ERIC Number: EJ924055
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 37
Implementing Communication Strategy Instruction in the ESL Oral Classroom: What Do Low-Proficiency Learners Tell Us?
Lam, Wendy Y. K.
TESL Canada Journal, v27 n2 p11-30 Spr 2010
This article reports findings from a strategy intervention study involving a treatment class (N=20) and a comparison class (N=20) in an ESL oral setting. Oral communication strategies were taught to the treatment class. A data-collection method comprising stimulated recall interviews that aimed to investigate respectively the learning process (i.e., strategy use) and the learning product (i.e., task performance) was employed. The findings indicate that strategy instruction might affect low-proficiency students more than high-proficiency students in terms of both strategy use and task performance. The article concludes with pedagogic implications for communication strategy instruction. (Contains 4 tables.)
Descriptors: Communication Strategies, Speech Communication, English (Second Language), Communication Skills, Intervention, Interviews, Learning Processes, Control Groups, Experimental Groups, Language Proficiency, Limited English Speaking, Performance Based Assessment, Psycholinguistics, Communication Problems, Comparative Analysis, Instructional Effectiveness, Learning Strategies, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong