Effects of Communication Strategy Training on EFL Students' Performance in Small-Group Discussions

Autor/inn/en	Benson, Stuart; Fischer, Danielle; Geluso, Joe; Von Joo, Lucius
Titel	Effects of Communication Strategy Training on EFL Students' Performance in Small-Group Discussions
Quelle	In: Studies in Second Language Learning and Teaching, 3 (2013) 2, S.245-259 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Foreign Countries; Communication Strategies; Second Language Learning; English (Second Language); Small Group Instruction; Group Discussion; Interpersonal Communication; Teaching Methods; College Students; Pretests Posttests; Recall (Psychology); Interviews; Student Attitudes; Language Usage; Control Groups; Experimental Groups; Comparative Analysis; Second Language Instruction; Communication Skills; Statistical Analysis; Japan + Suchen Sie Ihr Suchwort? Ausland; Kommunikationsstrategie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendiskussion; Interpersonale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Abberufung; Interviewing; Interviewtechnik; Schülerverhalten; Sprachgebrauch; Fremdsprachenunterricht; Kommunikationsstil; Statistische Analyse
Abstract	In recent years, a number of studies have been conducted with regard to communication strategy training and performance on communicative tasks (Lam, 2009; Nakatani, 2010; Naughton, 2006). This study aims to add to the literature by examining how two strategies, clarifying/confirming and extending a conversation, and two methods of teaching the strategies, affected the interactional sequences and overall group discussion performance of EFL students at a university in Japan. Pre and posttreatment small-group discussions were recorded for assessment, and a stimulated recall interview was administered to determine the participants' perceptions of their learning and language use. Posttest results reveal that the experimental groups that were taught predetermined phrases aimed at clarifying/confirming and extending a conversation employed such phrases more frequently than the control group. However, this employment of phrases did not lead to higher gains in group discussion skills as the control group enjoyed the largest gains from pre to posttest. The researchers consider the findings in light of previous research, and conclude with recommendations for future research on the topic with special regard to research design. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01