Some pertinent oral communication strategies for EFL learning and teaching

AGU International Journal of Sciences – 2019, Vol. 7 (1), 60 – 67<br /> <br /> <br /> <br /> <br /> SOME PERTINENT ORAL COMMUNICATION STRATEGIES FOR EFL LEARNING<br /> AND TEACHING<br /> <br /> Truong Thi Thanh Nga1<br /> 1<br /> An Giang University, VNU - HCM<br /> <br /> Information: ABSTRACT<br /> Received: 16/01/2019<br /> To communicate successfully in study and everyday conversations is very<br /> Accepted: 02/05/2019<br /> important. Speakers or participants all want to be successful in exchanging<br /> Published: 11/2019<br /> ideas and getting an end result after the dialogue finishes. There are several<br /> Keywords: popular ways to maintain progress or end a conversation. In this paper,<br /> Communication strategies some relevant strategies are addressed so that thestudents or users of<br /> (CSs), avoidance, English as a foreign language (EFL) know what they have done intentionally<br /> compensation, time gaining, or unintentionally through time. The main purpose of this article is to<br /> interlocutors<br /> suggest to educators three strategies used in the field of EFL teaching and<br /> learning such as avoidance, compensation and time gaining. Then, there is a<br /> recommendation to teach or not teach these strategies, or what strategies<br /> should be focused upon and what strategies should be introduced for<br /> discussion only.<br /> <br /> <br /> <br /> 1. INTRODUCTION Communication success is required in both<br /> In the context of learning English in Vietnam verbal and written activities in English in<br /> in recent times, especially students in remote Vietnam, but emphasis is mostly on speaking.<br /> areasstudents of English nowadays usually start Language students are considered to reach the<br /> learning it at a very early age, but it takes them communicative threshold of proficiency when<br /> a long time to use the language successfully. In they can keep the conversation going and<br /> addition, they find it very hard to express maintain their position in communicating<br /> themselves in actual communication. Therefore, contexts. When people study a new language all<br /> some relevant communication strategies (CSs) they need to acquire is that they can express<br /> should be considered to help learners what they want to say and can be understood by<br /> communicate their ideas effectively. As Maleki others and get back the information from<br /> (2007) mentions, though learners of English are someone’s speeches or writing. To obtain<br /> equipped with enough language knowledge, communicative skills in foreign languages,<br /> they need to reach a threshold to come to a real there are some gifted people who can make use<br /> communicative stage when they can speak out of their restricted language resources in<br /> naturally; thus communication strategy support combining with their own skills like body<br /> for learners is necessary. language, gestures, and facial expressions to<br /> achieve their communicative purposes.<br /> <br /> <br /> <br /> <br /> 60<br /> AGU International Journal of Sciences – 2019, Vol. 7 (1), 60 – 67<br /> <br /> However, there are also strategies that most handling difficulties or breakdowns in<br /> EFL learners can apply through their life communications. Corder (1986) also views CSs<br /> experience or by practising and following some as speakers’ systematic techniques to express<br /> communicative tactics. This paper first reviews meaning when facing difficulty. However, the<br /> definitions of communication strategies, then broadest definition of CSs is Canale’s (1983)<br /> presents three key communication strategies extended concept when he points out that CSs<br /> and finally suggests that communications help improve communicative efficiency with<br /> strategies should be taught. Three pertinent various patterns of speech. Therefore,<br /> strategies are avoidance, compensation and definitions about CSs have been improved<br /> time gaining. These strategies accompany some through time from problem-solving to meaning<br /> tactics which occur at the time of speaking such negotiation between interlocutors and finally<br /> as topic divergence, circumlocution and using come to enhancing the effectiveness of<br /> fillers and hesitation devices. The paper first communication. Among these linguists’<br /> reviews definitions of Communication definitions, Corder’s idea about CSs as<br /> Strategies and then leads to a discussion about strategies at the time of the conversation to<br /> whether communication strategies can be taught retain the interaction between the speakers, and<br /> or not and their role in EFL teaching. then to make the conversation end smoothly, is<br /> 2. DEFINITION the basic support of the article.<br /> <br /> Definitions about communication strategies 3. STRATEGIES<br /> (CSs) have concerned many linguists. In fact, 3.1 Avoidance strategy<br /> most linguists in the 1970s and 1980s have Avoidance strategy is mostly used either<br /> concentrated on problem – solving when consciously or unintentionally by non-native<br /> talking about CSs. For example, Tarone, Cohen speakers when they encounter linguistic<br /> and Dumas (1976, p. 5) see “CSs as learners’ problems although its accompanied tactics<br /> systematic attempt to express or decode might not be taught or language learners<br /> meaning in the target language”. In a different encouraged to use them. Indeed, people never<br /> perspective, Canale and Swain (1980) see CSs want to hinder, to hide or avoid direct and<br /> as verbal and nonverbal strategies which active communication, but in some cases they<br /> compensate for breakdowns in communication have to because of “a mismatch between<br /> due to performance variables or insufficient communicative intention and linguistic<br /> competence in conversations. Tarone (1977) resources” (Varadi, 1992, p. 437), and they<br /> explains that conscious communication want to survive and maintain the conversations.<br /> strategies are used by an individual to overcome According to Dornyei (1995, p. 66) “Language<br /> the crisis which occurs when language learners should say what they can and not what<br /> structures are insufficient to convey the they want to”. However, he also complicatedly<br /> individual’s thought. adds one more variation on the slogan<br /> According to Tarone’s new concept, CSs have “Language learners should be encouraged to<br /> been seen as “relate to a mutual attempt of two say what they can, rather than retreat silently<br /> interlocutors to agree on the meaning in from what they can’t”. Therefore, topic<br /> situations where requisite meaning structures do avoidance and replacement skills are<br /> not seem to be shared” (1980, p. 420). It is an indispensable because they could improve<br /> interaction perspective rather than meaning- learners’ fluency. Many linguists believe that<br /> negotiation and repair mechanisms that involve avoidance strategy can be seen in some of its<br /> <br /> <br /> 61<br /> AGU International Journal of Sciences – 2019, Vol. 7 (1), 60 – 67<br /> <br /> subcategories or tactics such as topic avoidance, paraphrasing, explanation or description is<br /> message abandonment, or meaning replacement necessary. These linguists further give many<br /> (Brown, 2000; Corder, 1983; Dornyei & Scott, instances to demonstrate what they state, as for<br /> 1997; Færch & Kasper, 1983; Tarone, 1997; some words EFL learners require but they do<br /> Willems, 1987). For example, with message not know them exactly, they can express<br /> abandonment, according to Dornyei (1997, themselves in another way by describing or<br /> p.188) speakers ‘leaving a message unfinished explaining in groups of words such as ‘figure<br /> because of some language difficulty’ like in the with three sides’ or ‘three angles’ for triangle,<br /> following monologue ‘It is a person er … who or ‘ball with air in it’ or ‘ball in the air’ for<br /> is responsible for a house, for the block of balloon. The critics also emphasise the<br /> houses … I don’t know … [laughter].’ description of the function of things that<br /> Moreover, sometimes learners have to reduce learners do not know the precise words forsuch<br /> the message intention or avoid the intended as the words moon and knife with the former<br /> topic because of their lack of linguistic can be described in terms of location involved<br /> resources about the topic. Brown (2000) also like ‘ it’s in the sky’ and the functional use for<br /> contributes to this field with his example which the later ‘you use it for cutting.’<br /> describes the attempts of learners when they are Dornyei (1995), Dornyei and Scott (1997)<br /> in a shortage of grammatical or lexical consider circumlocution as exemplifying,<br /> knowledge within a semantic category as in the illustrating or describing the properties of the<br /> following conversation excerpt: target object or action. For instance, Dornyei<br /> L: I lost my road. and Scott (1997, p. 188) provide an example in<br /> NS: You lost your road? which a learner says “the thing you open wine<br /> bottles with” to refer to a corkscrew.<br /> L: Uh … I lost. I lost. I got lost. (p. 128)<br /> Abdesslem (2004, p.3) contributes to the field<br /> Therefore, avoidance strategy is also considered with the explanation for the words ‘liquid<br /> a skill in communication that sometimes helps paper’ by the phrase “white stuff for correcting<br /> EFL learners to survive and maintain their words.” (p. 3) In short, paraphrasing is used in<br /> position in conversations, and they do not give most situations by language learners for the<br /> up just as Corder (1983, p. 19) concludes purpose of being mutually understood between<br /> “These strategies must not be regarded as interlocutors in communication, and for the<br /> admission of failure,” but just maybe a way to purpose of verbal conversational achievement.<br /> ta take advantage for time gain in<br /> 3.3 Time gaining strategy<br /> communication.<br /> To maintain and avoid communication<br /> 3.2 Compensatory strategy<br /> breakdown, time gaining devices are also<br /> Compensation strategy is one of the popular preferred tactics of many EFL learners. In fact,<br /> ways that language users even the native some language academics believe that pause<br /> speakers use in most situations to meet fillers do not belong to communication<br /> conversational aims. In fact, both speakers and strategies. For example, Tarone (1980)<br /> their interlocutors usually use this considers stalling under production or Færch<br /> communicative skill to get into understanding and Kasper (1983) looked at time gaining as<br /> each other or negotiation in meaning. For ‘temporal variables’. Whereas, many other<br /> example, Kellerman, Ammerlaan, Bongaerts researchers have appreciated the use of fillers<br /> and Poulisse (1990) see circumlocution just as and hesitation devices that consciously help<br /> <br /> <br /> 62<br /> AGU International Journal of Sciences – 2019, Vol. 7 (1), 60 – 67<br /> <br /> learners participating in conversations become the strategies themselves emerge automatically<br /> more fluent, or at least help prevent through the process of practising the language.<br /> breakdowns and keep the communication Canale and Swain (1980) are also the<br /> channel open in the face of difficulties (Canale, proponents on this side; they think that CSs<br /> 1983; Canale & Swain, 1980; Dornyei and would be acquired through real-life<br /> Scott, 1997; Ellis, 1985; Haastrup & Phillipson, communications but not through the constraints<br /> 1983). Dornyei and Scott (1997) provide a list of language classroom practice.<br /> of common words and phrases for filled pauses However, many other researchers support the<br /> and hesitations so that learners can consciously need to teach communication strategies for the<br /> use to gain time to keep conversations going on EFL learners so that they can apply these<br /> in difficulties. These fillers include “well, strategies in real life communication (Brooks,<br /> actually, as a matter of fact, the thing is, you 1992; Chen, 1990; Færch & Kasper, 1983,<br /> know, okay, this is rather difficult to explain, 1986; Haastrup & Phillipson, 1983; Paribakht,<br /> it’s a good question, or let me think, etc.,” (p. 1986; Rost, 1994; Rost & Ross, 1991;<br /> 190). Therefore, pause fillers are also used by Savignon, 1972, 1983, 1990; Tarone, 1984;<br /> speakers as a tactic to gain time to think of the Tarone and Yule, 1989; Willems, 1987).<br /> missing words or what to say next. This time Therefore, communication strategies that are<br /> gaining strategy by using pause fillers will help provided widely and facilitated by the teachers<br /> learners retrieve their language resource in language classrooms would give students<br /> available in their head but do not appear more opportunities to succeed in<br /> spontaneously. communication. Tarone (1984) and Willems<br /> 4. TEACHING COMMUNICATION (1987) cited in Dornyei (1995, p. 62) state<br /> STRATEGIES ‘There is also some evidence that students in<br /> The issue of whether communication strategies classroom settings which offer more natural<br /> can be taught must be taken into account to see input (such as immersion classes) tend to<br /> the role that they have in the second language develop a higher level of strategic competence<br /> classroom. Indeed, it is a controversial issue than students in ordinary classrooms, who tend<br /> that poses a disagreement among researchers. to use only a limited number of mostly<br /> Most linguists believe that these strategies have unsophisticated CSs.” Therefore, though in any<br /> already developed in learners’ first language context of learning and teaching EFL, learners<br /> (L1) and now are naturally transferred to the should be equipped with enough language,<br /> second language (L2) (Bongaerts & Poulisse, especially useful languages from the stage<br /> 1989; Bongaerts, Kellerman, & Bentlage, 1987; learners need specific guided and control to free<br /> Kellerman, Ammerlaan, Bongaerts, & Poulisse, conversations.<br /> 1990; Paribakht, 1985). Bialystok and 4.1 The role of communication in efl<br /> Kellerman (1987) point out that adult language language classroom<br /> learners’ cognitive competence is already It cannot be denied that most language teachers<br /> developed including ‘repertoire of applicable now want to directly address communication<br /> CSs at any of their levels of proficiency in L2. strategies in classrooms although this trend is<br /> Kellerman (1991) also opposes teaching still debated. This proves that many people<br /> compensatory strategies in the classroom. perceive that communicative competence is<br /> According to him, EFL students need only be indispensable in language teaching. If teachers<br /> given just as much language as necessary, and<br /> <br /> <br /> <br /> 63<br /> AGU International Journal of Sciences – 2019, Vol. 7 (1), 60 – 67<br /> <br /> in classroom follow six procedures provided in She means that learning strategy training should<br /> Dornyei, including: be direct and informed so that students can<br /> Raising learner awareness about apply them in conversations in class as well as<br /> the nature and communicative in real-life communication. For example,<br /> potential of CSs, encouraging Tarone and Yule (1989, cited in Dornyei, 1995,<br /> students to be willing to take p.64) suggest giving cues or lists of words or<br /> risks and use CSs, providing L2 phrases that learners can use for specific<br /> models of the use of certain strategies such as, circumlocution with “certain<br /> CSs, highlighting cross-cultural basic core vocabulary and sentence structures to<br /> differences in CSs use, teaching describe properties (e.g., shape, size, colour,<br /> CSs directly and providing textile) and function: top side, bowl-shaped,<br /> opportunities for practice in triangular, on the rim, circular, square.”<br /> strategy use. Dornyei and Scott (1997) also provide a list of<br /> phrases to mark for explanation or clarification<br /> (1995, pp. 63-64)<br /> such as it is a kind/sort of, the thing you use for<br /> then the communication strategies seem to be …, it’s what/ when you …, it’s something you<br /> advanced and promoted to enhance learners’ do/ say when…, or ways used in cooperation<br /> competence in communication. Furthermore, with interlocutors to appeal for help (what do<br /> teachers can provide as many strategies as you call it/ someone who …, What is the word<br /> possible during their teaching time or for…). If teachers insist on their communicative<br /> interweave these strategies with their teaching techniques and let the students have<br /> methods so that the students have a chance to opportunities to practise, use and reinforce all<br /> get used to communicative approaches. For communicative knowledge they provided to<br /> instance, according to Dornyei (1995, pp. 63- them so that the students can reach the<br /> 64) by “Raising learner awareness about the automatic stage, then both the teachers and<br /> nature and communicative potential of CSs”, students may gain the goal of communication.<br /> teachers help students feel more confidentwith A case study is in English for specific purposes<br /> their available strategic repertoire, and they (ESP), such as English for Tourism or Business<br /> would be willing to be risk-takers in most cases English; for instance, Nina and Fiona (2010)<br /> when facing difficulties that may lead to provide useful language from one part of the<br /> communicative breakdowns. lesson and then many situation exercises such<br /> 4.2 Communication strategy application as role play or conversation buildings to<br /> practise in class so that students can learn and<br /> Being equipped with communication strategies,<br /> use the languages in context then apply later on<br /> students can apply them flexibly in appropriate<br /> in their real working life, and teachers also feel<br /> situations as Oxford (1990, p. 207) concludes:<br /> satisfied with their role in class in helping<br /> Research shows that strategy training learners acquire language skills. Many other<br /> which fully informs the learners (by educators such as David, Jane & Shausn<br /> indicating why the strategy is useful, (2008); Cotton, Falvey & Simon (2010) also<br /> how it can be transferred to different have the same ideas and approach as Nina and<br /> tasks, and how learners can evaluate Fiona that language teachers should provide<br /> the success of this strategy) is more time for students practising communicative<br /> successful than training that does not. strategies found from each lesson during the<br /> whole course. Learners can apply what they<br /> <br /> <br /> 64<br /> AGU International Journal of Sciences – 2019, Vol. 7 (1), 60 – 67<br /> <br /> learn following guideline formats, and then introduced in this paper such as using word<br /> spontaneously produce the language when they coinage or asking for help from interlocutors,<br /> get to their language threshold. Therefore, etc. This is the learners’ duty to select or<br /> communication strategies should be taught. combine these strategies that can best enhance<br /> 5. CONCLUSION the effectiveness of their communicative<br /> capacity in real life through what they have<br /> Success in communication is the aspiration of<br /> already known or been equipped from language<br /> teachers, most learners and users of a new<br /> learning classroom, or learn from<br /> language. Except those who are very advanced<br /> communicating with peers, or native<br /> like ‘near native’ speakers, EFL learners<br /> interlocutors.<br /> usually have to struggle by, using all their effort<br /> and time for their L2 deficiency to survive and REFERENCES<br /> maintain conversations. In fact, people use Bialystok, E. & Kellerman, E. (1987).<br /> various strategies depending on their Language strategies in the classroom. In B.<br /> preference, capacity and situational contexts. In K. 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