Strategies Intermediate EFL Students Use to Communicate During Interactions in The Classroom

Abstract

This project is submitted as a graduation requirement for obtaining a Master of Arts Degree in Teaching English as a Foreign Language from the Modern Language Department at the University of Guadalajara. It investigates qualitatively what strategies are used by intermediate students of English as a foreign language in their 1st year of high school to communicate during interactions; it explores whether the strategies vary depending on the interaction or on the student’s ability to communicate, or on both. The research involves a group of eight students. The methodology is based upon qualitative research; classroom observation methods, semi- structured interviews, two communicative tests on speaking skills (beginning - end of the course). The findings are as follows: strategies are specific actions taken by the learner to make learning and communication effective in new situations. No verbal competence may compensate a student’s breakdowns in communication. All students use cognitive, social and affective strategies during interactions. The strategies vary depending on the kind of interaction activity a student’s ability to communicate. Possible application in the language classroom is: teachers can practice strategies to overcome certain weaknesses in communication; teachers should conduct their training on learning and communicative formal and informal strategies to develop a student’s autonomy.