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Speaking English as a Second Language: Learners' Problems and Coping Strategies Alireza Jamshidnejad full chapter instant download
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Speaking English as
a Second Language
Learners‘ Problems
and Coping Strategies
Edited by
Alireza Jamshidnejad
Speaking English as a Second Language
Alireza Jamshidnejad
Editor
Speaking English
as a Second
Language
Learners’ Problems and Coping
Strategies
Editor
Alireza Jamshidnejad
Department of English Language
College of Education
University of Technology and Applied Sciences
Rustaq, Oman
This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland
AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Contents
v
vi Contents
Index 339
Notes on Contributors
ix
x Notes on Contributors
language teaching in his second Ph.D. from the UK. Most of his recent
publications focus on language learners’ interaction in EFL contexts, and
his unique approach to functions of communication strategies is very well
known. After years of teaching, researching and publishing papers in the
field of oral communication in EFL contexts, he has innovated a research-
based model to understand the nature of and classify the problems and
strategies of L2 oral communication.
Yen-Liang Lin is currently an Associate Professor in the Department of
English, also serving as the Director of Media and Language Teaching
Center, at National Taipei University of Technology, Taiwan. He received
his Ph.D. in Applied Linguistics in 2013 from the University of
Nottingham, UK. He has taught EFL at secondary and university levels
for 15 years. His research interests include corpus linguistics, discourse
analysis, speech and gesture, and language teaching research.
Ruiying Niu is professor of English at Guangdong University of
Foreign Studies, China. Her research interests include Sociocultural
Theory, language production, interaction, writing feedback, and second
language acquisition.
Etske Ooijevaar is a Ph.D. candidate in Linguistics at Meertens Insti-
tuut in The Netherlands. She is writing her dissertation about the
acoustics and articulation (with Ultrasound Tongue Imaging) of liquids
in Dutch dialects. Her research interests are phonetics, phonology,
and language variation and change. She has worked as a statisti-
cian/methodologist at Meertens Instituut. She holds an M.A. in Linguis-
tics and a B.A. in French Language and Culture, both from the Univer-
sity of Amsterdam in The Netherlands.
Dr. Yamin Qian is currently an Associate Professor at School of English
Education, Guangdong University of Foreign Studies in China. She has
been an English as a Foreign Language (EFL) teacher in Higher Educa-
tion for more than 20 years. Her major fields of interests include, not
limited to, Sociology of Education, second language education, and
Sociolinguistics.
Notes on Contributors xi
Chapter 1
Fig. 1 Ogden and Richards’ triangle of meaning 7
Fig. 2 A systematic approach to oral communication 9
Chapter 4
Fig. 1 Hierarchical connection of the four layers of the ecosystem 94
Chapter 7
Fig. 1 The initial position of participants’ characteristics and their
performances in the investigation on L2 communication
(Arrows show A is investigated to inform B ) 169
Fig. 2 The revised version of the interaction between investigated
areas in L2 communication research 169
Chapter 8
Fig. 1 Context-oriented problems in L2 oral communication 214
xiii
xiv List of Figures
Chapter 3
Table 1 Elements of ellipsis in BATTICC 60
Table 2 Number of vague expressions 61
Table 3 Number of headers and tails 64
Table 4 Number of unfilled and filled pausing 67
Chapter 4
Table 1 Factors affecting participants’ oral language learning 84
Chapter 9
Table 1 The general description of strategies introduced in
Dörnyei and Scott’s inventory (1997) 240
Table 2 The functions and priority use of CSs by EFL learners 245
Chapter 13
Table 1 Learners’ problems and their corresponding strategies in
L2 communication 334
xv
1
Introduction: Challenges of L2 Oral
Communication in EFL Contexts
Alireza Jamshidnejad
1 Introduction
Becoming a fluent speaker of a new language is the main dream
that motivates a large percentage of learners to take language courses.
Still, many language learners perceive communicating skills such as
speaking the most challenging skills to master (Khan & Pinyana,
2004; Lafford, 2004; Pinter, 2006; Somsai & Intaraprasert, 2011).
This even becomes worse since oral skills are usually employed as the
first criterion for assessing the effectiveness of second/foreign language
education programmes. Students in second/foreign language education
programmes are considered successful if they can communicate effec-
tively in that language (Richards & Rodgers, 2014; Riggenbach &
Lazaraton, 1991).
A. Jamshidnejad (B)
Department of English Language, College of Education,
University of Technology and Applied Sciences, Rustaq, Oman
e-mail: alirezanejad.rus@cas.edu.om
(Adler & Rodman, 2006, p. 6). By living in a society, people have spent
a major part of their waking hours in some form of communication,
whether they want to or not.
Beck et al. (2004) and Adler and Rodman’s (2006) define communi-
cation as:
User
Thing Words
(Referent) (Symbols)
Fig. 527
Breast and pectoral muscle completely separated from thorax; axilla exposed.
(Halsted.)