The Use of Compensatory Strategies by Dutch Learners of English

Abstract

on a general language proficiency test 5.3 Tasks used in the experiment 77 5.3.1 The concrete picture description task (task I) 5.3.2 The oral interview (task IV) 79 5.3.3 The story retell task (task III) 80 5.3.4 The abstract picture description task (task II) 82 5.4 Retrospective tasks 83 5.5 The experimentation 84 5.6 Processing of the data 86 The Identification of Compensatory Strategies 88 6.1 The criteria and the identification procedure adopted in the 88 Nijmegen project 6.2 Identification on the basis of problem indicators in the data 6.2.1 The use of problem indicators 6.2.2 Instructions 6.2.3 The correspondence between the two judges 6.3 Identification on the basis of retrospective comments 94 6.3.1 The reliability of retrospective data 94 6.3.2 The influence of "researcher bias" 6.3.3 The usefulness of retrospective data 6.4 A quantitative comparison of two methods of identification 6.5 Conclusion The Classification of Compensatory Strategies 7.1 The coding system 7.2 The applicability of the coding system 7.3 Conclusion The Use of Compensatory Strategies in Tasks Ι, ΠΙ and IV 114 8.1 A quantitative analysis of the data 8.1.1 The number of compensatory strategies used 8.1.2 Analysis of compensatory strategy types: frequencies 8.1.3 Analysis of compensatory strategy types in terms of ANOVA 8.1.4 A visualization of the results: correspondence analysis 8.2 A qualitative analysis of the data 8.2.1 The use of compensatory strategies in the picture description task (task I) 8.2.2 The use of compensatory strategies in the story retell task (task III) 8.2.3 The use of compensatory strategies in the interview (task IV) 8.2.4 Individual differences 8.3 Discussion 8.3.1 Proficiency-level effects 8.3.2 Task effects 8.3.3 Differences between super-and subordinate compensatory strategies 8.3.4 Individual differences 8.4 Conclusion 9 A Comparison of Referential Strategies in LI and L2 9.1 Method 9.2 Hypotheses 9.3 Some procedural information 9.4 Results 9.4.1 A general overview of strategy use in Dutch and English 160 9.4.2 Identical strategies versus shifts 161 9.4.3 Time and number of words 9.5 Discussion and conclusion 10 The Effectiveness of Compensatory Strategies 10.1 Research to date 10.2 Some pilot studies 10.3 The York study of effectiveness 10.3.1 Method 10.3.2 Subjects 10.3.3 Results of the guessing task and the pseudo-cloze task 10.3.4 Two experimental tasks compared 179 10.4 Conclusion 11 Conclusion 11.1 Evaluation of the experimental design 11.2 Some theoretical considerations 11.3 General discussion of the results 11.4 Implications of the Nijmegen project 190 11.4.1 Second language use 11.4.2 Foreign language pedagogy 190 11.

Target language proficiency and reported use of compensatory strategies by young CLIL learners

“…Out of these 40 statements, 11 items were devoted to CSs, which are the focus of our study. These items corresponded to conceptual, linguistic and interactional strategies in line with the taxonomies by Oxford (1989), O'Malley and Chamot (1990), Poulisse (1990) and Tarone (1977).…”

“…and "paraphrasing" and the least, "morphological creativity" in the three proficiency groups. The categories "paraphrasing" and "morphological creativity" also coincide with the categories most and least widely used in the studies conducted by Poulisse et al (1990). Even if research has shown that together with "avoidance" and "mime,"…”

“…It assesses the four language skills (listening, reading, writing and speaking) and it is targeted at Level A2 of the Common European Framework of Reference for Languages (CEFR). See http://www.cambridgeenglish.org/exams/younglearners-english/flyers/test-format/ 3 Note that "paraphrasing" (conceptual strategy) and morphological creativity (linguistic strategy) and belong to the classification by Poulisse (1990). The strategy "miming" is also included in Tarone (1977).…”

Communication Strategies in a Second Language: Definitions and Taxonomies

“…1990 was an important year in CS research because of two comprehensive monographs by Bialystok (1990) and Poulisse (1990) (for reviews, see Váradi, 1992). The following five years brought further empirical and conceptual analyses (e.g., Chen, 1990;Clennell, 1994;Dörnyei & Scott, 1995a, 1995bYarmohammadi & Seif, 1992;Yule & Tarone, 1991) and several reviews (e.g., in Cook, 1993;in Ellis, 1994;Poulisse, 1994).…”

Reader question formation as a tool for measuring comprehension: narrative and expository textual inferences in a second language

“…It is not the purpose of this paper to determine what these strategies should be and how they should be implemented in the classroom. Many researchers have posited effective strategy instruction (see for example, Faerch & Kasper, 1985;Kellerman, Bongaerts, & Poulisse, 1987;Poulisse, 1990;Tarone, 1977). Some of these strategies could include question formation and inferencing as mentioned previously (Bean, 1985;Brown, 1981;Caverly, Orlando, & Mullen, 2000;Cohen, 1983;Singer & Donlan, 1982).…”