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