English Communication Strategy

Introduction: Communication strategy is strategy that learners use to overcome these problems in order to convey their intended meaning. It is the transmission of message from the leaner to the teacher or the society in understandable manner. A strategy is a possible means of problem-solving that the users select because it works effectively and they are most comfortable with it (Swan 2008. 262). Communication strategies are the steps taken by language learners in order to enhance the effectiveness of their communication (Littlemore. 2003. 331-347). Communicative strategies not only play an important role in communication but they also contribute to second language acquisition. Communicative strategies (CS) can help to keep the communication

Its purpose: is to investigate the effect of the context of learning—“at home” (AH) classroom versus study abroad (SA)—on the number and types of communication strategies (CSs) used by learners of Spanish as a second language. The study used: Oral data from 46 learners—20 AH and 26 SA. AH group consisted of 20 learners, 4 males and 16 females, ranging in age from 17 to 60 years. SA Group consisted of 6 males and 20 females who participated in a CIEE-sponsored SA program in Alicante, Spain, during the fall 2001 semester; the 26 SA subjects ranged in age from 19 to 25 years. The results of the study showed that AH classroom versus SA, has pointed out both similarities and differences between the uses of CSs by learners in these two environments. On one hand, both groups decrease their CS use over time and markedly favor the use of SRs and ACs over other CSs in both the pretest and posttest. However, this focus on one’s own performance in the L2 by both groups in both tests may be due in part to the fact that the instrument used to collect the CS data both before and after the treatment period was an OPI with a NS of Spanish, and not a natural conversation between nonnative speakers. The results showed a significant effect for context for CS categories and language use: Students in the SA context consistently used fewer CSs than their

The results showed different purpose in learning second/foreign language, when try to learn one language except maternal language. Some purpose like one training complement for better understanding international information is one social language for conversational connection and solves social needs and their usage abilities in work and occupation. Also they could know that learning second/foreign language is one factor for progress and education advancement. Finally, its one pleasurable activity for people. Also, showed that second language learners, who are learning a language in an environment where the language is the manes of daily survival and communication, typically use more learning strategies than do foreign language learners, who are learning a language in an environment where that language is not the everyday means of communication. The comparatively greater level of strategy use by FSI foreign language learners might be explainable by two factors; first, they are relatively experienced language learners who already know a great deal about how to learn; and second, they are in intensive training, which is more like a second –language learning environment than is the usual foreign language classroom. Teachers don’t have knowledge about academic method of language learning, psychology of language learning, language learning strategies and acceptable