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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Communication Strategies in the Chinese EFL Primary School Classroom
ZHANG Hongwu
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DOI:10.17265/1539-8080/2021.03.001
Jiaying University, Meizhou, China
This study was designed to examine the communication strategies used by non-native speaker (NNSs) learners and the native speaker (NS) teacher in the foreign language classroom in China. The data, which was from the Grade 4 English classroom in a primary school in a south Guangdong province, showed that both the NS teacher and the NNS students use communication strategies (CSs) in the English as a foreign language (EFL) classroom. It was found that in order to build a mutual interactional environment, the NS prefers foreigner talk, discourse management, and body language while the NNS learners tends to use avoidance, code-switching, and literal translation as their CSs. Analysis showed that adoption of CSs was the result of a lack of lexical competence on the part of NNS learners. However, CSs provide opportunities to keep the flow of conversation going and thus increase learners’ exposure to input and produce pushed output. Therefore, using CSs either consciously or unconsciously in primary English classroom is an indispensable means of assisting L2 acquisition.
communication strategies (CSs), English as a foreign language (EFL), primary school classroom, native speaker, non-native speaker
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