The use of communication strategies in EFL classroom context: the case of Urban-West Zanzibar
| dc.contributor.author | Maua, Moh’d Saleh | |
| dc.date.accessioned | 2020-04-02T10:02:56Z | |
| dc.date.available | 2020-04-02T10:02:56Z | |
| dc.date.issued | 2017 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF P188.2.S24) | en_US |
| dc.description.abstract | The aim of this study was to assess the EFL learners’ use of CSs in language production by observing the students’ patterns in classroom discourse and in their written texts. The study explored the probable significant interaction EFL learners’ communication strategies (CSs), the communicative efficiency of such strategies and how they deviate from the grammatical norms of the language. This was done through assessing the learners’ productive skills (speaking and writing) by which a classroom observation and documentary survey were the sole data gathering tools. Theoretical framework that guides this study was Bachman and Palmer (1996) theoretical model of strategic competence. The adopted design was a mixed method with some bias in qualitative approach whereby qualitative approach used in data gathering quantitative approach was only used during presentation of data. Data gathering tools were observation and documentary survey method. The study also applied content analysis and error analysis based on SST (Surface Structure Taxonomy of error). The results showed that learners used different forms of CSs determined by variation in the discourse media used (i.e. spoken and written). The observed forms of CSs, communicative as they were, were also indicative of deviation from ideal English structure. It is concluded that LCD used more forms of CSs compared to SWD. However the used forms CSs in both discourse media were highly deviant from ideal English language structure. It is recommended that studies for CSs, especially for secondary school learners, should be accompanied with error analysis. This can easily help in identifying the yet-to-be-acquired areas thereby finding out the remediation mechanisms. Therefore, the use of CSs should also be recommended in L2 learning because it acts as an indicator to teachers about learners’ communicative needs and gives teachers opportunity to provide the required support. | en_US |
| dc.identifier.citation | Maua, M.S. (2017) The use of communication strategies in EFL classroom context: the case of Urban-West Zanzibar. Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/8785 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | EFL | en_US |
| dc.subject | Urban-West | en_US |
| dc.subject | Zanzibar | en_US |
| dc.title | The use of communication strategies in EFL classroom context: the case of Urban-West Zanzibar | en_US |
| dc.type | Thesis | en_US |