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988 © 2011 ACADEMY PUBLISHER JOURNAL OF LANGUAGE TEACHING AND RESEARCH [49] Truesdale, S. P. (1990). Whole-body listening: Developing active auditory skills. Language, Speech, and Hearing Services in Schools, 21, 183-184. [50] Underwood, M. (1989). Teaching listening. New York: Longman. [51] Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal, 53(3), 168-176. [52] Vandergrift, L. (2003). Listening: theory and practice in modern foreign language competence. Retrieved January 4, 2009, from http://www.llas.ac.uk/resources/gpg/67 [53] Van Duzer, C. (1997). Improving ESL Learners' Listening Skills: At the Workplace and Beyond. Washington D.C.: National Clearinghouse for ESL Literacy Education. [54] Wenden, A. (1991). Learner Strategies for Learner Autonomy. Hemel Hempstead: Prentice Hall. 1991. [55] Wing, B. H. (Ed.). (1986). Listening, reading, writing: Analysis and application. Middlebury, VT: Northeast Conference on the Teaching of Foreign Language. [56] Wolvin, A. D., & Coakley, C. G. (1988). Listening (3rd ed.). Dubuque, IA: Wm. C. Brown. Abbas Pourhosein Gilakjani is a Ph.D. student of SLL at Universiti Sains Malaysia, Malaysia. He is also a faculty member of English Translation Department at Islamic Azad University of Lahijan, Iran. He has taught English courses for over 11 years at 3 open universities in Guilan, Iran. Mohammad Reza Ahmadi is a Ph.D. student of SLL at Universiti Sains Malaysia, Malaysia. He received his M.A. in English Language Teaching (ELT) from Islamic Azad University of Garmsar, Iran. His main interests include listening skill and motivation.
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 989-997, September 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.2.5.989-997 The Effect of Explicit Strategy Instruction on L2 Oral Production of Iranian Intermediate EFL Learners: Focusing on Accuracy, Fluency and Complexity © 2011 ACADEMY PUBLISHER Mansoor Tavakoli University of Isfahan, Isfahan, Iran Email: Mr.tavakoli14@gmail.com Hossein Vahid Dastjerdi University of Isfahan, Isfahan, Iran Email: h_vahid@yahoo.com Masood Esteki University of Isfahan, Isfahan, Iran Email: Masoodesteki@gmail.com Abstract—Communicative strategies have attracted attention during the last few decades. Research on communicative strategies has mainly focused on the effect of teaching these strategies in second language classrooms. There is still a question under investigation as to whether communicative strategies have fulfilled the promise their proponents have claimed. With an aim to determine the effects of strategy instruction on second-language oral production, this paper examined the effects of explicit strategy instruction on Iranian intermediate EFL learners’ oral production with regard to complexity, accuracy, and fluency. 40 homogenous learners were randomly assigned to two groups. The experimental group received 8 lessons on strategies whereas the control group did not. The findings of a pretest and a posttest interview revealed that learners’ oral performance improved in complexity, accuracy, and fluency. Index Terms— communicative strategies, complexity, accuracy, fluency I. INTRODUCTION During the past two decades, the concept of communicative competence has become an icon in the area of foreign language teaching. The notion of communicative competence came into existence when Dell Hymes (1972) called for the study of language in context. Hymes challenged Chomsky's (1965) view of a theory of forms, which deals with language knowledge, including phonological, morphological, syntactic, and lexical rules. For Hymes, to speak of language as an entity outside the context of its use is meaningless. Indeed, he believes that communicative competence is the knowledge of not only if something is formally possible in a language, but also the knowledge of whether it is feasible, appropriate, or done in a particular speech community. Communicative competence, as Richards and Schmidt (2002) also mention, includes grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. The above-mentioned aspects of competence have each attracted attention in copious lines of research; however, strategic competence, which refers to knowledge of communication strategies that can compensate for weakness in other areas, constitutes the general focus of this research. Strategic competence, according to Canale and Swain (1980, p. 30), is defined as ―verbal and non-verbal communication strategies that may be implemented to compensate for breakdowns in communication due to performance variables or to insufficient competence. Communication strategies, then, are expected to help tackle problems in performing and understanding communicative acts. These problems may stem from gaps in linguistic or pragmatic knowledge or from low accessibility of such knowledge (Faerch & Kasper, 1986). Learners are constantly bombarded with an overwhelming number of thoughts they would like to express. Dressing the thoughts into words obviously calls for a good command of L2, which learners may not have. Even in case of proficient language learners, there may be times at which they do not have access to the required lexical or grammatical patterns due to memory failure or any other reasons. The prime concern, then, for the learners and consequently for the language researchers is to investigate possible ways to circumvent this problem. As mentioned above, breakdowns in communication due to performance variables or to insufficient competence should be compensated for by the use of communication strategies when called into action.
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The Relationship between Self-effic
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