Communication strategies in a multimodal virtual communication context

Shih, Ya-Chun

doi:10.1016/j.system.2013.10.016

Cited by 21 publications

(18 citation statements)

References 24 publications

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“…In light of such criticisms, various alternative approaches have been proposed to explore the true nature of L2 strategic behaviors Oxford et al, 2014;Shih, 2014;Tseng et al, 2006).…”

Section: Re-conceptualizing Communication Strategies As Forms Of Medimentioning

confidence: 99%

“…The use of communication strategies is a widely researched phenomenon in second language acquisition (Bialystok, 1990;Faerch & Kasper, 1983;Hsieh, 2014;Kasper & Kellerman, 1997;Nakatani, 2006;Shih, 2014;Smith, 2003). Research in this area has gained significant momentum since Canale and Swain (1980) introduced strategic competence as one of the four components that constitute communicative competence.…”

Section: Introductionmentioning

confidence: 99%

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From problem-orientedness to goal-orientedness: Re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation

Chang

Liu

2016

System

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The use of communication strategies is one of the core components that constitute communicative competence. However, the problem-oriented conceptualization of L2 strategic behavior has been widely criticized as it does not give sufficient attention to the social nature of communication and learning (Cohen, 2014; Macaro, 2006). This study thus makes an attempt to re-conceptualize communication as a mediated activity that focuses on the process and goal of communication. Eight EFL junior high school learners in Taiwan participated in this study. Empirical data were collected from an oral elicitation task, and then triangulated by retrospective comments derived from stimulated recall interviews and semi-structured interviews with the participants. The data were coded with Dörnyei and Scott's (1995) taxonomy of communication strategies and mapped onto a sociocultural framework of mediation for analysis. The findings showed that the use of strategies was at times problem-oriented for the purpose of avoiding or solving communication breakdowns. Nevertheless, what seemed more significant was that interlocutors also made efficient choices of strategies according to the context and purpose of the task. It is rightly the purpose of this paper to develop an enriched view of L2 strategic competence that acknowledges both the problem-oriented and goal-oriented nature of communication.

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“…In light of such criticisms, various alternative approaches have been proposed to explore the true nature of L2 strategic behaviors Oxford et al, 2014;Shih, 2014;Tseng et al, 2006).…”

Section: Re-conceptualizing Communication Strategies As Forms Of Medimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

From problem-orientedness to goal-orientedness: Re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation

Chang

Liu

2016

System

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“…Many studies have investigated the oral communication strategies used by EFL/ESL learners. While some of these studies were done in a non-computer mediated face-to-face mode (e.g., Mei & Nathalang 2010, Hua, Nor & Jaradat 2012, Zulkurnain & Kaur 2014, Yaman & Ozcan 2015, others examined CS in a virtual context such as social networking sites (e.g., Shih 2014, Smith 2003. For instance, Mei and Nathalang (2010) analysed the CSs used by 117 undergraduate students learning English in a Chinese university using one-way (i.e., concept identification task) and two-way oral tasks (i.e., role play tasks).…”

Section: Studies In Oral Communication Strategies Of Esl/efl Learnersmentioning

confidence: 99%

“…Another study that explored CSs in a virtual context was that of Shih (2014). She investigated the influence of task type on EFL learners' use of CSs in a multimodal communication.…”

Section: Studies In Oral Communication Strategies Of Esl/efl Learnersmentioning

confidence: 99%

Examining the Oral Communication Strategies Used by a Group of Nepalese Adult Learners in an ESL Context

Manzano

2018

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This paper sought to examine the oral communication strategies (CSs) used by a group of Nepalese adult learners in an oral task in an ESL context. There has been a long history of CS studies in L2 acquisition research; however, there are no studies yet reporting the CSs employed by Nepalese learners in an ESL context. Hence, six Nepalese learners with intermediate language proficiency were engaged in a picture storytelling task. Their narrations were recorded and transcribed, and their responses during the interview were elicited. Four significant results were revealed. Firstly, the Nepalese learners experienced a considerable amount of communication difficulties as manifested by various gap markers. To overcome these problems, the learners simultaneously used a variety of non-verbal CSs alongside verbal CSs. Secondly, linguistic errors were abound in their narrations but were ignored due to their communication goal. Hence, there are areas of communication (e.g., vocabulary and sentence structure) where the learners were having trouble, and these concerns should require instructional attention. Thirdly, the majority of the verbal CSs were avoidance strategies while most of the non-verbal CSs were achievement strategies. Lastly, examining the CSs used by the learners paved the way to culture-based strategies that were employed during storytelling. These CSs provided new inputs to the existing CS frameworks used by English language learners. Implications for language teaching and learning as well as future research are discussed.

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“…As technologies have evolved, CMC forms have also evolved into synchronous voice-based CMC (SVCMC). With the advent of SVCMC tools, much of the communication within virtual environments has shifted from texting to talking (Shih, 2014). The new generation of SVCMC tools facilitates more sophisticated communication in terms of information depth, manners of communication, enhanced synchronicity, and user autonomy.…”

Section: Media Technologymentioning

confidence: 99%

Second Language Learning in the Technology-mediated Environments

Zhou¹

2018

AES

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Digital technologies are transforming formal educational practices that extend across space and time, blurring the traditional boundaries of learning in school and out of school. Multimedia software as well as most online materials delivered via combination of different media caters to learners with different cognitive styles. Technology-enhanced learning promotes active and ubiquitous learning, location-based learning, and the generation of learning communities. L2 learners with mobile devices have the advantage of interacting with peers anytime and anywhere.

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Communication strategies in a multimodal virtual communication context

Cited by 21 publications

References 24 publications

From problem-orientedness to goal-orientedness: Re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation

From problem-orientedness to goal-orientedness: Re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation

Examining the Oral Communication Strategies Used by a Group of Nepalese Adult Learners in an ESL Context

Second Language Learning in the Technology-mediated Environments

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