This book focuses on understanding the process of problem construction in oral communication in foreign language contexts, examining how speakers of English as a second language approach issues in oral communication, as well as the strategies they employ to overcome these difficulties. Using theories of general communication, and in particular current approaches to L2 oral communication and strategies in interactional discourse, the authors construct a theoretical framework for defining, identifying and classifying learners’ problems and coping strategies when speaking English as a second or foreign language. The book offers a coherent process-oriented description of the complex and multidimensional nature and typology of oral interaction problems in EFL contexts, and it will be of interest to practitioners, teachers, researchers, students, and curriculum designers in Applied Linguistics and TESOL.
Author(s): Alireza Jamshidnejad
Publisher: Palgrave Macmillan
Year: 2020
Language: English
Pages: 345
City: Cham
Contents
Notes on Contributors
List of Figures
List of Tables
1 Introduction: Challenges of L2 Oral Communication in EFL Contexts
1 Introduction
2 The Nature of Communication
3 Challenges to Effective Communication
4 Communication Breakdown
5 Breakdown in L2 Communication
6 What Is This Book About?
References
Part I Approaches to the Nature of L2 Oral Communication
2 L2 Communication as a Social Action: Silence in Oral Communication
1 Introduction
2 Linguistic Competence in the Social Context of a Language Classroom
3 Student Silence in Classes
4 Methodology
4.1 Context and Participants
4.2 Data Collection and Data Analysis
5 Findings
5.1 Bill: A Student Not Worthy of Being Talked To
5.2 Harry: Verbal Participation Was for Exceptional Answers
6 Discussion
References
3 Pragmatic Nature of L2 Communication: Spoken Grammar in Native and EFL Speakers
1 Introduction
2 Spoken Discourse and Real-Time Communication
3 Spoken Discourse and Interpersonal Interaction
4 Data and Method
4.1 Corpus
4.2 Data Analysis and Analytical Framework
5 Findings and Discussion
5.1 Situational Ellipsis
5.2 Vague Expressions
5.3 Headers and Tails
5.4 Pausing
6 Conclusion and Pedagogical Implications
References
4 An Ecological Perspective on EFL Learners’ Oral Communication
1 Introduction
2 Literature Review
2.1 Context and Oral Language Learning
2.2 An Ecological Perspective on Oral Language Learning
3 The Study
3.1 Research Questions
3.2 Participants and Research Context
3.3 Data Collection
3.4 Data Analysis
4 Findings
4.1 At the Level of Microsystem
Learner Attitude
Classroom Activities
4.2 At the Level of Mesosystem
4.3 At the Level of Exosystem
4.4 At the Level of Macrosystem
Standard National Examinations
Pressure from Non-English Major Students
5 Discussion
6 Conclusion
Appendix A: Interview Questions (Originally in Chinese)
Appendix B: Cued Questions for Journal Writing (Originally in Chinese)
References
5 Cultural Challenges for L2 Communication Among Persian Migrants in Australia
1 Introduction
2 Theoretical Background
2.1 Persian Speakers’ Identity and L2 Communication Practices
3 Literature Review
4 Methodology
4.1 Theoretical Frame
4.2 The Design of the Study
Data Collection and Participants
Data Analysis
5 Findings and Discussion
5.1 Investment, Power, and Identity in Persian Migrants’ L2
5.2 Nationalism and Identity Reflected in L2 Communication
5.3 Use of Critical Thinking in L2 Context
6 Conclusion
References
6 Approaches to Research on L2 Oral Communication
1 Research Approaches in Oral Communication Studies
1.1 Quantitative Approach to L2 Oral Communication
1.2 Qualitative Approach to L2 Oral Communication
2 Researching L2 Pronunciation
2.1 Innovative Approaches to Pronunciation Research
3 Tasks and Techniques for Oral Interaction Elicitation
3.1 One-Way Oral Tasks
3.2 Two-Ways Oral Tasks
4 Summary of Research Approach in This Book
5 Conclusion
References
Part II The Nature and Typology of Learners’ Problems in L2 Oral Communication
7 The Construction of Problems in L2 Oral Communication
1 Introduction
2 Background to the Communicators-Oriented Problems
3 The Study
3.1 Problem Identification in L2 Oral Communication
4 Data Analysis
4.1 The Coding Scheme for Analysing the Oral Communication Data
4.2 The Coding Scheme for Interview Data Analysis
5 Communicators-Oriented Problems
5.1 Perception of Self as an Ideal L2 Speaker
5.2 Perception of Other Interlocutors in L2 Communication
Face Concern: The Fear of Others’ Evaluation
The Fears of Speaking in Front of Others
6 Summary, Discussion and Implication
References
8 The Construction of Problems in L2 Oral Communication
1 Introduction
2 The Study
2.1 Data Analysis
3 Language-Oriented Problems
3.1 Lack of Linguistic Competencies in Self-Expression
3.2 Making a Message Intelligible
4 Context-Oriented Problems
4.1 Educational Setting in EFL Contexts
4.2 Speaking Tasks
4.3 Topics
4.4 Lack of Opportunity for Practising L2 Communication
5 Summary and Discussion: How Are Problems Constructed in L2 Oral Communication?
5.1 Language- and Self-Oriented Problems
5.2 Other-Oriented Problems: Interlocutors’ Gender, Familiarity, Proficiency and Social Status
5.3 Interactive Situation Problems
6 Implications
References
Part III Communication Strategies and Their Functions in L2 Oral Communication
9 The Nature and Functions of Communication Strategies in L2 Oral Communication
1 Introduction
1.1 Approaches to the Nature and Functions of CSs
1.2 CSs Functions Beyond Psycholinguistic and Interactional Approach
Research Questions
2 Study
3 Data Analysis
3.1 Transcription Conventions
4 Findings and Discussion
4.1 Type of CSs
4.2 Functions of CSs
5 Conclusion
Appendix 1: Transcription Conventions
References
10 Language-Oriented Functions of Strategies
1 Introduction
2 Background of Study
3 Study
4 Data Analysis
5 Strategies for Expressing the Intended Meaning
5.1 Requesting Help for Meaning Transferring
5.2 Literal Translation and Switching to L1
5.3 Use of General Words
5.4 Use of Similar Sound Words
5.5 Circumlocution and Approximation
6 Strategies for Understanding the Message
6.1 Clarification Request Strategy
6.2 The Confirmation Request Strategy
6.3 Interpretive Summary (Check the Comprehension)
6.4 Comprehension Check Strategy
6.5 Expressing Non-Understanding
7 Strategies for Language Knowledge Development
7.1 Repairing, a Tendency to Improve Accuracy
7.2 Accuracy Check
7.3 Retrieval
7.4 Negotiation of Form
7.5 Nothing to Say (Avoidance)
8 Discussion and Implication
Appendix 1: Transcription Conventions
References
11 Context Oriented Functions of Strategies
1 Introduction
2 Background of Study
3 Study
4 Data Analysis
4.1 Strategies for Co-Constructing a Supportive and Cooperative Context
4.2 Strategies for Keeping the Interaction Going
Asking for Continuation: New Function for Confirmation and Clarification Request
Collaborative Complementary and Co-Construction Repair: Maintain the Flow of Conversation
Let-It-Pass
Use of Fillers for Time Gaining
Use of Shared L1
4.3 Summary of Collaboration for Keeping the Interaction Going
5 Discussion and Implications
Appendix 1: Transcription Conventions
References
12 Communicators-Oriented Functions of Strategies
1 Introduction
2 Background of Study
3 Study
4 Data Analysis
5 CSs and Self-Mediation
5.1 CSs and Face Concern
6 CSs and Others Mediation
6.1 CSs and Interlocutors’ Gender, Familiarity, Proficiency and Social Status
7 Discussion
References
13 Conclusion and Implications for Future Research
1 Conclusion
2 The Implication for Future Research
Index
