Teaching Communication Strategies to EFL College Students

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Huei-Chun Teng, National Taiwan University of Science and Technology


The study aims to examine how communication strategy instruction works in university EFL classrooms in Taiwan. The instruments included an oral test and a communicative effectiveness scale. The participants took the pre-test and then received explicit strategy instruction to help them effectively employ communication strategies. After 15 weeks of strategy training, participants took the posttest. A coding system based on Tarone’s (1977, 1981) taxonomies was adopted to identify the communication strategies used in the oral test. Results show that the participants employed significantly more strategies and had higher communicative effectiveness after they received the instruction of communication strategies. Thus, the present study has confirmed the facilitating effect of teaching communication strategies to EFL college students.