Proficiency In Target Language Research Articles

Understanding proficiency-oriented silence in the context of EAL

This mixed methods, case study focuses on adult second language learning and their silences in a pre-intermediate level class, where they experience a potentially difficult time reaching the point of Target language proficiency. The findings of this study respond to the paucity of research on the problem adult student silence in a pre-intermediate language classroom by investigating the pre-intermediate language learning experiences of competent bilingual adults reflecting back on learning English as a second language (EAL) in Australia. The findings give reason for why students are silent in class. Analysis of student reflections combined with the EAL teachers’ interviews identified a pedagogical barrier. These barriers caused them to be silent because most of the teachers teaching content at this level were not trained to teach students who approximately break their silence at this level, and need a particular teaching approach to help them. The findings show that there needs to be a reform in approach during adult silent period which happens to be approximately at pre-intermediate level (Ekici, 2022). The need for teacher professional development on being able to adapt their English language classroom talk to foster spoken interactions was seen as priority. Finings have shown that the nuanced dynamic between what teachers think they are doing and what students know they are trying to achieve in many cases fail to match. Teacher and learner confusion about each other’s' styles, the struggle to teach and learner in which both pedagogy and silence are mutually problematic, and above all else, the need for empathy for student learning and the need to customise a pedagogy to suit it to avoid untreated proficiency silence which can be detrimental (Ekici, 2022).

From EAP to ESP

English for Academic Purposes (EAP) and English for Specific Purposes (ESP) are language training pathways for students to meet target language proficiency requirements towards further tertiary studies (Keefe & Shi, 2017; Walková & Bradford, 2022). Yet, these can be highly debatable terms, controversial over their appropriate usage (Flowerdew, 2016; Li, 2020; Maleki, 2008; Mpofu & Maphalala, 2021; Wette, 2018). A main reason for this discord is a lack of firm definitions between these two constructs, which leads to vague and blurred boundaries. This article will describe the process where a small western Canadian university modified an existing EAP course consisting of broad reading and writing topics into an ESP one with a narrow culturally and medically themed focus towards internationally educated nurses (IENs). These modifications assisted in the identification of the similarities and differences of both EAP and ESP for the institution. The new ESP course, piloted over two terms was found to have strengthened student outcomes in their non-native target language, commonly known as L2 (Saville-Toike, 2012) while their disciplinary knowledge contributions also enriched the curriculum. Rooted within the debate between determining appropriate language pathways, recommendations to determine the suitability of an EAP versus an ESP course within a “negotiated syllabus” utilizing learner input are offered (Breen & Littlejohn, 2000; Prior, 2020).

Identifying MT Errors for Higher-Quality Target Language Writing

Second language education has arrived at a phase of proposing effective uses of neural machine translation (NMT). Previous research has explored various aspects of post-editing and suggested that it is crucial to manually edit NMT output to produce better target language (TL) texts. The purpose of this study was to identify NMT errors in output text, so that Japanese TL (English) learners can recognize what to be aware of. The study targeted the NMT output from Japanese-written academic reports, pre-edited by 73 Japanese students with intermediate TL proficiency. The data was analysed and primarily lexical and grammatical issues were detected and systematically classified. Results showed that the use of inappropriate TL vocabulary was the most frequent error, followed by misuse or lack of determiners. Some could be avoided in a pre-editing phase by carefully choosing precise source-language (SL) vocabulary or reducing SL ambiguity, while others required a deeper understanding of TL syntactic rules or the nuance of TL vocabulary. TL Learners need to raise their awareness of these NMT errors for effective post-editing.

Assessing the accuracy of MT and AI tools in translating humanities or social sciences Arabic research titles into English: Evidence from Google Translate, Gemini, and ChatGPT

Breakthroughs and advances in translation technology by virtue of AI-powered MT tools and techniques contributed significantly to providing near-perfect translation. This study aims to evaluate the accuracy of three translation technologies (Google Translate, Gemini, and ChatGPT) in translating multidisciplinary Arabic research titles in the Humanities and Social Sciences into English. A corpus of 163 titles of Arabic research articles from various disciplines, including media studies, literature, linguistics, education, and political science, was extracted from a Scopus-indexed journal, namely Dirasat: Human and Social Sciences Series. The research methodology in the present study lends itself largely to Koponen’s (2010) translation error strategy framework. Based on the data analysis, the findings showed that the renditions provided by these programs were categorically marked with either sense or syntax errors, which often rendered the translations inaccurate. Many polysemous terms with multiple related senses were mistranslated. The results showed that the Gemini translations contained the least errors. In contrast, the human translations contained the least mistranslation and diction errors. Google Translate and ChatGPT, on the other hand, contained the highest number of equivalence-based errors. Unexpectedly, the human translations contained the highest number of syntactic errors, reflecting a lack of target language proficiency. The study's conclusions and findings would be beneficial to translators, students, and scholars who may consider translating their Arabic study research titles and abstracts through the most commonly used AI tools.

Polar Influence of Code-Switching on Oral Communication Skills: The Case of Philippine Cebuano-Visayan Bilinguals

Linguists are explicitly divided on code switching's (CS hereinafter) effect on the oral communication skills of English language learners. Some studies asserted that CS is beneficial (positive) while others criticized its negative impact on the target language (TL hereinafter) proficiency in communication skills. This study examined the influence of CS strategy on the oral communication skills of bilingual Cebuano-Visayan Senior High School students of the University of Cebu - Banilad, Cebu City, Philippines. This serves to bridge the ongoing debate and as a recent contributing perspective on the CS phenomenon, especially the English and Cebuano-Visayan language pair not yet explored in a conversational analysis in a new dialectal context (locale). Employing a case study design with 9 participants for data saturation, real-life conversations of students and teachers in English classrooms were audio-recorded for one month, and triangulated with interviews and observations. Thematic and conversational analysis then ensued which yielded the finding that CS adversely affects the students' oral communication skills in the areas of morphology, phonology, and syntax but positively facilitates the strategic competence of the bilingual oral communicators. CS, therefore, has a polar influence (both positive and negative) on the student’s oral communication skills.

Code-switching in students’ group discussions in EFL classroom at a university level

Code-switching is an activity when a person switches their language in a speech. Some research have been conducted in the field of code switching, however, very little was done in looking both the types and the reasons of doing it in the group discussion context. This research focuses on exploring the types of code-switching used by the students in EFL classroom during group discussion and the reasons why the students used code-switching during group discussion in EFL classroom. The methodology used in this research was a descriptive qualitative. There were three participants in this research, two females and one male aged 21 to 24-year-old which was done in a private university of Yogyakarta. In collecting the data, the researcher used interview and follow-up questions. And the finding of this research found that there were three types of code-switching used by the EFL student, the first one is tag switching, inter-sentential switching, and the last one is intra-sentential switching. Furthermore there were three reasons why the participants used code-switching. The first one is feeling comfortable in using their mother tongue, lacking the target language proficiency, and the last one is holding the floor.

Low proficiency level learners' translingual and transmodal practices in teletandem: Challenging the separation of languages principle

Teletandem is a model of virtual exchange in which two speakers of different languages meet over videoconferencing tools so that they can learn each other's language and culture. Research and practice on teletandem draw on the principles of autonomy (each participant should make decisions about their own learning), reciprocity (each participant should assist their partner's learning), and separation of languages (each language should have its own moment of practice and should not be mixed). Some researchers, however, do not consider separation of languages to be a principle of tandem learning and few studies have challenged it from the theoretical perspective of code-switching (Picoli & Salomão, 2020) and investigated learner interaction using translanguaging (Canals, 2021; Satar, 2020; Walker, 2017). In this paper, data come from the MuLTeC teletandem corpus. Using social semiotics, we investigate six recorded videoconferencing sessions of a Brazilian/American dyad with low language proficiency level and explore learners' transformative engagement with signs (Bezemer & Kress, 2016). Results reveal that participants draw on all the resources in their complete language repertoire (García & Wei, 2014) through translingual and transmodal practices, which allows them to make meanings beyond what they can express within their target language proficiency, creating opportunities to extend their semiotic repertoires. The findings evidence the inappropriateness of the separation of languages principle which neither works in practice nor is useful within current perspectives in language learning and teaching. Therefore, we propose a reframing of the principle as the translanguaging principle: based on the notion of translanguaging as co-learning, each participant should play fluid roles of expert/learner and capitalise on opportunities to extend each other's semiotic repertoires within multilingual and multimodal interaction.

INDONESIAN EFL LEARNERS’ ERRORS IN IDIOMATIC EXPRESSIONS: TEACHERS’ & STUDENTS’ PERSPECTIVES

<p>In an Indonesian setting, writing proper idiomatic expressions poses significant challenges for the majority of EFL students. Oftentimes, the idiomatic meanings deviate from the literal meanings and students are affected by their own first language and cultural contexts in usage. Therefore, this study explores the erroneous mistakes made by Indonesian EFL students and offers insights into teachers’ and students’ perspectives. This research will primarily examine the factors that influence university-level Academic Writing class students in incorrectly translating idiomatic expressions from the source language to the target language. The data for analysis was retrieved from students of Academic Writing classes from two different universities in West Java and Central Java to provide a comparative context in analyzing their mistakes. A comparative descriptive approach was applied, as this was deemed more appropriate for a study on semantic and translation strategies. The research results revealed that the study participants primarily experienced L1 interference, insufficient linguistic and grammatical knowledge, and a lack of lexical knowledge. Another obstacle was the students’ tendency to not heed cultural aspects in their writing and translating. Consequently, it is essential for EFL learners to be able to properly understand and translate idiomatic expressions in their writing to improve their target-language proficiency. Thus, instructors and students play crucial roles in successfully traversing this linguistic endeavor. Through proper instruction and active engagement, EFL learners can improve their linguistic mastery and cultural fluency, facilitating them to write more naturally in English.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0069/a.php" alt="Hit counter" /></p>

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

As the practice of using different languages to extend the process of knowledge construction, translanguaging is often performed in teachers’ corrective feedback in foreign language classrooms. The research aimed to analyze students’ perception of the implementation of translanguaging as a form of oral corrective feedback in an EFL-speaking context at a private university in Indonesia. This study used a mixed-methods sequential explanatory design through two phases of data collection: a questionnaire (N=60) and semi-structured interviews (N=8). The findings of this study indicate that students perceive translanguaging as a beneficial practice in implementing oral corrective feedback in the EFL-speaking classroom, such as increasing the chances for language acquisition, empowering students to take educational risks, creating a more welcoming and socially inclusive learning environment due to students’ diverse language proficiency, and increasing in-classroom participation and engagement. However, it is also perceived that translanguaging should not be used too excessively to avoid confusion amongst students with lower target language proficiency. It is recommended that teachers give students a fair chance to interact meaningfully with more than one language by including translanguaging oral feedback as a pedagogical strategy, to help students reach their academic goals, notice differences in language, and promote bilingualism and biliteracy. The students' positive opinions of translanguaging highlighted its potential as an effective pedagogical technique. It is also hoped that this research becomes a basis for establishing English language teaching policies that are appropriate to the multilingual pedagogical context in Indonesia.

Communities Beyond the Classroom: Reflecting on a German Field Trip to a Local Non-Profit

This practice article examines the design, implementation and impacts of a collaborative German language learning (LL) field trip in the United States through the conceptual framework of LL and teaching beyond the classroom. We explore the affordances of semi-structured out-of-class experiences in supporting world language students’ target language proficiency while addressing the crucial Communities goal area of the American Council on the Teaching of Foreign Languages World-Readiness standards. In addition to their effects on students, we consider the potential impacts of LL experiences beyond the classroom on schools and school administrations. Considerations for theory, research and practice are discussed.

What foreign language learners make of grammatical descriptions depends on description type, proficiency, and context

Abstract Most usage-based research emphasizes the importance of implicit, input-driven learning in naturalistic environments, but recent studies have adopted usage-based grammatical descriptions for instructed learning in classrooms. These descriptions are intended to draw learners’ deliberate attention to relevant usage patterns in the input and thereby support intake. Most of these studies compare usage-based descriptions to other types of descriptions for their efficiency, while little attention has been paid to the ways in which learners understand and apply such descriptions. This study examines what foreign language learners understand of usage-based grammatical descriptions of target structures. In an experimental forced choice task, Chinese learners of German received usage-based descriptions of case structures and then classified target instances in variable contexts. A multivariate regression analysis indicated that choices were influenced by interactions of the type of description with participants’ target-language proficiency and the semantic and lexical target contexts. This is discussed in terms of noticing and category formation. This study argues that learners are able to use grammatical descriptions as some kind of auxiliary model for recognizing and categorizing target patterns. The descriptions thus make learners aware of the mechanisms underlying implicit learning and help them exploit these mechanisms for explicit learning.

EFL TEACHERS’ PERCEPTIONS OF ENGLISH PROFICIENCY: CURRENT PRACTICES AT A CENTER OF FOREIGN LANGUAGES IN VIETNAM

<p>Teachers with a high level of target language proficiency are believed to be more self-efficacious and more competent to provide good models of language usage and to undertake various teaching tasks in the target language effectively. Having a good command of English is a necessary qualification for successful teachers of English as a foreign language (EFL). In the Vietnamese teaching and learning context, EFL teachers are required to have proper professional qualifications, and English proficiency is an important quality for teaching effectiveness. With the aim to examine teachers’ perceptions towards English proficiency, this descriptive study was conducted with 33 EFL teachers at a center of foreign languages through an online survey. The results showed that teachers recognized the necessity of having English qualifications and had positive perceptions towards the English proficiency requirements. The study is beneficial for both teachers and educational administrators to have an insight into the importance of language proficiency for teaching quality. Important recommendations for successful proficiency development were also discussed.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0009/a.php" alt="Hit counter" /></p>

Bilingual teacher candidates and their professors: Efforts to pass a Spanish proficiency certification exam

ABSTRACT Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system. Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system. Heritage Spanish speakers (HSSs) in the U.S. who seek certification as bilingual teachers must show Spanish language proficiency. The state of Texas requires candidates to pass the Bilingual Target Language Proficiency Test (BTLPT) a test seen as a gatekeeping mechanism (Clark & Flores, 2002) in a field that presents chronic shortage of certified teachers (Arroyo-Romano, 2016). This case study of a bilingual education preparation program (BEPP) in Texas reveals the efforts by both professors to help and students to pass the BTLPT. Findings report on faculty and candidate narrative accounts of pedagogical practices. Recommendations emerged from faculty and students’ suggestions for improving test-preparation and Spanish development of HSSs teacher candidates. The authors respond to Guerrero’s (2013) recommendation for “more concrete measures to help pre-service bilingual teachers improve their language skills” (p. 2) and accepts Zúñiga’s (2021) invitation for teacher educators to find venues to share how we “go about supporting bilingual TCs [teacher candidates] in their professional development” (p. 228). The study offers directions for action within BEPPs, universities with HSSs students, and the PK-20 school system.

The processing of English prefixed and suffixed words by Chinese-English bilinguals

Aims and Objectives/Purpose/Research Questions: This study had two specific research goals. First, it investigated the relative importance of meaning and form in bilingual morphological processing of English prefixed and suffixed words. Second, it probed how target language proficiency and morphological type moderated bilingual morphological processing. Design/Methodology/Approach: This study implemented the masked morphological priming paradigm that administered three prime types (Transparent, Opaque, and Form) from two morphological types (prefix and suffix) to three Chinese-English bilingual groups (advanced, intermediate, and lower-intermediate). The critical stimuli included the Transparent (e.g., visualize-VISUAL; disagreement-DISAGREE), the Opaque (e.g., vanity-VAN; submission-MISSION), and the Form (e.g., example-EXAM; apparent-PARENT) English words. Data and Analysis: A total of 120 Chinese-English bilinguals representing three levels of distinct English competence participated in a masked priming lexical decision experiment. Direct comparisons were made using the linear mixed-effects models on bilingual groups’ priming effects from the Transparent, the Opaque, and the Form conditions of both English prefixed and suffixed words. Findings/Conclusion: The results exhibited that compared to suffixed words Chinese-English bilinguals altogether were less sensitive to the internal structure of prefixed words. The results presented that target language proficiency and morphological type moderated bilingual morphological processing, with the advanced Chinese-English bilinguals approximating previous native English speakers in processing English suffixed words. Originality: This study compared the priming effects from the Transparent, the Opaque, and the Form conditions of both English prefixed and suffixed words among three Chinese-English bilingual groups with distinct English competence. This study therefore should be the first empirical study that simultaneously evaluates the effects of target language proficiency and morphological type on bilingual morphological processing of prefixed and suffixed words. Significance/Implications: The present results indicate that target language proficiency and morphological type interact to impact bilingual morphological processing. Besides, this study provides important methodological and statistical implications for future studies.

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

Comic books used to serve the purpose of entertainment; nowadays, they also provide one of the most innovative ways of learning. Not only do they stimulate brains with the visual mode, but they can also function as more effective teaching and learning resources with the usage of two modes: text and image. Referring to Kress’ (2010) framework on modes, this study investigates the translanguaging aspects of Little Dim Sum Warriors, a series of educational comic books with young bilingual or multilingual speakers as the target audience. This study focuses on how translanguaging, that is the fluid language practices of bilingual speakers (Wei, 2018), is present effectively in comic books by making use of Chinese culture (the learners’ home culture) when targeting English (learners’ target language) proficiency. In conducting the study, we analysed two storybooks of the series and collected the translanguaging practices found in both text and image formats. In our analysis we use Royce’s (1998) Intersemiotic Complementarity framework to assess the relation between verbal and visual modes. The results show that the translanguaging practices in comic books are divided into three forms: text, visual, and context-meaning. These practices help the audience understand foreign language and culture in a creative way, which fits the traits of young learners. Hence, keeping their attention in language learning intact. Keywords: comic books; language learning; intersemiotic complementarity; multimodality; translanguaging

Examining target language proficiency among in‐service K‐12 language teachers

AbstractAdvanced oral proficiency is an integral part of language teacher education and has been for decades. To date, little research exists that investigates practicing K‐12 nonnative language teachers' target language (TL) maintenance habits. This study presents the results of a research study that investigated the TL proficiency maintenance practices outside the classroom and the current oral proficiency rating of 104 language teachers in Oklahoma and Utah. Data were collected by means of a questionnaire and an official ACTFL OPIc. Results indicate that the majority of current language teachers have either maintained or improved their level of TL proficiency from when they started teaching and that all teacher participants consciously use their TL outside of the classroom. These results have implications for language teacher preparation programs, district and state language supervisors, ACTFL, and CAEP.

English – Majored Students’ Perceptions on Teachers’ Use Of Vietnamese In EFL Classrooms

Previous studies were conducted to discover the use of L1 in EFL classrooms, however, few studies investigated the students’ perception towards the teachers’ use of L1 in EFL classrooms, especially those for English – majored students. The present study was conducted to examine English – majored students’ perceptions towards their teachers’ use of mother tongue as Vietnamese in EFL classrooms in a university in Mekong Delta, Vietnam. The research was designed as a descriptive study with the mixed method using questionnaire and interview as the research instruments. There were 131 participants in this research. The findings of the study revealed that students preferred teachers’ use of mother tongue in the specialized classes (linguistics course, literal courses, and interpretation and translation courses, etc.), grammar courses, and some activities such as explaining incomprehensible words. However, they wished to have more English instruction in language skills classes to enhance their target language proficiency. Several disadvantages of using Vietnamese were also mentioned, for instance, hindering learners’ language improvement, causing their laziness and passiveness. Suggestions are proposed to raise EFL teacher’s awareness on the extent of English and Vietnamese in their teaching to help leaners achieve objective of the class.

VOCABULARY ACQUISITION USING DUOLINGO IN FRENCH LANGUAGE LEARNING: A MALAYSIAN CONTEXT

Vocabulary can be considered as the foundation to develop overall target language proficiency. Having a rich vocabulary would mean better performance in the four language skills. However, general in-class activities are insufficient for effective vocabulary acquisition to occur. Limited vocabulary learned through in-class activities might halt the occurrence of effective language learning. With that in mind, this study aims to explore the use of Duolingo in acquiring vocabulary of French language. For this purpose, 21 students from Basic French 1 class in Universiti Kebangsaan Malaysia volunteered to use this app for 8 weeks. 3 instruments were used in collecting data: online interviews, tests and observations. The online interview was used to elicit the students’ perception towards the app, whereas the tests were administered thrice to measure their performances in vocabulary acquisition. Observations were also carried out thrice to monitor their learning process. The findings reported that the students had positive perceptions towards Duolingo. They claimed it to be user-friendly, convenient, and entertaining. The tests results showed an improvement in terms of French vocabulary acquisition and it was found that Duolingo used multiple ways in presenting and teaching French vocabulary. This study showed that Duolingo can be used in building and developing French vocabulary outside the classroom walls. It is also beneficial in complementing French language classes to help students build their confidence in using the language. Further studies are also needed to investigate the usage of Duolingo in learning different aspects of language such as grammar or communication amongst learners of French in Malaysia.

Scrutinizing the Impacts of Study Abroad Programs

Educators and Study Abroad (SA) program designers have set high goals for these experiences. The main objective of sending students to sojourn in Morocco is to have inter-culturally competent graduates who can efficiently function in a global economy. A review of the literature on the impacts of SA programs on American students shows that these programs are frequently described as life-changing experiences since they improve participants’ second language skills, enhance their Intercultural Communicative Competence, and make them more in-demand employees. The present qualitative study examines the impacts of Study abroad programs on American students regarding the target language proficiency, Intercultural Communicative Competence, and employability. To this end, ten interviews were conducted to collect data. The findings indicate that the top three personal characteristics that are crucial to intercultural success are adaptability, open-mindedness, and patience. In addition, the top three program components that affect participants’ overall learning during their sojourn in Morocco are homestay, group travel, and academic leader. Moreover, results show that gender has no impact on respondents’ ability to communicate using the host language; however, females are better than males in terms of developing their Intercultural Communicative Competence due to their participation in Study Abroad programs in Morocco. More than that, the findings indicate that the programs’ component significantly impacts students’ ability to communicate in the target language and understand the host culture. Concerning the impact of the duration of SA programs on participants’ intercultural skills, the findings suggest that the longer these programs are the more linguistic and cultural gains students get. The core finding of this study is that the duration of Study Abroad programs and students’ previous international experiences make the strongest contribution to students’ employability; however, gender does not contribute to helping participants find a job.

Knowing Communication Strategy for Better Communication

Nowadays, the importance of communication is undeniable. In oral communication, the learners employ speaking skills which requires the mastery of communication strategies in order to solve the communication problems which they found during oral communication and to get across the communicative goals to the interlocutors. Unfortunately, speaking is still considered one of the most difficult skills to be acquired by English language learners. English learners need more practices and also strategies in communication. In addition, communication ability also influenced by some factors such as target language proficiency, learning and communicating contexts, task types, gender differences and learners’ personality. Driven by this condition, this paper is aimed to discuss theoretical framework about communication strategies and its development since firstly proposed by Tarone (1977). This paper is beneficial for English language practitioner and English language learners, ELT researcher as well.