Communication strategies in small-group discussions in Japanese university EFL classes

This thesis concerns the topic of teaching and using communication strategies (CSs) in a lower-proficiency university EFL setting in Japan. It approaches the topic from several angles, all from a teacher-as-researcher position. Its overarching goal is to explore unscripted, all-English in-class interactions among lower-proficiency learners—a group that, while it comprises the majority of English learners in the Japanese university context, remains understudied. The thesis begins with an autoethnography (Chapter 1) that explores the critical junctures that led the teacher/author toward creating a CS-integrated classroom design. Chapter 2 reviews the CS literature from a pedagogical perspective, specifically considering EFL teachers who may be interested in introducing CS training in their L2 classes. Chapter 3—a previously published paper—outlines the author’s classroom setup, which is based on principles of ‘strong task-based language teaching’ (strong TBLT). The design employs all-English role-play discussions. The task serves as a locus for spontaneous use of CSs to occur in student-student interactions. 

Chapters 4, 5, and 6 take an intimate look at the exchanges in the discussion task outlined in Chapter 3 through discourse analysis. Chapter 4 examines the “ask for help” (appeal for assistance) CS. Findings suggest that direct appeals promote clarification of misunderstandings soon after the appeal occurs. Chapter 5 explores enjoyment humorous exchanges that often occur within the discussion. Two patterns emerged: (1) witty arguments within the rules of the task, and (2) going on tangents from the main topic. Summarily, the findings suggest that even lower-proficiency learners are capable of engaging in complex forms of humor and wordplay. Chapter 6 looks further at instances of enjoyment as they relate to CS use. Two CSs stood out: paraphrase and avoidance. The implication is that avoidance CSs deserve reconsideration where the teaching of CSs is concerned. Finally, Chapter 7 suggests research agenda for further exploration of themes in each of the other chapters, particularly for the key findings, which are (1) that direct appeals for assistance to an interlocutor result in expedient resolution to lexical difficulties; (2) that humor and enjoyment in all-English interaction are possible even at lower levels of proficiency, and (3) that the use of avoidance CSs can involve humor rather than embarrassment or shame.