Gauging the effects of ESL oral communication strategy teaching: A multi-method approach.

Gauging the effects of ESL oral communication strategy teaching: A multi-method approach.

• Lam, Yuen Kwan Wendy The Hong Kong Institute of Education

Electronic Journal of Foreign Language Teaching, 3(2), 142-157, 2006

National University of Singapore. Centre for Language Studies

2006

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBC Teaching Methods of Listening, Conversation, Speech & Their Outcomes

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This article will present the findings of an interventionist study designed to examine the effects of oral communication strategy teaching (OCST) on learners’ performance and on strategy use. Two classes in the secondary ESL classroom in Hong Kong participated in the study; one class received 16 hours of OCST and the other served as a comparison group. In weeks 1, 10 and 20, data were collected from the learners’ performance in group work discussions, self-report questionnaires, observations of learners’ strategy use, and stimulated recall interviews. The findings indicate that the treatment class generally outperformed the comparison class. In addition, there was corroborating evidence from the multi-method approach to support the view that young L2 learners tend to rely on ‘bedrock strategies’ in oral communication tasks. The findings will be discussed with respect to explicit and implicit learning and to a match between the cognitive/linguistic demands of strategy use and the learners’ proficiency level. Finally, the distinct advantages of using a multi-method approach to gauging the effects of OCST are appraised.
[Copyright © 2006 Centre for Language Studies of the National University of Singapore.]

• English

Journal Articles

• 02199874

https://bibliography.lib.eduhk.hk/en/bibs/979e7453

2015-03-26