Gauging the Effects of ESL Oral Communication Strategy Teaching: A Multi-method Approach.

Autor/in	Lam, Wendy Y.K.
Titel	Gauging the Effects of ESL Oral Communication Strategy Teaching: A Multi-method Approach.
Quelle	In: Electronic journal of foreign language teaching, 3 (2006) 3 (Supplement), S. 142-157 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Anmerkungen 1
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Gruppenarbeit; Lernmethode; Kommunikative Kompetenz; Vergleichende Analyse; Fremdsprachenunterricht; Englischunterricht
Abstract	This article will present the findings of an interventionist study designed to examine the effects of oral communication strategy teaching (OCST) on learners' performance and on strategy use. Two classes in the secondary ESL classroom in Hong Kong participated in the study; one class received 16 hours of OCST and the other served as a comparison group. In weeks 1, 10 and 20, data were collected from the learners' performance in group work discussions, self-report questionnaires, observations of learners' strategy use, and stimulated recall interviews. The findings indicate that the treatment class generally outperformed the comparison class. In addition, there was corroborating evidence from the multi-method approach to support the view that young L2 learners tend to rely on 'bedrock strategies' in oral communication tasks. The findings will be discussed with respect to explicit and implicit learning and to a match between the cognitive/linguistic demands of strategy use and the learners' proficiency level. Finally, the distinct advantages of using a multi-method approach to gauging the effects of OCST are appraised. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3