Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom

Abstract

The term “communication strategies” (CSs) may be defined in a number of different ways, but typically it refers to strategies language learners adopt in order to solve communication problems (Bialystok 1990; Lam 2010; Zhang and Goh 2006). Examples of such strategies are circumlocution, code-switching (i.e. using L1 or L3 words) and appealing for help. In addition to the inclusion of problem solving as a defining feature of CSs, most conceptualisations also include a consciousness component (Dörnyei and Scott 1997). Thus, CSs may be said to be related to the concept of metacognition in the sense that language learners employing CSs may be more or less aware of their language behaviour (DeKeyser 2009). Metacognition in the context of this study refers to “an awareness of and reflections about one’s knowledge, experiences, emotions and learning” (Haukås 2018, this volume). In the CS research literature there have been conflicting views regarding the efficacy of CS teaching. Some researchers have found CS instruction to be of little value (Bialystok 1990; Ellis and Barkhuizen 2005; Kellerman 1991), but the majority of the studies carried out in this area have shown positive effects of such instruction on L2 learners’ communicative effectiveness (e.g. Dörnyei 1995; Kongsom 2009; Lam 2010; Maleki 2007; Nakatani 2005). There are indications, however, that strategic language behaviour is highly complex, involving a number of factors which influence such behaviour (Dörnyei and Scott 1997). Examples of such factors are task effect, proficiency level, learning styles, attitude, anxiety, motivation and self-efficacy (Nakatani and Goh 2007). As research in this area is scarce, and many of the above-mentioned factors have not been examined, more studies are needed to better understand the relationship between these factors and strategy behaviour, as well as how CS teaching may be employed to improve strategy use (Nakatani and Goh 2007). The present study explores the potential effects of CS instruction on the use of strategies in a group of English as a Foreign Language (EFL) students at the lower secondary school level in Norway. It also investigates 10 Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom