Teachability of communication strategies: An Iranian experience

Abstract

The possibility of teaching communication strategies and the feasibility of incorporating them into school syllabi have been a controversial issue. In the current study, 60 Iranian students were divided into two thirty-member classes; then two different textbooks, one with specific CS and the other without them, were chosen to be taught in the classes. At the end of a four-month teaching period, oral and written examinations were held for both classes and the results were compared. The study’s findings confirmed that teaching communication strategies is pedagogically effective, that interactional strategies are more effectively and extensively used, that communication strategies are conducive to language learning, and that language teaching materials with communication strategies are more effective than those without them.