The Use of Communication Strategies in the Beginner EFL Classroom

Carmen

Description

When language learners do not know how to say a word in English, they can
communicate effectively by using their hands, imitating sounds, inventing
new words, or describing what they mean. These ways of communicating
are communication strategies (CSs). EFL teachers are not always aware of
the importance of teaching communication strategies to their students or, if
they are aware, they do not explicitly train their students to use them. They
do not use these strategies themselves to serve as a model to their students.
Very often, what we have observed is that teachers abandon the message or
switch to the first language to avoid communication problems in the classroom.
This study investigated the communication strategies used by two EFL teachers
and their beginner level students
and the potential factors that influence the
communication strategies they use in class. Data came from three sources: (1)
audio-recordings of naturally occurring classroom interactions
(2) interviews
with the teachers
and (3) observation notes taken in six class sessions. Data
from the interaction transcripts were examined using Faerch and Kasper’s
(1983) taxonomy of communication strategies. Results indicated that the
communication strategy most frequently used in both groups was language
switch. However, while the teacher who seemed more involved with students
used clarification request, comprehension check and asking for confirmation
the teacher who appeared more distant from students used comprehension check
and repetition. Class size, seating arrangements and learning activity types were
also some of the factors that influenced the communication strategies used.

Informations

• Publié par: erevistas
• Publié le: 01 janvier 2012
• Nombre de lectures: 10
• Langue: English

Extrait

Gist Education and LEarninG rEsEarch JournaL. issn 1692-5777.
no. 6, novEmbEr 2012. pp. 111-128
The Use of Communication
Strategies in the Beginner EFL
1Classroom
2Carmen A. Rodríguez Cervantes and Ruth Roux Rodriguez *
Universidad Autónoma de Tamaulipas, México
Abstract
When language learners do not know how to say a word in English, they can
communicate effectively by using their hands, imitating sounds, inventing
new words, or describing what they mean. These ways of communicating
are communication strategies (CSs). EFL teachers are not always aware of
the importance of teaching communication strategies to their students or, if
they are aware, they do not explicitly train their students to use them. They
do not use these strategies themselves to serve as a model to their students.
Very often, what we have observed is that teachers abandon the message or
switch to the frst language to avoid communication problems in the classroom.
This study investigated the communication strategies used by two EFL teachers
and their beginner level students; and the potential factors that infuence the
communication strategies they use in class. Data came from three sources: (1)
audio-recordings of naturally occurring classroom interactions; (2) interviews
with the teachers; and (3) observation notes taken in six class sessions. Data
from the interaction transcripts were examined using Faerch and Kasper’s
(1983) taxonomy of communication strategies. Results indicated that the
communication strategy most frequently used in both groups was language
switch. However, while the teacher who seemed more involved with students
used clarifcation request, comprehension check and asking for confrmation;
the teacher who appeared more distant from students used comprehension check
and repetition. Class size, seating arrangements and learning activity types were
also some of the factors that infuenced the communication strategies used.
Key words: Communication strategies, classroom interaction, teaching
English as a foreign language
111Resumen
Cuando quienes aprenden ingles no saben cómo decir una palabra, pueden usar
sus manos, imitar sonidos, inventar palabras o describir lo que quieren decir para
1 Received: August 4th,2012 / Accepted: August 15th, 2012
2 Email: [e-mail]
No. 6 (Nov No. 6 (Nov. 2012). 2012) No. 6 (Nov. 2012)thE usE of communication stratEGiEs
in thE bEGinnEr EfL cLassroom rodriGuEz & roux
no interrumpir la comunicación. Estas formas de comunicarse son estrategias de
comunicación (EC). Los docentes de inglés como lengua extranjera no siempre
están consientes de la importancia de enseñarles estrategias de comunicación a
sus alumnos, o bien no les dan preparación explicita para utilizarlas. A menudo
lo que observamos es que los docentes abandonan el mensaje que querían
comunicar o utilizan la primera lengua para evitar problemas de comunicación.
Este estudio examinó las estrategias de comunicación empeladas por dos
docentes de inglés como lengua extranjera con sus estudiantes de nivel básico;
y los factores que infuyen en las estrategias de comunicación que se utilizan.
La información se recolectó de tres fuentes: (1) grabaciones de interacciones
naturales en el aula; (2) entrevistas con los docentes; y (3) observaciones
registradas en seis sesiones de clase. Las transcripciones de las interacciones se
examinaron mediante la taxonomía de estrategias de comunicación de Faerch y
Kasper (1983). Los resultados indicaron que la estrategia utilizada con mayor
frecuencia en ambos grupos fue cambio a la primera lengua. Sin embargo,
mientras que el docente que parecía estar más involucrado con los estudiantes
utilizó también solicitud de aclaración, comprobación de comprensión y pedir
confrmación; el docente que parecía estar más distante de los alumnos utilizó
principalmente comprobación de comprensión y repetición. El tamaño del
grupo, la disposición de los asientos y el tipo de actividades de aprendizaje
son también algunos de los factores que infuyeron en las estrategias de
comunicación que se empelaron.
Palabras clave: Estrategias de comunicación, interacción en el aula,
enseñanza del inglés como lengua extranjera
Resumo
Quando os que aprendem inglês não sabem como dizer uma palavra, podem usar
suas mãos, imitar sons, inventar palavras ou descrever o que querem dizer para
não interromper a comunicação. Estas formas de comunicar-se são estratégias de
comunicação (EC). Os docentes de inglês como língua estrangeira não sempre
estão conscientes da importância de ensinar-lhes estratégias de comunicação
aos seus alunos, ou bem não lhes dão preparação explicita para utilizá-las. Com
frequência o que observamos é que os docentes abandonam a mensagem que
queriam comunicar ou utilizam a primeira língua para evitar problemas de
comunicação. Este estudo examinou as estratégias de comunicação empregadas
por dois docentes de inglês como língua estrangeira com seus estudantes de
nível básico; e os fatores que infuem nas estratégias de comunicação que se
utilizam. A informação se recolheu de três fontes: (1) gravações de interações
naturais na aula; (2) entrevistas com os docentes; e (3) observações registradas 112
em seis sessões de classe. As transcrições das interações se examinaram
mediante a taxonomia de estratégias de comunicação de Faerch e Kasper (1983).
Os resultados indicaram que a estratégia utilizada com maior frequência em
ambos grupos foi câmbio à primeira língua. Entretanto, enquanto o docente que
parecia estar mais envolvido com os estudantes utilizou também solicitação de
esclarecimento, comprobação de compreensão e pedir confrmação; o docente
que parecia estar mais distante dos alunos utilizou principalmente comprovação
No. 6 (Nov. 2012) No. 6 (NovNo. 6 (Nov. 2012). 2012)thE usE of communication stratEGiEs
in thE bEGinnEr EfL cLassroom rodriGuEz & roux
de compreensão e repetição. O tamanho do grupo, a disposição dos registros
e o tipo de atividades de aprendizagem são também alguns dos fatores que
infuíram nas estratégias de comunicação que se empregaram.
Palavras chave: Estratégias de comunicação, interação na aula, ensino
do inglês como língua estrangeira.
Introduction
he use of communication strategies in the foreign language
classroom has been studied in the United States and Great Britain Tsince the 1980’s and more recently in some Arab countries
(Rababah, 2003; 2005). Communication strategies are attempts to
bridge the gap between the linguistic knowledge of the second-language
learner and the linguistic knowledge of his or her interlocutor in real
communication situations. Studies have found that communication
strategies, unconsciously used in the frst language, do not automatically
transfer to the second language. Actually, communication strategies
need to be explicitly taught for students to improve their accuracy and
fuency (Dörnyei, 1995).
Studies on classroom interaction and in the teaching and use of
communication strategies by foreign language learners are scarce in
Mexico. Moreover, teachers are not always aware of the importance
of teaching communication strategies to their students or, if they are
aware, they do not explicitly train their students to use them. They do
not use these strategies themselves to serve as a model to their students.
Most often, what I have observed is that language teachers abandon
the message or switch to the frst language to avoid communication
problems in the classroom.
113To contribute to the knowledge on the use of communication
strategies in the foreign language classroom and provide
recommendations for language teachers and language teacher
educators, this study investigated the communication strategies used by
two teachers in a beginner EFL classroom. The study does not intend to
bring about generalizable results, but to illustrate how communication
No. 6 (Nov No. 6 (Nov. 2012). 2012) No. 6 (Nov. 2012)thE usE of communication stratEGiEs
in thE bEGinnEr EfL cLassroom rodriGuEz & roux
strategies are used in a specifc learning context and how a taxonomy of
communication strategies can help interpret teacher-student interaction.
Literature Review
This section presents the literature consulted on communication
strategies, as well as the studies considered as a basis for the current
study.
The Notion of Communication Strategies
The notion of communication strategies, thus, refers to a mutual
attempt of two interlocutors to agree on a meaning in situations in which
th