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Strategic Competence In Communication

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The aim was to ascertain how the explicit teaching of the speech acts of opening and closing conversations facilitated by teacher affected students’ performance. The program was consisted of four activities translating a conversation from their first language to English,closing a conversation in L2 and questioning on topic's speech acts,role playing and expanding a dialogue. Subjects of the study were divided into a treatment and a control group (66 and 26 students, respectively), and their performance was measured by a pre- and a post-test requiring the students to perform a dialog with their peers to score the presence and appropriateness of opening and closing and elaborating them according to situations in their tasks . The result showed …show more content…

Communication strategies are arised from a person's strategic competence in the way which a person manipulate language to meet communicatrive goals(Brown, D, H.2000:248).There are different approaches and models to communication strategies. Speculative early research of the 1970s (Varadi 1973 and others) defined communication strategies as compensatory strategies, as the only construct of communication strategies which are placed under the term of strategic competence which fall short of encompassing all aspects of strategic competence for communication(In Brown, D, H.2000:127) …show more content…

The format of the pre- and post-tests was a role play in which the students, working in pairs, had to solve a problem or reach an agreement without seeing their peer’s role card. The pre- and post-test role plays were tape-recorded and transcribed. As part of the analysis, authors measured the presence of openings and closings and their appropriateness (for example, choosing the formal or informal greeting forms required by the situation and using hello only as a greeting). They also analyzed the elaborateness of the two speech acts, as determined by the presence of greetings, post-openings, shutting down the topic, pre-closings, and terminal pair/exchange. Their results show that after completing the activities, students in the treatment group used more elaborate opening and closing elements, which indicates the effectiveness of the

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