Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study

Autor/inn/en	Demir, Yusuf; Mutlu, Gülçin; Sisman, Yavuz Selim
Titel	Exploring the Oral Communication Strategies Used by Turkish EFL Learners: A Mixed Methods Study
Quelle	In: International Journal of Instruction, 11 (2018) 2, S.539-554 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Mixed Methods Research; Speech Communication; Communication Strategies; English (Second Language); Second Language Learning; Audiovisual Aids; Gender Differences; Interviews; College Second Language Programs; Interest Inventories; Language Proficiency; Incidence; Predictor Variables; Use Studies; Intellectual Disciplines; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Audiovisuelles Medium; Geschlechterkonflikt; Interviewing; Interviewtechnik; Interest profile; Interessenprofil; Language skill; Language skills; Sprachkompetenz; Vorkommen; Prädiktor; Benutzerschulung; Geisteswissenschaften; Ausland; Türkei
Abstract	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 product-moment 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. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01