The Use of Strategies in Interaction of Korean College EFL Learners
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This study aims to explore whether L2 learners more often struggle to obtain comprehensible input from the interlocutor or to make their own output more comprehensible to make communication successful and draw pedagogical implications by examining Korean EFL learners' employment of interactional strategies—both types of strategies for comprehensible input and comprehensible output—in oral communication tasks. The results show that considerably more attention is paid to the generation and modification of their own output than to the perception of input, reflecting the face-threatening nature of negotiation of meaning (Aston, 1986; Foster & Ohta, 2005). In addition, the learners of this study tried to modify morphosyntactic errors in their output whenever they noticed them while the instances of strategies for comprehensible input were mostly limited to meaning negotiation. Suggestions are made on how L2 teachers can respond more effectively to the needs of learners over their interactional process.
Abstract
This study aims to explore whether L2 learners more often struggle to obtain comprehensible input from the interlocutor or to make their own output more comprehensible to make communication successful and draw pedagogical implications by examining Korean EFL learners' employment of interactional strategies—both types of strategies for comprehensible input and comprehensible output—in oral communication tasks. The results show that considerably more attention is paid to the generation and modification of their own output than to the perception of input, reflecting the face-threatening nature of negotiation of meaning (Aston, 1986; Foster & Ohta, 2005). In addition, the learners of this study tried to modify morphosyntactic errors in their output whenever they noticed them while the instances of strategies for comprehensible input were mostly limited to meaning negotiation. Suggestions are made on how L2 teachers can respond more effectively to the needs of learners over their interactional process.
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