Teaching Conversational Strategies Through Video Clips

Abstract

This study explores the effects of teaching conversational strategies through video clips on learners’ speaking performance. It was designed as an experimental study conducted with two groups of English majors. All participants received six weeks of instruction on four conversational strategies. The control group received direct instruction from the teachers’ handout while the experimental group viewed six video clips and participated in observation tasks. Data was collected via preand post-tests on speaking performance and semi-structured interviews. The results showed that after the treatment with video clips, (a) the frequency of the use of these strategies increased, (b) the learners’ speaking performance was enhanced, (c) there was a low correlation between the frequency of strategy use and the learners’ speaking performance, and (d) the learners expressed a positive attitude towards the treatment. After years of learning English, many students in Asia cannot communicate with confidence or success to meet the demand to use English for their careers (Chuanchaisit & Prapphal, 2009; Kawale, 2011; Xiao & Petraki, 2007). This is also a common problem for Vietnamese learners, even university graduates (Phương Nguyen, 2006). Possible reasons for learners’ inefficiency in communication are low levels of language proficiency, lack of vocabulary to express ideas, shyness or lack of confidence, lack of an environment for practicing and using English, or simply lack of some necessary strategies to maintain a conversation (Thanh Ha, 2008). Although some dynamic and proactive learners can improve their communicative abilities in their own way (finding chances to talk to English speakers or watching English films or TV programs), finding effective ways to prepare students for spontaneous communication is one of the biggest challenges for all current language teaching methodologies (Dornyei & Thurrell, 1994). Hence instruction in class is important to provide students with conversational strategies to help them avoid or overcome communication breakdowns. Dornyei and Thurrell (1994) stated that conversational strategies are particularly helpful for language learners who frequently face difficulties in conversations, because these strategies provide them with a sense of security in the language. Language Education in Asia, 2012, 3(1), 32-49. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A04/Nguyet_Mai Language Education in Asia, Volume 3, Issue 1, 2012 Nguyet and Mai Page 33 Depending on the teaching context, conversational strategies can be taught to students through various ways, for instance, through picture dictation tasks (Kebir, 1994), pair-taping (Washburn & Christianson, 1995), or telephone conversation role-plays (Ting & Lau, 2008). In the current study, video clips were applied in teaching conversational strategies, as Hill (1989) claimed that carefully handled videos could provide a good base for speaking tasks. For EFL / ESL learners in Asia, the teaching of conversational strategies through video clips may also familiarize them with how conversational strategies are used in native English speakers’ cultures. Literature Review Conversational Strategies According to Riggenbach (1998), conversational strategies are certain conscious ways to help maintain communication (as cited in Walter, 2008). Dornyei & Thurrell (1994) took these strategies to mean “an invaluable means of dealing with communication ‘trouble spots’, such as not knowing a particular word, or misunderstanding the other speaker” (p. 44). Finally, Kehe and Kehe (2004) proposed that conversational strategies are helpful methods for speakers and listeners who wish to continue a natural flow of conversation. Conversational strategies are also viewed as a sub-division of communication strategies; sometimes the two terms conversational strategies and communication strategies are believed to be interchangeable. The term conversational strategies indicates those strategies which help speakers to maintain a conversation and to achieve their communicative goal. Types of Conversational Strategies Conversational strategies could be divided into nine types in order of significance: message adjustment or avoidance, paraphrase, approximation, appeal for help, asking for repetition, asking for clarification, interpretive summary, checking (for comprehension and confirmation), and use of fillers/hesitation devices (Dornyei & Thurrell, 1994). Impact of Conversational Strategies on Communication Conversation is a natural part of life in which people exchange information and create and maintain social relationships. However, not many English learners can make sense of conversational rules or patterns; hence, they face trouble in keeping their conversations going (Walter, 2008). Using conversational strategies has been suggested as one effective way to overcome problems in maintaining conversations. Dornyei and Thurrell (1994) proposed that with these strategies, learners are well equipped to handle instances of naturally arising conversations. Walter (2008) also claimed that conversational strategies help raise learners’ awareness of both form and function of the language. In short, conversational strategies are worth attention because they can facilitate interaction and fluency. Advantages and Disadvantages of Using Video Clips in ESL / EFL Classes Teaching English using video clips can be beneficial for students. Firstly, “video can give students realistic models to imitate for role-play [and] can increase awareness of other cultures by teaching appropriateness and suitability” (Arthur, 1999, as cited in Cakir, 2006, p. 68). Moreover, it is stated that only 7% of information is sent through words; the remaining 93% of communication is non-verbal (Mehrabian, 1972). Swan (1996-1997) proposed videos display a range of verbal and non-verbal behaviors that may make the material more meaningful to learners. Likewise, Gower, Phillips, and Walters (2005) stated additional information, provided by facial expressions, gestures, and physical backgrounds, makes the material easy to understand. In addition, when watching videos, learners can become more inquisitive and