Abstract
<p><em>This study mainly aimed at investigating the impact of teaching the asking for clarification and circumlocution speaking strategies on enhancing students’ speaking ability. In addition, it investigated the impact of teaching asking for clarification and circumlocution speaking strategies on students’ use of other speaking strategies. Finally, it aimed at finding the correlation between language proficiency and students’ use of the taught speaking strategies. Sixty-two 10<sub>th</sub> graders at Noba Secondary School for Girls, a government high school, Palestine, participated in the study. Their native language is Arabic. They were divided into an experimental group comprised of thirty-one students and a control group consisted of thirty-one students. The experimental group had training on using two speaking strategies, namely asking for clarification and circumlocution which lasted over a semester. The quantitative and qualitative analysis of the data which were collected through pre and post questionnaires and pre and post tests showed that the use of asking for clarification strategy enhanced students’ speaking skill. However, students’ speaking skill was not enhanced through the use of circumlocution strategy. In addition, there were no significant differences between the experimental and control group in their use of different speaking strategies after teaching asking for clarification and circumlocution speaking strategies. However, message reduction and alteration strategies and social-affective strategies were reported to be the most significantly used strategies by the experimental group. Furthermore, the results showed that there was a strong correlation between learners’ proficiency level and their strategy use. Finally, </em><em>the study came with a number of recommendations.</em></p>
Highlights
Introduction and BackgroundFor decades, Grammar Translation method and vocabulary drills have been prevalent in EFL classrooms
4) To investigate whether there is a correlation between learners’ language proficiency level and the use of the taught speaking strategies among the10th grade students. 1.3 Research Questions the present study investigates the following research questions: 1) What’s the impact of using asking for clarification on enhancing 10th grade students’ speaking ability? 2) What is the impact of using circumlocution on enhancing10th grade students’ speaking ability? 3) What is the impact of speaking-strategy training on students’ use of some speaking strategies? 4) To what extent there is a correlation between the language proficiency level and learners’ use of the taught speaking strategies among the 10th grade students? 1.4 Significance of the Study This study is among the first to be conducted in the Palestinian schools
Does this study investigate the differences between the control and experimental groups before and after conducting the study in their strategy use and oral performance, and it investigates whether other variables such as proficiency level correlates with their strategy use
Summary
Introduction and BackgroundFor decades, Grammar Translation method and vocabulary drills have been prevalent in EFL classrooms. 1.1 Statement of the Problem the Palestinian curriculum is based on the communicative approach, speaking remains a challenging skill in many Palestinian classrooms This is due to various reasons: 1) The large number of students in class, 2) Teachers’ inability to speak fluently, 3) Students’ little opportunity to use the target language outside the classroom. 1.2 Purpose of the Study The current study attempts to serve a number of purposes They are as follows: 1) To investigate the impact of using asking for clarification on enhancing10th grade students’ speaking ability. 4) To investigate whether there is a correlation between learners’ language proficiency level and the use of the taught speaking strategies among the10th grade students. 4) To what extent there is a correlation between the language proficiency level and learners’ use of the taught speaking strategies among the 10th grade students? Low Proficiency Students The term refers to those students who had average grades in English ranging below 70
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