Identification of gaps and adoption of communication strategies by second language modest speaker in group discussions
This study examined how the second language (L2) modest speakers at preuniversity level used English in group discussions despite constraints such as limited linguistic knowledge and poor communication strategies (CSs). Thus, the purpose of this study was to identify gaps affecting L2 modest speaker...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2015
|
| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/77914/1/SHasimahWatiZainalPFP2015.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study examined how the second language (L2) modest speakers at preuniversity level used English in group discussions despite constraints such as limited linguistic knowledge and poor communication strategies (CSs). Thus, the purpose of this study was to identify gaps affecting L2 modest speakers’ task fulfilment in group discussions and CSs adopted to compensate for inadequacies in group discussions. In addition, the study also produced a comprehensive classification of CSs to facilitate the L2 modest speakers’ oral performance in discussions. This case study used a mixed method research design which integrated qualitative and quantitative approaches. In St a g e 1 , t he quantitative data from the questionnaire was analysed descriptively using SPSS software and presented in frequency and percentage. For Stage 2, the qualitative data were collected from nine recordings of pre-university students’ group discussions, nine observations and 24 students’ written notes (Band 3). In Stage 3, the qualitative data were collected from 24 interviews of the Band 3 students. Verbatim discussions and interviews data supported by observation data and students’ written notes were then analysed qualitatively using Atlas.ti 6.0 software. The findings identified two types of gaps namely content gap and language gap, and 15 CSs namely approximation, message abandonment, literal translation, non-lexicalised filled pauses, prefabricated expressions, repetition, restructuring, selfrepair, unfilled pauses, circumlocution, topic avoidance, code-switching, fillers, allpurpose words and appeal for assistance to compensate for inadequacies in group discussions. The comprehensive classification of these CSs would facilitate the English as a second language teachers in enhancing pre-university students’ oral performance in group discussions and provide substantial implications particularly in the theoretical and practical aspect of speaking skills. |
|---|