The Effect of Oral Communication Strategies Instruction on EFL Learners' Anxiety during Oral

172 Pages·2015·13.23 MB·English

People’s Democratic Republic of Algeria
Ministry of Higher Education and Scientific Research
Abderrahmane Mira University, Bejaia
Faculty of Arts and Languages
Department of English
The Effect of Oral Communication Strategies Instruction on
EFL Learners’ Anxiety during Oral Sessions
Case study: Third Year LMD, LSD Students at the Department of
English, at the University of Bejaia
A Dissertation Submitted in Partial Fulfillment for the Requirement of the
Master Degree in Didactics of English
Submitted by:
Miss Ouacila AIT ELDJOUDI
Board of examiners:
Chair: Dr. Nadia Ahouari -Idri
Supervisor: Mr. Chafa Ouali
Examiner 1: Mrs. Linda Khenoune- Ghout
June 2015
People’s Democratic Republic of Algeria
Ministry of Higher Education and Scientific Research
Abderrahmane Mira University, Bejaia
Faculty of Arts and Languages
Department of English
The Effect of Oral Communication Strategies Instruction on
EFL Learners’ Anxiety during Oral Sessions
Case study: Third Year LMD, LSD Students at the Department of
English, at the University of Bejaia
A Dissertation Submitted in Partial Fulfillment for the Requirement of the
Master Degree in Didactics of English
Submitted by:
Miss Ouacila AIT ELDJOUDI
Board of examiners:
Chair: Dr. Nadia Ahouari -Idri
Supervisor: Mr. Chafa Ouali
Examiner 1: Mrs. Linda Khenoune- Ghout
June 2015
Dedication
Idedicatethis modest workformyparents
Siblings (Lydia, Youba)
ToMyteacherofDidactics
Andforall wholoves me
Acknowledgments
A warm gratitude goes to my supervisor Mr. OUALI who helped me in
the contribution of this work.
I owe a special thank to my lovely teachers Mrs. Khenoune Linda,
Ahouari Nadia for their priceless support, pieces of advice and encouragement
all along the year.
I thank the members of the jury for the time they have devoted to read
this work.
I also thank all my teachers who taught me from my primary school till
now.
I thank third year students and their teacher of oral expression Mrs.
Derradji.
Last but not least, I thank GOD and my family for their grateful support
and guidance.
I end up with the words of Einstein:
‘I am very thankful for all of those who said no because of them I did it
myself’

iii
Abstract
This research aims specifically to examine the effect of communication strategies instruction
on third year LMD students’ speaking anxiety. To this effect, a quasi-experimental research
design, with a hybrid methodology of qualitative and quantitative one was adopted. A
triangulation methodology was adopted in which three data collection instruments were used
namely, the questionnaire consisting of a preliminary questionnaire, and FLCAS (foreign
language classroom anxiety); the students’ speaking learning log delivered for the
experimental participants at the end of each session, and the students’ focus group interview.
The SPSS version 17.0 and excel 2007 have been used for statistically analyzing the
quantitative data based mainly on the descriptive statistics including, frequency distribution,
central tendencies (mean & mode) and the shape of the distributions (standard deviation).
The findings underline that in light of the communication strategies’ instruction, there is a
significant difference in mean between the control (2.7) and the experimental (3.25) group
with regards to their speaking anxiety reduction. The main conclusion to be drawn from the
work is that communication strategies instruction not only lessens learners’ speaking anxiety,
but also develops theirvocabularyandstrategic competence as well.
Key words: Oral Communication Strategies, Communication Strategies Instruction, EFL Speaking
Anxiety.
iv
Table of Content
Dedication…………………………………………………………………..…………..……..i
Acknowledgements…………………………………………………………………...……....ii
Abstract…………………………………………………………………………..………… iii
TableofContent ………………………………………………………………..……….…....iv
List ofTables………………………………………………………………………………....ix
List of Figures………………………………………………………………...………….......xi
List ofAbbreviations……………………………………………………………...…………..xii
GlossaryofTerms………………………………………………………………...…………..xiii
General Introduction
Introduction ………………………….……………...………………………....1
I. BackgroundoftheStudy…………………………………………………….……….1
II. Statement oftheProblem……………….…………………………………….…..…..2
III. Research Questions………………………………………………………….………..3
IV.Research Hypothesis…………………………………………………………….……3
V. Research Goals…………………………………………………………………….….3
VI. Strategies ChoiceandSupportingClaim…………….…..………..…………….….4
VII. SignificanceoftheStudy …………………………….….…………………….…..4
VIII. MethodologyandResearchDesign……………………..…………………………5
IX.DataAnalysis Tools ………….…………..……………………………………….…5
X. PopulationandSampling………………………………………………………….….5
XI. ChapterDemarcationandDivision…………………………………………………..6
Chapter One: A Theoretical Framework of EFL Speaking Anxiety and
Oral Communication Strategies
Introduction …………………………………………………………………………....…..7
Section I:EFLSpeakingAnxiety
I. Definitionof LanguageSpeakingAnxiety……………………..………………….….7
II. Types ofAnxiety…………………………………………………………….…...…....8
II.1.Trait Anxiety……………...………………………………………………..…......9
II.2.StateAnxiety………………..……………………………………………..…..….9
II.3.FacilitativeAnxiety……………………………………………………….….....10
II.4.DebilitativeAnxiety………………………………….……………………..…..10
III. Sources ofSpeakingAnxiety………………………..……………………….……....11
III.1.Test Anxiety…………………………………………………………….…...12
III.2.CommunicationApprehension……………………….………………….…...12
III.3. FearofNegative Evaluation................................................................……….13
IV.Symptoms of Language SpeakingAnxiety……….…………………………………13
IV.1.Physical and Behavioural Symptoms……………………………..……….....14
IV.2.Mental/ CognitiveSymptoms ……….………………………………….........14
v
V. Factors AlleviatingLanguageSpeakingAnxiety...……………………………….....15
V.1.Students’selfanxietyreduction…..………………..………………………..15
V.2.Teachers’languagebehaviours androles…………………………….…........16
VI.Correlates of Language SpeakingAnxiety……………………………….………....17
VI.1.Learners’.personality……………………………………………...………....17
VI.2.Motivation..…………………………………………………………………..18
VI.3.Self-esteem ……………………………………………….………………...18
VI.4.LanguageAchievement ……………………………………………………..19
VII.Krashen’s Affective FilterTheory………………………………………………..….19
VIII. Foreign LanguageClassroom AnxietyScale……………………………...……..20
Section II: Oral CommunicationStrategies Instruction
I. Roots OfCommunicationStrategies...……………………………………………….22
II. DefinitionOfCommunicationStrategies ………………………………..……….….23
II.1. Interactional/ sociolinguisticdefinition.………………...…………………....24
II.2.Psychological/ cognitivedefinition…..……………...……………………….25
III. Taxonomies ofCommunicationStrategies...…………………………………………25
III.1. Faerchand Kasper1981taxonomy…………………………………………26
III.2.Oxford’s 1990taxonomy….………………...………………………………27
III.3.Dörnyei 1995taxonomy…..………………...……………………………….29
IV. AvoidanceStrategies …………………………………………………………………31
V. CompensationAchievement Strategies ……………………….……………….…...….31
V.1.Circumlocution……………………………………………………….………32
V.2.Approximation………………………………………………………………..32
V.3.Appeal forHelp……………………………………………………….……...32
V.4.Mime………………………………………………………………………...32
VI. Stages ofCommunicationStrategyTraining…….…………….……………………….32
VI.1.ObservationStage……..……………………………………………..…..…..33
VI.2. InstructionStage……………………………………………………………..33
VI.3.PracticeStage ………….………...………………………………………….33
VII. Techniques forTeachingCommunicationStrategies……..………………………….34
VII.1.Topicdescription……………….…………………………….…………....34
VII.2.Cartoondescription………………………………………….……………..35
VII.3.Picture/ object andworddescription………………………...………….....35
VII.4.Picturedifferenceactivity…………………………………..………….…..35
VII.5.Taboo game……………………………………………….……….……....35
VII.6.Storytellingor retelling……………………………………...…….……...36
VII.7.Roleplaying……………………………………………………………….36
VIII. Benefits ofTeachingCommunicationStrategies …………..…………………………36
VIII.1.Risestudents’awareness towards the existenceandcross cultural difference
intheuseofcommunicationstrategies……..……………………………………….…37
VIII.2.Honestudents’strategiccompetence…......……………………………….37
vi
VIII.3.Helpstudents overcomespeakingfear …..…….……………….………....37
VIII.4. Increasestudents’motivationandself confidence…...……….……….…..38
VIII.5.Consolidate L1Skills andDevelop L2Skills ……….……………….…....38
VIII.6.DevelopingAutonomous Useofcommunicationstrategies Eveninoff
Hours……………………………………………………………………………….......38
IX. Factors AffectingtheSelectionand ImplementationofCommunicationStrategies....39
Conclusion …….……….………………………………………………………………….39
Chapter Two: Research Design Methodology and Results
Introduction.........................................................................................................................41
: DescriptionoftheStudy
I.StudySample………………..………………………………………..…………………....41
II. DesignandMethods ………………………………………………..…………….……….42
III. DataCollectionProcedures……………………………………………….........................45
VI. Data Analysis Procedures………………………………………………..……………….46
IV .WorkValidityandReliability.…….…….…..………………………..……….…………46
V.Ethical Considerations ……………………………………………………………………47
VII.CommunicationStrategies ImplementationProcedure………………………………….47
Results Analysis andDiscussion
I.Results analysis ……………………………………………………….………....................49
I.1.Students’PreliminaryQuestionnaire………………………………….……………….....49
I.2ThePre-Test …………………….………………………………….….…………………..53
I.3ThePost-Test ………………………………………………………….………….…….....64
I.4 Speaking Learning Log …………………....................................................................74
I.5. Focus Group Interview………………………………….………………………………..78
II. Discussion…………………………………………………………....................................76
Implications, limitations andSuggestions forFurtherResearch
I. Limitations oftheStudy…………………………………………..……………………….80
II. Implications ……………………………………………………….……………………...81
III. Suggestions for FutureResearch……………………………………................................83
Conclusion…….…………………………………………………………………………..83
General Conclusion…………..…………………………………………………………84
Listof FurtherReadings …………………………………………………………………...87
References…….…………………………………………………………………………...88
Appendices
Appendix 1: TheStudents’PreliminaryQuestionnaire
Appendix 2: ThePre-Test Questionnaire
Appendix 3: TheFirst SessionoftheTraining
vii
Appendix 4: ThesecondSessionoftheExperimentation
Appendix 5: TheThirdSessionoftheExperimentation
Appendix 6: TheFourthSessionoftheTraining
Appendix 7: Learners’SpeakingLoginspiredfrom Sonetand Lopez (2014)
Appendix 8: Focus Group Interview
Appendix 9: ThePost-Test Questionnaire
Appendix 10: ClassroomObservationChecklist
Appendix 11: MeasuringAnxietySymptoms
Appendix 12: Tarone’s 1977TypologyofCommunicationStrategies
Appendix 13: Tarone’s 1980TaxonomyofCommunicationStrategies
Appendix 14: TheNijmegen UniversityGroupTypologyofCommunicationStrategies
Appendix 15: Ogane’s 1998SimplerClassificationofCommunicationStrategies
Appendix 16: TheRecommendedandNon-RecommendedCommunicationStrategies for
Training
Appendix 17: TheFirst SampleofTheStudents’ SpeakingLearningLog
Appendix 18: TheSecondSampleofTheStudents’ Speaking LearningLog
Appendix 19: TheThirdSampleofTheStudents’ SpeakingLearningLog
Appendix 20: TheFuorth SampleofTheStudents’ SpeakingLearning Log
Appendix 21: TheFifthSampleofTheStudents’ SpeakingLearningLog
Appendix 22: TheSixthSampleofTheStudents’ SpeakingLearningLog
Appendix 23: TheSeventhSampleofTheStudents’Speaking LearningLog
Appendix 24: SampleLessonoftheControl Group
Appendix 25: Sample of the Discourse Analysis of the Video/Audio-Taped Students
Performances
Appendix 26: ObservationChecklist Results
Appendix27: Bodyand FaceDescriptionClues
Appendix 28: Animals’Pictures forDescription
Appendix 29: RolePlayingPictureintheMarket