Korean college students’ use of communication strategies in two different sets of interactions
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This study investigates the communication strategies (CSs) used by Korean college students in their spoken interactions with native speakers (NSs) of English and with their peers to explore differences in CS use between the two groups. The 20 NSs and 40 Korean students (KSs) who participated in this study were divided into 20 groups, with each group consisting of one NS and two KSs, making 2 KS-NS and 2 KS-KS pairs. For data collection, questionnaires, speaking tasks, and tape recordings were used. 74 recorded conversations were transcribed and analyzed. For statistical analysis, a frequency analysis and a T-test were conducted. Results showed a limited use of CSs in general with students using direct strategies the most and interactional strategies the least. It was also revealed that students used CSs frequently due to their lack of linguistic knowledge in the target language. In addition, students used a greater number and a wider variety of CSs in communications with the NSs, utilizing all the direct, indirect, and noticeably interactional strategies and the CSs caused from all 4 types of problems (linguistic-knowledge deficit, time limit, own-/other-performance). Pedagogical suggestions were made from these findings.
Abstract
This study investigates the communication strategies (CSs) used by Korean college students in their spoken interactions with native speakers (NSs) of English and with their peers to explore differences in CS use between the two groups. The 20 NSs and 40 Korean students (KSs) who participated in this study were divided into 20 groups, with each group consisting of one NS and two KSs, making 2 KS-NS and 2 KS-KS pairs. For data collection, questionnaires, speaking tasks, and tape recordings were used. 74 recorded conversations were transcribed and analyzed. For statistical analysis, a frequency analysis and a T-test were conducted. Results showed a limited use of CSs in general with students using direct strategies the most and interactional strategies the least. It was also revealed that students used CSs frequently due to their lack of linguistic knowledge in the target language. In addition, students used a greater number and a wider variety of CSs in communications with the NSs, utilizing all the direct, indirect, and noticeably interactional strategies and the CSs caused from all 4 types of problems (linguistic-knowledge deficit, time limit, own-/other-performance). Pedagogical suggestions were made from these findings.
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