COMMUNICATION STRATEGIES USED BY GRADE 1O STUDENTS
___________
A Thesis
Presented to
The Faculty of Junior High School
Maliwalo High School
Maliwalo, Tarlac City
__________
In Partial Fulfillment
of the course Requirements for the Subject
English 10
__________
By:
Balingit, Cecilia
Bengson, Jayson
Canlas, Geoffrey Roamhar D.
Juan, Cyd Margarett
Manuel, Arzen
Santiago, Andrea
March 2019
COMMUNICATION STRATEGIES USED BY GRADE 1O STUDENTS
ABSTRACT
Communication is the exchange of information between a sender and a receiver. It used to be that you
only had to worry about the way you communicated face-to-face or on paper. Technology has changed
this completely. It is important for people to take into account every aspect of how they are relaying
information. This is where communication strategies come into play. Communication strategies are the
blueprints for how this information will be exchanged.
This study aimed at investigating the communication strategies used by grade 10 students. The
participants of the study included the students of 10 emerald. Taxonomy was adapted in
an observation checklist
designing
steered at eliciting teachers' actual teaching practices. A questionnaire was
also developed on the grounds of the same taxonomy. The findings reported the following communication
strategies were used:
self-repetition,
check,
and
asking for
message reduction, approximation, circumlocution, code-mixing miming,
other-repetition,
appealing for help,
comprehension- check,
own- accuracy
repetition, guessing, using of fillers and hesitation devices, guessing, and feigning
understanding. Interestingly, the results showed that although teachers teach communication strategies,
yet they are unaware of such strategies; they rather use them unconsciously. Provided that, the study
concluded that congruence between the teachers' claims and students' perceptions regarding the actual
teaching of such strategies is absent.
I. INTRODUCTION
In today’s
global
environment,
communication plays a crucial role since everyone
cannot
be separated with communication activity. Being able to communicate effectively is regarded as the most
important
is
of all life skills. Many people
like the importance
knowledge and
of breathing.
believe that the significance of communication
Indeed, communication facilitates the spread of
forms relationship between people.
Language is believed as a tool of
communication. It provides the means to take the place in the society, to express and convey
information, to learn about the people and the world
around us. Good communication can be easily
achieved if the speaker and listener deliver the meaning using the first language. However, there
will be a problem if they communicate using second or foreign language. The gaps between speaker
and listener appear
because of their limitation
in
grammatical
or linguistic knowledge.
In regard to the fact, learning a foreign language, especially speaking skill is a necessity in the area
communication and
globalization. According to
large percentage of the world’s language
develop
of
Richard and Renandya (2002), “A
learners are study English in
order to
proficiency in speaking” (p. 201). Speaking in a second language has been considered
as the most challenging of the four skills given the fact that involves a complex process of
constructing meaning (Celce Murcia and Olshta., 2000 as cited in Gruyter., 2006, p. 139). Having a good
ability in speaking English will not only make learners easier in using English with what so
ever, but
also assure them to have the ability in delivering information through the meaning of messages.
In
coincidence with the importance of English speaking skill in communication, the speaker and listener
must find some effective ways to communicate their thought using English. It aims at coping with various
communicative situations. In other side, it is also used to compensate the learners’ inadequacies so that
they can survive in their communication in the target language. Those effective ways which help people
to communicate in the presence of such deficiencies can be called as communication strategies.
Theoretical antecedents of communication strategies can be traced back to interlanguage studies and
learner errors in
early of 1970s when Selinker (1972) introduced the notion of second language
communication strategies in
that
his
seminar article entitled “Interlanguage”. He
argued
learners’ insufficient knowledge of language and at the same time willingness to communicate
leads to the use of communication strategies. Later, Corder (1981, p. 103) suggested a working definition
for communication strategies as: “systematic techniques employed by the speaker to express his
meaning when faced with some difficulty”. The publication of Selinker in 1972 became the starting
point for further communication strategy research. The study of communication strategy becomes an
interesting field to be explored. Savignon (1972
as cited in
Dornyei
proposed the importance of coping strategy in communicative
testing. Tarone and her associates (Tarone.,
& Thurrel.,
1997)
language teaching and
1977 as cited in Dornyei & Thurrel., 1997;
Tarone., Cohen., & Dumas., 1976 as cited in Faerch & Kasper., 1983) have published studies in
1973 that concerned
with
the definition and the taxonomy of communication strategy.
In 1980, the communication strategy is involved in the concept of communicative competence as the
sub-competencies of strategic competence.
It is proposed by Canale and Swain
(1980).
In
1983, Faerch and Kasper published an article entitled Strategies in Interlanguage Communication. The
article focuses on identifying and classifying communication strategies, and on their
teachability. In 1990, Bialystok publishes a book entitled Communication Strategies: A
Psycholinguistic Analysis of Second Language
Kasper and Kellerman
Use. At the same time, a book published by
entitled Advances in Communication Strategy Research. Nowadays, the
broader concept of communication strategy taxonomy was developed in order to accommodate in the
21st century. Table 1 below shows the taxonomies of communication strategies proposed by experts,
namely Tarone, Dornyei, and Celce-Murcia (Fauziati., 2016, p. 37-40).
Referring to the whole discussion above, the researcher wants to dig more deeply relate to the use of
communication strategies on the perspective of language proficiency. Then, the researchers formulate the
research questions as follows.
1. What
are the types and sub-types of communication strategies used by high
and
low proficient students?
2. What are the differences and similarities of communication strategies used by high and low proficient
students?
RELATED STUDIES (1)
Strategic competence or ‗communication strategies‘ has become an important element
of the communicative competence that a second or foreign language learner needs in order to
communicate effectively ( Canale & Swain, 1980; Savignon 1983; Canale 1983; Bachman
1990; Celce-Murcia, Dörnyei & Thurrell,1995; Ahmed & Pawar, 2018). Some educators
think that it is not necessary to teach strategic competence as a part of the language syllabus
as learners already have acquired these strategies of communication from their mother
tongue. However, the situation with a foreign language is completely different as learners
need such strategies not only for making further meanings that are more sophisticated and
diplomatic but to compensate for lack of linguistic or sociolinguistic competencies.
In 1970s, the strategic competence was introduced as a main part of the competence
that foreign language learners need develop for communication. It has appeared as an element
in each of the communicative competence models that have emerged during the second half
of the last centuries. Though there has been a debate on what strategic competence includes
as some consider learning strategies as a part of CSs, it has remained there as a main
component of learners‘ communication competence in all models and refers to the coping
strategies that one uses to compensate for insufficiency of linguistic competence.
Communication strategies are often more needed by those learners who are at earlier stages
of their language learning as they struggle to get meanings across due to their linguistic
deficiency. It is for this reason that research in communication strategies has been growing up
during the last decades and more attention was paid to developing learners‘ strategic
competence as a part of their language learning.
CSs not only help speakers to compensate for language deficiency but also play a big
role in encouraging language learning and mastering communication competence.
Communicative approach urges for learning language through using it for communication
and such activities designed for that purpose cannot be fulfilled by beginners as they lack
their linguistic competence. So utilizing CSs in such activities motivates and enhances
language learning. For students who are not aware of CSs, they stop these activities
whenever they find difficulties due to their lack of their linguistic knowledge and this will
hinder their acquisition of the target language.
http://interactionsforum.com/new-academia
RELATED STUDIES (2)
The focus of this study is to examine the communication strategies employed by Radfan College EFL
students in their classroom interactions. In its theoretical part, the study shows the significance of CSs as
a component of EFL learner’s communicative competence and its significance in foreign language
learning and communication. The data of this study were collected through classroom observations.
Results revealed that though Radfan College EFL students’ oral English proficiency is pretty low, most
students tend to stop communication or switch into their mother tongue rather than utilizing effective CSs
that may help them in communicating and developing their communication proficiency. The study
showed that only a few students (high linguistic ability students) use some effective strategies; such as,
paraphrasing of meaning, asking interlocutor’s for help, time fillers and nonverbal signals while the
majority (low linguistic ability students) prefer to keep silent and whenever they participate and encounter
linguistic difficulties, they usually tend to shift into mother tongue or abandon their messages. The main
reasons behind that are: (a) students were not well trained to use such communication strategies, and (b)
teachers do not force students to use English in their classroom interactions. The study recommends
teaching students of this college CSs in the first year of their college education and creating opportunities
for meaningful communication in the classroom to enable students to use and develop their CSs.
(Sabri T. S. Ahmed 2018)
https://www.researchgate.net/publication/326534502_A_Study_of_Communication_Strategies_Employe
d_by_Radfan_College_EFL_Students_in_their_Classroom_Interactions
RELATED STUDIES (3)
This study set out with a threefold purpose: to examine (1) the oral communication strategies (CSs)
employed by tertiary-level Turkish EFL learners, (2) the use of CSs based on exposure to English through
audio-visual tools, university subject domain and gender differences, (3) the correlation between use of
CSs and oral proficiency scores. To these ends, a quantitative dominant mixed methods triangulation
design was put to use. Yaman and Kavasoglu's (2013) Turkish adaptation of Oral Communication
Strategy Inventory was the main data collection instrument, accompanied by follow-up interviews to
corroborate the quantitative findings. Descriptive statistics, t-tests, ANOVA and Pearson productmoment
correlations were conducted for statistical analyses while the qualitative data were deductively analysed
through a priori theoretical guiding scheme. As a result, the participants were perceived to use oral CSs to
some extent, with negotiation for meaning having the top priority. In parallel, as the interview data has
shown, the students mentioned using CSs mainly for communication-bound reasons. Moreover,
significant differences for CS use appeared only in terms of exposure to English through audio-visual
tools in favor of those who reported more frequent exposure. Finally, a positive but weak correlation was
calculated between students' overall CS use and oral proficiency scores.
(Yusuf Demir-2018)
RELATED LITERATURE (1)
Oweis.T (2013) Communication Strategies in Language Learning .Communicating successfully means
to pass on meaningful messagesto the listeners. In order to achieve a successful level of communication
insituations, where learners face problems when there is a mismatch betweentheir communication goals
and their linguistic resources, they tend to usedevices to improve their level of communication; these
devices are calledCommunication Strategies.This paper reviews and discusses the theoreticalbackground
of the study of Communication strategies in language learning.The first part of the paper presents the
most common definitions of theCommunication Strategies. The second part attempts to explain
therelationship between Communicative Competence and CommunicationStrategies. The third part
describes the types, taxonomies and the origins ofthe Communication Strategies. The final part sheds the
light on a number ofempirical studies related to types of Communication Strategies and therelationship
between linguistic proficiency and Communication Strategieschoice in the learner's first language and
his/her second language.
https://www.academia.edu/16352939/A_LITERATURE_REVIEW_ON_COMMUNICATION_STRATE
GIES_IN_LANGUAGE_LEARNING
RELATED LITERATURE (2)
Research into communication strategies and English as a Lingua Franca is a developing area of
investigation. The contexts and characteristics of ELF communication entail that traditional views of
communication strategies as merely compensatory measures by non-native speakers, within a deficit
perspective are problematic and have to be re-thought (e.g. Seidlhofer 2011; Mauranen 2012; Leung 2005;
Cogo 2009; Jenkins, Cogo & Dewey 2011). Since mutual cooperation is “a major characteristic of ELF
communication, along with a strong orientation towards securing mutual understanding regardless of
‘correctness’, for example by employing a ‘let it pass’ and ‘making it normal’ strategies” (Jenkins, Cogo
& Dewey 2011: 290), a different paradigm ought to be taken into account in the analysis of ELF
interactions. Although traditional classifications of communication strategies may be useful, this new
paradigm should be set within an interactional approach (Wagner & Firth 1997; Firth 1996; Aston 1998),
viewing and analyzing ELF talk in its specificity (Mauranen 2012; Konakahara 2012; Jenkins, Cogo &
Dewey 2011).
So far, some studies have focused on communication processes, mainly dealing with co-operative
strategies that lead to successful communication and mutual understanding, or to how miscommunication
is resolved in ELF talk (Mauranen 2006, 2012; Björkman 2011; Kaur 2009, 2011; Cogo 2009; Hynninen
2011; Bjørge 2010; House 1999; Meierkord 2000; Pitzl 2005; Hüttner 2009). Repetition, paraphrasing, as
well as self- and other-repair and pre-emptive moves emerge as relevant strategies, together with a
co-operative exploitation of multilingual resources and repertoires (Jenkins, Cogo & Dewey 2011;
Hülmbauer 2007; Cogo 2009, 2012; Vettorel 2014).
Further research in this area is however needed, both in the identification of strategies for successful
meaning co-construction, and in the implications this can have for ELT, still a largely unexplored area.
Seidlhofer (2002, 2011) has highlighted the importance of this area in teacher education and in pedagogic
practices, and other leading ELF scholars have stressed how communicative competence ought to be
re-thought and re-defined in the new contexts of ELF interactions (Dewey & Leung 2010; Alptekin 2010),
also in connection to the development of a communicative ‘capability’ (Widdowson 1978, 2003, 2012). It
seems thus fundamental to explore how this area is treated in existing pedagogic materials in relation to
ELF (e.g. Vettorel & Lopriore 2013), and to devise both teacher education (e.g. Bayyurt & Sifakis 2015a,
2015b; Dewey 2012, 2015; Bayyurt & Akcam 2015; Vettorel 2015; forthcoming) and instructional
activities aimed at the development of communication strategies in teaching English as a Foreign
Language (Vettorel 2010; Mariani 2010; House 2012; Lopriore & Vettorel 2015, forthcoming), in line
with that shift in perspective that is advocated to include a more ‘realistic’ view of the reality of English
today.
Given this theoretical framework, the Research Project will focus specifically on communication
strategies that are employed by ELF speakers in order to reach effective communication. Starting from
the categories identified and discussed in traditional literature the project will focus on those
communication strategies that prove to be most useful in ELF settings to negotiate meaning and reach
successful communication, setting them within an interactional perspective (e.g. Wagner & Firth 1997;
Firth 1996; Aston 1998).
(Vettorel Paola-2016)
http://www.dlls.univr.it/?ent=progetto&id=4679&lang=en
RELATED LITERATURE (3)
The recognition that climate change is occurring as a result of human activities is
widespread within the global scientific community, but research demonstrates that Americans are
reluctant to accept the position of most scientists on this issue for a number of reasons (Gifford,
2011; Borick & Rabe, 2010; Weber, 2010). While most of the American public acknowledges
that climate change is happening (Leiserowitz, Smith, & Marlon, 2010), the extent that people
understand the consequences of global warming and are engaging in individual mitigating
actions is highly variable. Because gases such as carbon dioxide and methane remain in the
atmosphere for numerous years after being emitted, there is a serious need for Americans to
become more personally engaged in energy conservation and to be more supportive of local,
state, and federal policy initiatives to reduce greenhouse gas emissions and to invest in
alternative energy projects.
A significant amount of research has been conducted over the past several years to
address this need, and a multitude of studies indicate that there is not a simple solution to
changing peoples’ thoughts and beliefs about climate change, largely because it has become
extremely politicized and contentious in the U.S. (Weber & Stern, 2011; McCright & Dunlap,
2011). Countering the impact of mixed messages in the media and the current framing of this
issue based on political agendas will require a focused effort among climate change
communicators to depoliticize climate change discourse and increase the relevance of this issue
to social groups that are typically less engaged in its mitigation. Through synthesizing research
on the public’s understanding of climate change, factors influencing peoples’ views about this
issue, and the extent of the public’s efforts to conserve energy, this review elucidates important
divides in perceptions of and engagement in climate change among different social groups as
well as the similarities in values between these seemingly disparate groups. This review explores
literature that provides useful insight for the development of communication strategies to address
the gap between nonscientists’ and scientists’ views of climate change, and to make climate
change mitigation more relevant and meaningful to the American public.
Relevant research suggests that in order to be more effectively engaged in climate change
communication and mitigation, Americans must be aware of the consequences of this very largescale
problem, perceive it as an important issue, feel a sense of personal responsibility to take
action, perceive that others are committed to this cause, and understand how addressing climate
change relates to their deeply held political, cultural, and religious values. Fully committing to
mitigation measures can fundamentally challenge peoples’ ideological and political views, as
well as their beliefs about humans’ relationship with the natural world. While the concept of
stewardship certainly overlaps with religious and patriotic virtues, demonstrating this to a rather
skeptical audience in a contentious political climate will require employing the social influence
of trusted political and religious leaders who may serve as spokespersons for a cause that is in
many ways rooted in morality. Place-based climate change communication in natural areas
valued by many Americans such as national parks is another promising means of increasing
peoples’ feelings of connectedness to this issue.
II. METHOD