The Impact of Teaching Communication Strategies on EFL Learners' Willingness to Communicate

Autor/inn/en	Mesgarshahr, Abulfazl; Abdollahzadeh, Esmaeel
Titel	The Impact of Teaching Communication Strategies on EFL Learners' Willingness to Communicate
Quelle	In: Studies in Second Language Learning and Teaching, 4 (2014) 1, S.51-76 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Communication Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Pretests Posttests; Foreign Countries; Statistical Analysis; Control Groups; Experimental Groups; Teaching Methods; Communicative Competence (Languages); Rating Scales; Self Evaluation (Individuals); Language Tests; Anxiety; Communication (Thought Transfer); Language Skills; Student Attitudes; Adult Students; Questionnaires; Iran + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Rating-Skala; Language test; Sprachtest; Angst; Communication; thought; Kommunikation; Gedanke; Language skill; Sprachkompetenz; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fragebogen
Abstract	One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners' WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clément, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom. (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