2016 overseeing quality control, budgeting, and reporting. Previously, she was a mechanical engineer at Toyota developing engine calibration software to improve performance and fuel efficiency. Waristha has a bachelor's degree in mechatronics engineering and speaks English and Japanese.
Este magno evento va dirigido a todos aquellos interesados en ingresar al Nivel Medio Superior en el Instituto Politécnico Nacional. La invitación es abierta a estudiantes de nivel secundaria próximos a egresar, padres de familia, educadores, orientadores, investigadores y público en general.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
Effects of explicit instruction on efl learners' pragmatic competence develop...frequent
Effects of explicit instruction on efl learners' pragmatic competence development
by Yurong Zhao, Hebei Normal University of Science and Technology, China.
This document discusses foreign language teaching methods. It analyzes the Grammar-Translation Method, Structuralist Methods, and the Communicative Approach. It then introduces the Task-Based and Process models as alternatives. Key points made include:
- The Grammar-Translation Method emphasized translating written language and learning grammatical rules, but paid little attention to speaking skills.
- Structuralist Methods focused on language structures but neglected syntax.
- The Communicative Approach aimed to develop communicative competence but had limitations.
- The Task-Based and Process models are presented as more recent approaches that address innovations in education and connections between curriculum, teaching methods, and teacher development.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
The document describes a study that examined the development of six lower-proficiency Taiwanese university EFL learners in an English listening course focused on developing bottom-up listening skills over 22 hours. The course taught skills like identifying words in reduced speech, distinguishing segments, and identifying intonation cues. The study found that some learners did not develop as expected and that there was no clear type of learner best suited to the approach. It concluded bottom-up skills should be taught with listening strategies to develop interactive abilities.
This document summarizes a research study that explored communication apprehension among English language learners studying business at Universiti Teknologi Mara in Kelantan, Malaysia. The study investigated how both psychological and socio-cultural factors can contribute to communication apprehension in an English language classroom. A survey was conducted with 51 first-year diploma students using a questionnaire to understand what factors influence their levels of anxiety related to speaking English. The findings revealed that students' communication apprehension was affected by both internal psychological factors like self-esteem and beliefs about language learning, as well as external socio-cultural factors like status relationships and social contexts.
This document summarizes a study that investigated the willingness of male and female students in Pakistan to communicate in English, their second language, rather than their native language. The study collected questionnaire data from 353 final year undergraduate students at a public university in Pakistan. The results showed there were no major differences between male and female students in their willingness to communicate in English inside versus outside the classroom. However, in some situations, boys and girls displayed differences, suggesting language teaching should account for individual variables like gender. The document provides context on English use in Pakistan and reviews literature on the concept of willingness to communicate in a second language.
Reporting As a Strategy in Facilitating the Communicative Competence of Engli...inventionjournals
This study aimed at determining the procedures followed in reporting strategy; how reporting strategy helped students enhance their communicative competence; and suggestions on how to improve the reporting as strategy in enhancing students’ communicative abilities. Five Focus Group Discussion (FGDs) were considered composed of tertiary English major students. Results showed that class reporting was usually done through voluntary basis and groupings. Also, class reporting was found to be beneficial because it enhanced not only the students’ language competence, self-confidence and soft skills but also developed their hidden talents. Moreover, it enabled students to discover their language strengths and weaknesses. It was implicated that orientation may be done before a strategy can be used; levelling of students’ may be done; group members may be given specific task; and rubrics may be explained before the strategy may be applied
This document summarizes a study that investigated the interaction patterns of pre-service English teachers in their classroom. The study observed 3 English teachers and analyzed their lessons using the COLT observation scheme, which codes for communicative features. It found that while the teachers used more English, students relied more on their first language. Teachers also initiated most discourse and focused more on message than form. However, students' interactions were often rehearsed and predictable. The study aims to provide feedback on applying communicative language teaching in actual classrooms.
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
This document describes the methodology used in a study on multilingual preschool learners in Pretoria, South Africa. It used a quantitative, exploratory, descriptive, and contextual research design. Data was collected through questionnaires completed by preschool teachers to understand their needs and perceptions, and through language assessments of preschool learners to describe their proficiency in English. The study aimed to explore the role of speech language therapists in supporting multilingual learners and teachers.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
This study aims to understand how anxiety as a variable contributes to affect the ability in comprehending English texts evaluated on students’ performance on various test types, namely 1) multiple-choice tests (MC), 2) fill-in-the-blank tests (FTB), and 3) true/false tests (TF). This research used ex post facto method, with responses collected from eleventh grade high school students in Jakarta. Respondents worked on tests with similar material, although at different times. Students’ anxiety was measured based on behavioral and cognitive characteristics listed on the questionnaire given to respondents along with the English test. The results pointed out that there was indeed a difference of students’ anxiety levels in working on the various English text comprehension tests given. The results of the English text comprehension tests were generally influenced by the anxiety variable, although the effect was found to be small. Teachers are recommended to apply multiple variations of ability evaluation in measuring the students’ English text comprehension by using multiple test modes.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
This document summarizes a study that investigated the perceptions of good and poor Malay speakers of Arabic regarding the importance of Arabic speaking skills, the required level of skills, and prerequisites for becoming a good speaker. Interviews with 14 Malay learners found that most saw speaking skills as important for language learning outcomes and careers. Opinions varied on whether learners should achieve an advanced or standard level of skills. Key prerequisites identified included self-confidence, determination, vocabulary, and opportunities to practice speaking Arabic. The study provided insights into learners' beliefs that can help teachers design more effective instruction.
This study investigated the use of metacognitive language learning strategies by Bangladeshi English learners with different proficiency levels. The study found that students with low English proficiency use metacognitive strategies more frequently than students with high proficiency. Both low and high proficiency students were frequent users of metacognitive strategies. Specifically, 64% of low proficiency students were high users of metacognitive strategies while 38% of high proficiency students were also high users. The findings suggest that Bangladeshi learners of various proficiency levels are aware of metacognitive strategies.
The document summarizes research on gender differences in language learning strategy use. It presents findings from a study of 72 Vietnamese university students majoring in finance and banking. The study found that compensation and metacognitive strategies were used most frequently on average, while memory and affective strategies were used least frequently. Females reported using social and affective strategies more frequently than males. The study provides recommendations to integrate strategy training into language teaching practices.
Raj Kumar is a chemist seeking a position where he can utilize his experience and qualifications. He has worked as a chemist at Thermax Ltd since 2012 where he handles water treatment, cooling towers, boilers, and fuel testing. He has a B.Sc. in chemistry from CCS University, Meerut in 2010 and an M.Sc. in organic chemistry from the same university in 2012. He has experience operating and monitoring various plants and equipment and preparing daily and monthly reports.
Waristha Ubolbandit is a 27-year-old project engineer with experience researching engine control systems and developing marine turbine prototypes. She has worked at Advanced Marine Energy since 2016 overseeing quality control, budgeting, and reporting. Previously, she was a mechanical engineer at Toyota developing engine calibration software to improve performance and fuel efficiency. Waristha has a bachelor's degree in mechatronics engineering and speaks English and Japanese.
Este magno evento va dirigido a todos aquellos interesados en ingresar al Nivel Medio Superior en el Instituto Politécnico Nacional. La invitación es abierta a estudiantes de nivel secundaria próximos a egresar, padres de familia, educadores, orientadores, investigadores y público en general.
PGBM01 - MBA Financial Management And Control (2015-16 Trm1 A)Pgbm 01 worksho...Aquamarine Emerald
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Similar to SRJIS/ MURAD AL-AZZANI, FAZEE KHALID AL-EZI AL-MUSLIMI (393-402) OCT-NOV, 2012, Vol. – I, Issue-III www.srjis.com Page 393 The Influence of Proficiency and Designed Task on Yemeni Students' Use of Communication Strategies.
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There are two main models of second language learning proposed by Naiman in 1978: models with independent learner variables and models with dependent learner variables. The good language learner model identifies factors such as age, intelligence, aptitude, and motivation that influence the learner. Monitor theory proposes that factors like affective filter, input, and output impact language learning. Situational variables also affect language choice and use according to Brown and Fraser's framework. Later models by scholars like Skehan and Spolsky further explored how individual differences, social and environmental factors influence second language acquisition.
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SRJIS/ MURAD AL-AZZANI, FAZEE KHALID AL-EZI AL-MUSLIMI (393-402) OCT-NOV, 2012, Vol. – I, Issue-III www.srjis.com Page 393 The Influence of Proficiency and Designed Task on Yemeni Students' Use of Communication Strategies.
1. SRJIS/ MURAD AL-AZZANI, FAZEE KHALID AL-EZI AL-MUSLIMI (393-402)
OCT-NOV, 2012, Vol. – I, Issue-III www.srjis.com Page 393
The Influence of Proficiency and Designed Task on Yemeni Students' Use of
Communication Strategies.
Murad Al-Azzani
(EFL), Faculty of Education-Sana’a
Fazee Khalid Al-Ezi Al-Muslimi
(EFL), Faculty, of Education-Sana’a
Received: 24 May 2012
Reviewed & Received: 24 Sept 2012
Accepted: 21 November 2012
The major aim of this study is to investigate the effect of proficiency level as well as
the designed task on the use of communication strategies among the students. Two
communicative tasks were designed to involve learners in a problem-solving activity in
order to give the researchers a chance to elicit communication strategies from the subjects’
utterances. The first task was a concept-identification task and another one was a culture-
based task. The results of the study showed that there was no difference in the choice of the
students for their types of communication strategies used. It has been found that the nature
of the designed task was of great effect on determining the subject's preference of
communication strategies. When the students were involved in the concept-identification
task, the high-proficient subjects showed strong preference to some types of communication
strategies which were supposed to be more preferred by the low-proficient learners. While
in the culture-based task, it has been found that the low-proficient subjects used more
communication strategies than the high-proficient subjects and that could be attributed to
low-proficient limited mastery of L2 vocabulary and grammar.
Key Words: Influence, Profiency, Yemani Students, Communication Stratigies.
Introduction
Since the late 1970s, studies of communication strategies concentrated on primarily descriptive
issues to do with their definitions, identification and classification. Within the field of education
during these two decades, a gradual shift but a significant one has taken place in the field of
Abstract
Abstract
2. SRJIS/ MURAD AL-AZZANI, FAZEE KHALID AL-EZI AL-MUSLIMI (393-402)
OCT-NOV, 2012, Vol. – I, Issue-III www.srjis.com Page 394
communication strategies. The study of communication strategies is considered to be the result
of these shifts as it reveals a language learner’s level of communicative competence.
Nevertheless, there remain large gaps in this area, which are worthy of investigation. One of the
gaps that have been addressed presently is how the use of these strategies can be related to
factors like the proficiency level and the designed task that might effect greatly the selection of
communication strategies by second language learners. Communication strategies are tactics
used by the non-fluent learners during L2 interaction, in order to overcome specific
communicative problems, (Kasper and Kellerman, 1997).
Background of the Study
The number of the English Department students who come to the university with the intention
to pursue their studies increases every day. These students however, are exposed to English at
later stages of learning a language. They have to use English language to communicate with their
colleagues, and lecturers as learners of a foreign language. However, while they are trying to
speak a foreign language they are often confronted with lexical problems resulting from their
inadequate linguistic knowledge in the target language.
The term “communicative Competence” is comprised of two words, the combination of which
means “competence to communicate” This simple lexico-semanticical analysis uncovers the fact
that the central word in the system “communicative competence” is the word “ competence”
(Bagaric, & Djigunovic: 2007). According to Balmer 1996, the nature of communicative
competence is not static but dynamic; it is more interpersonal than intrapersonal and relative
rather than absolute. Karimnia and Izadparast (2007) asserted that strategic competence was
composed of verbal and non-verbal strategies of communication that might be employed to
complete for communication breakdown attributable to performance variables or to insufficient
competence.
Objectives of the Study
This study aims at:
1.investigating the relationship between the subjects’ choice of communication strategies and
their proficiency level in English language.
2. finding out the relationship between the subject's choice of communication strategies and the
designed task they are involved with.
3. SRJIS/ MURAD AL-AZZANI, FAZEE KHALID AL-EZI AL-MUSLIMI (393-402)
OCT-NOV, 2012, Vol. – I, Issue-III www.srjis.com Page 395
Research Questions
This study answers the following questions:
1. Is the choice of communication strategies affected by the level of language proficiency among
the subjects?
2- Is the choice of communication strategies affected by the designed task?
Literature review
People who attempt to speak a foreign language are often confronted with many
communication difficulties that vary according to their inter-language knowledge of the target
language. A learner is expected to be able to produce and understand situationally related and
coherent utterances. In order for the learner to do so, he must acquire the ability of tangled
competencies that enable him to overcome the inadequate command of his knowledge in the
target language to communicate his meaning successfully. These competencies include his
ability to communicate grammatically, situationally and coherently. The idea is assured by
Yarmohammadi (1995) who said that English B.A students should spend the first two years
improving their general proficiency and after passing a proficiency test be allowed to take the
related specialized courses.
Definition of Communication Strategies
Many linguists have introduced two approaches in defining communication strategies; one is
called interactional approach focusing on the interaction between “interlocutors” and “speakers”
through their negotiation of meaning. Within this approach communication strategies are seen as
discourse devices with a focus on a variety of referential expressions that learners use in
interaction. Another approach is called cognitive approach focusing on the range of problem-
solving activities open to the individual (cognitive approach). (Maleki, 2007 and Ellis, 2008:
504) believe that communicative strategies are: “To solve own performance problems’ and allow
the other aspects of problematic L2 production to be dealt with in terms of other, arguably more
robust, theoretical frameworks”. Faucette, (2001) believes that communication strategies play an
important role in the development of strategy competence. Communication strategies are tactics
used by the non-fluent learners during L2 interaction, in order to overcome specific
communicative problems, (Kasper and Kellerman, 1997).
4. SRJIS/ MURAD AL-AZZANI, FAZEE KHALID AL-EZI AL-MUSLIMI (393-402)
OCT-NOV, 2012, Vol. – I, Issue-III www.srjis.com Page 396
Methodology
This study is a correlational study that investigates the relationship between communication
strategies employed by EFL English Department students in their interlanguage production and
the subjects’ level of proficiency in the target language and the task they are involved with and
their designed tasks.
Research design
The design of this research is an exploratory, non-experimental case study. It involves both
qualitative and quantitative variables. The dependent variable is the communication strategy
employed by the subjects. The independent variable is the subjects’ level of proficiency that
determines the nature of communication strategies used by the subjects.
Subjects
The subjects are students at different levels in the English Department, Faculty of Education-
Sana’a (undergraduate students). Their age ranges from 19 to 31, with an average age of 25 years
old from different levels in English language.
Random sampling method is used in order to select the subjects. Thirty students are asked to set
for a proficiency test. According to their score in the test, twenty of them are going to be
selected. The students are going to be divided into two groups; high proficiency level students
and low proficiency level students.
Instrumentation and Materials
The instrument of this study are:
a. Proficiency Test: A standardized proficiency test is given to the subjects. The Oxford
Placement Test has been adopted by this study in order to determine the subjects’ level of
proficiency. This test is Tarone and Yule’s (1987) taxonomy of communication strategies and
recordings of the subjects’ responses.
b. Interview: Each subject of every group is interviewed and recorded individually and each
interview is transcribed later. The nature of the interview is a task that has been designed for the
purpose of eliciting communication strategies which are classified into two tasks, a concept-
identification and mutual cultural-based tasks.
Findings
5. SRJIS/ MURAD AL-AZZANI, FAZEE KHALID AL-EZI AL-MUSLIMI (393-402)
OCT-NOV, 2012, Vol. – I, Issue-III www.srjis.com Page 397
It is normally agreed that as part of the learner’s communicative competence, all language users
make use of their strategic competence that may be called into action either to enhance the
effectiveness of communication or to compensate for breakdown in communication, (Canale and
Swain, 1980). Most of the initial studies in the filed of communication strategies were driven
towards defining communication strategies as well as developing taxonomies that could be used
to classify them (Trone, 1980, Farach and Kasper 1983, Kasper and Kellerman, 1997). This
study is considered to be a serious attempt to further investigate the relationship of students’
level of proficiency and their use of communication strategies. A learner’s proficiency has been
frequently studied in earlier studies as a potentially influential factor for the use of
communication strategies (Tarone, 1980, Paribakht, 1985).
This research intends to explore the relationship between learners’ language proficiency levels
and their strategic competence as well as the effect that might be brought about by the nature of
the designed task. The communication tasks designed for the study were a concept-identification
task and a culturally-based task.
The proficiency level and the number of communication strategies
Table (1) below shows that the total number of communication strategies employed by the two
groups is 497 strategies. The table also shows that low-proficiency group employed 278 of the
total frequent count of communication strategies employed by all the subjects which outnumbers
the 219 communication strategies employed by a high-proficiency group. A test was then
performed to show the percentage of the communication strategies by the two groups. It was
indicated that the difference in the percentage between the two groups’ use of communication
strategies was remarkable.
Table (2) shows that the low-proficient subjects employ (55.9%) of the total count of
communication strategies. While the high proficient subjects employ (44.1%) of the total count
of communication strategies. It is indicated from the table that a significant difference does exist
between the two groups in their choices of communication strategies. The low-proficiency group
employs significantly more communication strategies than does the high-proficiency group.
In regard of every particular employed communication strategy table (4 and 3) shows clearly
that circumlocution is the most frequently used communication strategy (20.72%) and
approximation is the second (17.50%). Besides the most other distinguished and remarkable
communication strategies are code-switching (12.10%), topic avoidance (11.07%), and message
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abandonment (6.84%), literal translation (6.64%) and word coinage ( 6..04%). Other types of
communication strategies made up only (9.53%) of all strategies that are used by the two groups.
Table (1) also shows that circumlocution was the most frequently used strategy by all the
subjects of the two groups, but not by subject no. 1 in the high proficiency group and subject no.
6 who is placed in the low-proficiency group. More explanation will be given later in the
qualitative analysis of each category.
Table 1
Frequency of Communication Strategies.
HPG- high proficiency group, LPG- low-proficiency group
CS- communication strategies
On the other hand in order to investigate the relationship between proficiency level and types of
communication strategies employed by each group, communication strategies have been divided
TypeofCSs
Approximation
Circum-
locution
word-coinage
code-
switching
literaltranslation
message
abandonment
Topic
avoidance
Appeal
forassistance
Repetition
Overgeneral-
ization
HPG 43 47 20 30 10 15 8 10 7 1
LPG 44 56 10 30 23 19 47 4 2 11
Total
number
87 103 30 60 33 34 55 14 9 12
Percent-
age%
17.50 20.72 6.04 12.07 6.64 6.84 11.07 2.82 1.81 2.41
TypeofCSs
Messagereplacement
semanticcontiguity
Exemplifications
Borrowing
Simile
Overelaboration
Foreignizing
Meta-language
Total
number
HPG 1 12 0 3 1 2 9 0 219
LPG 3 10 3 4 2 2 7 1 278
Total
number
4 22 3 7 3 4 16 1 497
Percent-
age%
0.80 4.43 0.60 1.41 0.60 0.80 3.22 0.20 100
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into; reduction strategies, achievement strategies and retrieval strategies. The strategies are
shown in the following tables .The row frequency count of the types of communication strategies
employed by each group has been calculated. A qualitative analysis was done by concerning the
row of the total frequency count of above strategies as well as of each category within each type.
The frequency count is inverted into percentage to show the use of each strategy type in relation
to the total sum of communication strategies employed by the two groups.
Table 2
Achievement Strategies
TypeofCSs
Approximation
Circumlocution
Word-coinage
Code-switch
Literaltranslation
Repetition
Overgeneral-ization
Semanticcontiguity
HPG 43 47 20 30 10 7 1 12
LPG 44 56 10 30 23 2 11 10
TypeofCSs
Exemplification
Borrowing
Simile
Over-
Elaboration
Foreignizing
Meta-language
Total
Percentage
HPG 0 3 1 2 9 0 185 47.4359
LPG 3 4 2 2 7 1 205 52.5641
Table 3
Reduction Strategies
Table 4
Retrieval Strategies
Type of
CSs
Message
abandonment
Message
replacement
Topic
avoidance
Total Percentage
HPG 15 1 8 24 25.80645
LPG 19 3 47 69 74.19355
Type of CSs Appeal for assistance Percentage
HPG 10 71.42857
LPG 4 28.57143
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In view of the tables 2 and 3 above it is clearly shown that there is a difference between the two
groups in their relative frequency use of each strategy type. The low proficiency group employed
52.56%, 74.19%, and 28.57% of the total number of reduction, achievement and retrieval
strategies respectively. And the high-proficiency group employ 47.44%, 25.81%, 71.43% of the
total number of the above strategies respectively too. All types of these strategies have been
more frequently used by the low-proficiency group except for the retrieval strategies which were
more frequently used by the high-proficiency group.
The Effect of Task on the Use of Communication Strategies.
On the other hand, it has been found that the nature of the task has been of great effect on the
learner's choice, preference and number of communication strategies. In the first task (concept
identification item) it has been found that low proficiency proficient learners use more
communication strategies than the high-proficient learners. While in the second task (cultural
based task) and contrary to our expectation, it has been found that the high-proficient learners
employ more communication strategies than do the low-proficient learners. Simply, that is due to
the nature of the two tasks. As the first task was a concept identification, the learners have no
other alternative choice to resort to just to name the item has been provided to them. Due to the
deficiency in the linguistic command, they resort back to some communication strategies to
mediate or to bridge the gap exists in their linguistic command. Therefore, from the collected
data it has been found that the low-proficient learners have to use a communication strategy to
make the concept of the given item clear. Besides, it has been found that among the
communication strategies, it is the approximation and the circumlocutions which have been
employed the most by the low-proficient learners.
While in the second task as it has been a cultural-based, learners have to be involved in long
conversation to convey appropriate messages. That is to say that task needs a good and adequate
linguistic command. As the low-proficient learners lack that linguistic command, the resorted to
avoidance or reduction strategies while they were dealing with that task. On the other hand, the
high-proficient learners feel that their linguistic makes them confident enough to talk about the
topic rather than to avoid it. However, as they encounter some problems while they are
expressing them selves they resort back to some communication strategies to overcome these
communicative problems. That actually results in more communication strategies employed by
the high-proficient learners rather than by the low-proficient learners. In that task it has been
found that among the communication strategies, it is description, circumlocution and borrowing
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strategies that have been used the most. This type of communication strategies have been more
frequently used by the high-proficient learners.
Conclusion
This study is intended to correlate the relationship between learners’ level of proficiency and
their use of communication strategies on one hand and the effect of the designed task on
communication strategies on the other. The quantitative analysis of the study showed that the
two groups employed the same types of communication strategies. However, it has been shown
that the two groups used different patterns of communication strategies. In examining certain
types of communication strategies, it had been proven that proficiency level had only a limited
effect on the choice of communication strategies. Contrary to our expectation the data revealed
that high-proficiency group was in strong preference of certain types of achievement strategies
like code-switch, repetition foreign zing and appeal for assistance strategies.
The disparity in the frequent and potential use of communication strategies suggested that a
dynamic nature of the learners’ inter language system played a role in selecting certain types of
communication strategies. Such results generally reflect that the nature of the task is very
important to be considered in testing communication strategies. Moreover, the results of this
study emphasize that tasks that require good command of language compel people of deficient
linguistic system to avoid them, while tasks that doesn’t require good linguistic command leaves
no other choice for the low-proficient learners just to involve themselves in. that is to conclude
that tasks that have the nature of the conversational and dialogue mood need a well-founded
linguistic command which the low-proficiency learners really lack.
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