دوره 14، شماره 1 - ( 1402 )                   جلد 14 شماره 1 صفحات 250-219 | برگشت به فهرست نسخه ها


XML English Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Behroozian R, Ghafoori N, Ahangari S. An Explicit Communication Strategies Instruction: Iranian EFL Learners’ Self-Reported Use of Communication Strategies. LRR 2023; 14 (1) :219-250
URL: http://lrr.modares.ac.ir/article-14-63404-fa.html
Behroozian Raziyeh، Ghafoori Naser، Ahangari Saeideh. An Explicit Communication Strategies Instruction: Iranian EFL Learners’ Self-Reported Use of Communication Strategies. جستارهای زبانی. 1402; 14 (1) :219-250

URL: http://lrr.modares.ac.ir/article-14-63404-fa.html


1- PhD Candidate, Department of English Language, Sarab Branch, Islamic Azad University, Sarab, Iran
2- Assistant Professor, Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran ، ghafoori@iaut.ac.ir
3- Assistant Professor, Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده:   (1049 مشاهده)
The present study explored the effect of explicit Communication Strategies (CSs) instruction on Iranian EFL learners’ usage of these strategies in their educational tasks at different proficiency levels. To conduct the study, the researchers chose 20 Iranian EFL teachers and their 150 students at two universities in Tabriz, Iran. Accepting a mixed-methods design, the researchers used a questionnaire, an English language proficiency test, and a semi-structured interview to collect the required data. The findings indicated that after receiving communication strategy instruction, teachers and students had positive attitudes toward the usefulness of CSs in the language learning process. However, learners in different proficiency levels had different preferences toward CSs. While advanced learners showed their inclination to use compensation strategies, intermediate learners preferred to use metacognitive. Elementary learners favoured using cognitive CSs. These differences can be attributed to individual differences and contextual factors that suggest pedagogical implications for both teachers and students and provide tentative subjects for further studies.
متن کامل [PDF 363 kb]   (665 دریافت)    
نوع مقاله: مقاله تحقیق | موضوع مقاله: آموزش زبان
انتشار: 1402/1/10

ارسال نظر درباره این مقاله : نام کاربری یا پست الکترونیک شما:
CAPTCHA

ارسال پیام به نویسنده مسئول


بازنشر اطلاعات
Creative Commons License این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است.