Problems and solutions in the classification of compensatory strategies

Poulisse, Nanda

doi:10.1177/026765838700300204

Cited by 42 publications

(47 citation statements)

References 2 publications

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“…The early research dealt with different languages, different levels of learners, and different procedures. It has been suggested that the differences in target item, proficiency level, and learner type resulted in different CS selections (Bialystok 1983;Ito 2000;Liskin-Gasparro 1996;Poulisse 1987). Thus, different variables affect the selection of CSs.…”

Section: Communication Strategiesmentioning

confidence: 99%

Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate

Ayedoun

Hayashi

Seta

2018

Int J Artif Intell Educ

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This paper describes an embodied conversational agent enhanced with specific conversational strategies aiming to foster learners' readiness towards communication in a second language (L2). Willingness to communicate (WTC) in a second language is believed to have a direct and sustained influence on learners' actual usage frequency of the target language. To help overcome the lack of suitable environments for increasing L2 learners' WTC, our approach is to build embodied conversational agents that can help learners surmount their apprehension towards communication in L2. Here, we focus on the dialogue management aspects of our approach and propose a model based on a set of communication strategies (CS) and affective backchannels (AB) to foster such agents' ability to carry on natural and WTC-friendly conversations with learners. We examined learners' expected WTC after interacting with one of the following versions of the system: an agent featuring both CS and AB; an agent featuring only CS; and an agent featuring only AB. The results suggested that combining CS and AB empowers the conversational agent and leads to higher expected WTC among L2 learners. We also found that even the AB-only version of the system had the potential to enhance WTC to some extent. These findings are evidence of the feasibility of enhancing L2 learners' engagement towards communication using a computer-based environment coupled with appropriate conversational strategies.

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Section: Communication Strategiesmentioning

confidence: 99%

Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate

Ayedoun

Hayashi

Seta

2018

Int J Artif Intell Educ

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“…In the study of communication strategies, the development of the strategic component in the various frameworks of communicative-language skills led to numerous studies on the use of communication strategies in communicative tasks or situations (e.g., Faerch & Kasper, 1980Paribakht, 1985;Poulisse, 1987Poulisse, , 1990Yoshida-Morise, 1998). Previous studies have revealed that numerous factors may affect the use of communication strategies.…”

Section: Strategy Taxonomiesmentioning

confidence: 99%

The Speaking Section of the Toefl Ibt™ (Sstibt): Test‐takers' Reported Strategic Behaviors

Swain

Huang

Barkaoui

et al. 2009

ETS Research Report Series

109

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ETS is an Equal Opportunity/Affirmative Action Employer.As part of its educational and social mission and in fulfilling the organization's non-profit Charter and Bylaws, ETS has and continues to learn from and also to lead research that furthers educational and measurement research to advance quality and equity in education and assessment for all users of the organization's products and services. Copyright © 2009 by ETS. All rights reserved.No part of this report may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Violators will be prosecuted in accordance with both U.S. and international copyright laws. Specifically, it investigates the strategic behaviors test-takers reported using when taking the Speaking section of the TOEFL iBT™ (SSTiBT). It also investigates how the reported strategic behaviors differed across integrated and independent tasks in the SSTiBT, as well as the relationship between test-takers' reported strategic behaviors and their performance on the tasks as determined by their test scores. The participating students were 14 graduate and 16 undergraduate engineering students whose first language was Chinese.The results indicate that test-takers reported using 49 separate strategies when completing the SSTiBT tasks. Of the five strategy categories, the metacognitive, communication, and cognitive strategies were proportionally the most frequently reported. The interrelationships among these three categories were negative. Undergraduates reported using significantly more communication strategies, whereas graduates reported using significantly more cognitive and affective strategies.No statistically significant differences were found in reported strategy use across proficiency levels.The integrated tasks were more alike with respect to reported strategy use than were the independent and integrated tasks. Furthermore, the integrated tasks elicited a wider variety of reported strategy use than the independent tasks. Overall, we found no relationship between the total number of reported strategic behaviors and total test score on the SSTiBT.We conclude that strategy use is integral to performing SSTiBT tasks and should therefore be considered as part of the construct of communicative performance. However, the relationship between strategy use and test performance is varied and is due to complex interactions among test-taker characteristics, tasks, and contexts. ETS administers the TOEFL program under the general direction of a policy board that was established by, and is affiliated with, the sponsoring organizations. Members of the TOEFL Board (previously the Policy Council) represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, two-year colleges, and nonprofit educational exchange agencies.Since its inception in 1963, the TOEFL has evolved from a paper-based test to a computer-ba...

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“…The non-native speakers in this study were intermediate EFL learners; it can be assumed that learners with higher language proficiency might come closer to native speakers as Poulisse (1987) also believed that lower level learners of language tend to use compensatory strategies less due to their lexical problems. The second conclusion drawn is that gender differences exist in all dimensions of language use and cultural issues contribute to such a discrepancy.…”

Section: Discussionmentioning

confidence: 98%

“…He implied in his study that teachers should train the students to use communication strategies with the immersion classes. Poulisse (1987) directed a quantitative-empirical study funded by Nijmeg University, Holland. This study discovered that the strategy application was related closely to the subjects' proficiency level.…”

Section: Introductionmentioning

confidence: 99%

Communication Strategies Used by Iranian EFL Learners and English Native Speakers: Gender in Focus

Hajiesmaeli

Darani

2017

ijefl

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<p>This article was intended to explore the frequency and order of communication strategies used by Iranian male and female EFL earners as well as English native speakers while facing communication breakdowns. Furthermore, it was aimed to investigate the difference between native speakers and non-native speakers of English in their use of communication strategies. In addition, it was probed whether gender had any effects on the use of these strategies among native and non-native speakers. To this end, the data were collected through the communication strategy questionnaire distributed among 30 male and female Iranian intermediate EFL learners and 15 English native speakers. The design of this study was a quantitative one in which the questionnaire and thus numerical data were applied. To analyze the data, Cronbach alpha and independent-samples t-tests were used. The results indicated that non-verbal and social affective strategies were the most frequent strategies used by non-native speakers and native speakers of English, respectively. Furthermore, there was no significant difference between male and female Iranian EFL learners, but a significant difference between male and female English native speakers were seen. It can be concluded that language proficiency can contribute to the type and frequency of communications strategies which are used non-native speakers; likewise, it can play a significant role in gender differences in language use.<em></em></p>

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Problems and solutions in the classification of compensatory strategies

Cited by 42 publications

References 2 publications

Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate

Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate

The Speaking Section of the Toefl Ibt™ (Sstibt): Test‐takers' Reported Strategic Behaviors

Communication Strategies Used by Iranian EFL Learners and English Native Speakers: Gender in Focus

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