Fostering the speaking skill in university learners through communication strategies
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Published:
Jun 16, 2022
Keywords:
Affective Filter, Communication Strategies, Fluency, L2 Repertoire, Task-Based Language Teaching (TBLT) Approach
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Abstract
Speaking in a foreign language can be a vast challenge for most learners, and this is the case of a group of learners in a university setting located in Cartagena. Therefore, this article reports the findings of a pedagogical intervention, which implemented communication strategies to foster university learners’ speaking skills. The strategies aimed to reduce learners’ reliance on their L1, to strengthen their L2 oral fluency, and to lower their affective filter when performing oral tasks. Twentytwo learners participated in the intervention stage, which consisted of six workshop that were designed including several communication strategies and then implemented. Data collected, in the action stage, displayed that communication strategies had a positive effect on learners’ L2 oral proficiency, and suggested that the implementation of these strategies and meaningful oral tasks were beneficial to broaden and to refine their lexicon, to improve their fluency, and to lower their affective filter.
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Peña Ruíz , R., & López Pinzón, M. M. (2022). Fostering the speaking skill in university learners through communication strategies. Shimmering Words: Research and Pedagogy E-Journal, 11, 96-117. Retrieved from http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2469
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References
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Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre‐K. The reading teacher, 62(5), 384-392.
Nunan, D. (2018). Teaching speaking to young learners. The TESOL Encyclopedia of English Language Teaching, 1-8.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, US: Heinle & Heinle.
Prieto, C. (2007). Improving Eleventh Graders’ Oral Production in English Class through Cooperative Learning Strategies. Profile, 8, 75-90.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge: Cambridge University Press.
Savignon, S.J. (1991). Communicative language teaching: The state of the art. TESOL Quarterly, 25 (2), 261-277.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Tarone, E. (1981). Some Thoughts on the Notion of Communication Strategy. TESOL Quarterly, 15(3), 285-295. doi: 10.2307/3586754
Thornbury, S. (2005). How to teach speaking. (1st Ed.) Harlow, United Kingdom: Pearson Education Limited.
Wilkins, D. (1972). Linguistics in language teaching. Suffolk: The Chaucer Press.
Willis, J. (1996). A framework for task-based learning. (1st Ed.) Harlow, [GB]: Longman.
Xiaoyan, D. (2009). The Affective Filter in Second Language Teaching. Asian Social Science, 5(8), 162-165.
Bailey, K. (2005). Practical English language teaching: Speaking. New York, NY: McGrawHill.
Bygate, M. (1987). Speaking. Oxford: Oxford OUP.
Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1, 1-47. https://doi. org/http://dx.doi.org/10.1093/applin/I.1.1
Castro, A. & López, S. (2014). Communication strategies used by pre-service English teachers of different proficiency levels. HOW, 21 (1), 10-25.
Chambers, F. (1997). What do we mean by fluency? Elsevier Science Ltd, 25(4), 535-544. https://doi.org/10.1016/s0346-251x(97)00046-8
Chastain, K. (1998). Developing second language skills (2nd Ed.). Chicago: Harcourt Brace Publishers.
Dörnyei, Z. (1995). On the Teachability of Communication Strategies. TESOL Quarterly, 29 (1), 55. doi: 10.2307/3587805
González, J. (2008). Encyclopedia of bilingual education. Los Angeles: SAGE.
Hammerly, H. (1991). Fluency and Accuracy: Toward Balance in Language Teaching and Learning. Clevedon, UK: Multilingual Matters, Ltd.
Herazo, J. (2010). Authentic Oral Interaction in the EFL Class: What It Means, What It Does not. PROFILE, 12 (1), 47-61.
Hymes, D. (1972). On communicative competence. Sociolinguistics: Selected Readings (p.269-293). London: Penguin.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Ministerio de Educación Nacional (2016). Derechos básicos de aprendizaje: Inglés grados 6.° a 11.° Bogotá: Imprenta Nacional de Colombia. Recuperado de: http:// goo.gl/c7JCwN
Nakatani, Y. (2005). The Effects of Awareness-Raising Training on Oral Communication Strategy Use. The Modern Language Journal, 89 (1), 76-91.
Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre‐K. The reading teacher, 62(5), 384-392.
Nunan, D. (2018). Teaching speaking to young learners. The TESOL Encyclopedia of English Language Teaching, 1-8.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, US: Heinle & Heinle.
Prieto, C. (2007). Improving Eleventh Graders’ Oral Production in English Class through Cooperative Learning Strategies. Profile, 8, 75-90.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge: Cambridge University Press.
Savignon, S.J. (1991). Communicative language teaching: The state of the art. TESOL Quarterly, 25 (2), 261-277.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Tarone, E. (1981). Some Thoughts on the Notion of Communication Strategy. TESOL Quarterly, 15(3), 285-295. doi: 10.2307/3586754
Thornbury, S. (2005). How to teach speaking. (1st Ed.) Harlow, United Kingdom: Pearson Education Limited.
Wilkins, D. (1972). Linguistics in language teaching. Suffolk: The Chaucer Press.
Willis, J. (1996). A framework for task-based learning. (1st Ed.) Harlow, [GB]: Longman.
Xiaoyan, D. (2009). The Affective Filter in Second Language Teaching. Asian Social Science, 5(8), 162-165.