Abstract

This collaborative action research study aimed to explore if and to what extent compensation strategy instruction (CSI) can improve the communicative competence of learners of EFL who mainly use L1 in classroom speaking activities. Designed by a university professor and an EFL instructor working at a state university in Turkey, the study was conducted with B1-level learners, aged 17–18, studying at the English Language Centre of the university. The study followed an action research intervention framework. In the second cycle of the intervention process, instruction in affective strategy use was provided in response to the emerging need for dealing with learners’ anxiety and stress. The findings indicate that learners can be taught how to use compensation strategies and that CSI may be useful for improving learners’ communicative competence in a speaking class. However, affective factors, if not addressed, can hinder learners’ effective use of compensation strategies.

中文翻译：

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薪酬策略指导有效吗？一项行动研究

摘要

这项合作行动研究旨在探讨补偿策略指导（CSI）是否以及在多大程度上可以提高主要在课堂口语活动中使用 L1 的 EFL 学习者的交际能力。该研究由在土耳其一所国立大学工作的大学教授和 EFL 讲师设计，针对在该大学英语语言中心学习的 17-18 岁的 B1 级学习者进行。该研究遵循行动研究干预框架。在干预过程的第二个周期中，针对处理学习者焦虑和压力的新需求，提供了情感策略使用方面的指导。研究结果表明，可以教会学习者如何使用补偿策略，而且 CSI 可能有助于提高学习者在口语课上的交际能力。然而，情感因素如果不加以解决，就会阻碍学习者有效使用补偿策略。