The Teachability of Communication Strategies

Table of Contents

1. Introduction

2. A Theoretical Introduction into Communication Strategies

2.1 The History of Communication Strategies Research

2.2 Communication Strategies: Approaches and Definitions

2.3 Communication Strategies: Taxonomies and the Range of Strategies

2.4 The Practical Implications

2.4.1 The Effectiveness of the Use of Communication Strategies

2.4.2 The Teachability of Communication Strategies

2.4.3 Communication Strategies: Teaching Concepts

2.4.4 Variables in the Choice of Communication Strategies

3. The Empirical Part

3.1 Examination and Evaluation of Communication Strategies in the Curriculum

3.1.1 The Curriculum for ‘Sekundarstufe I’

3.1.2 The Curriculum for ‘Sekundarstufe II’

3.1.3 Comments on the Findings in the Curricula

3.2 Examination of Text Books

3.2.1 Quantitative Examination

3.2.2 Qualitative Examination

3.2.2.1 Categories 1 and 2: Range, Frequency and Quality of CS Teaching

3.2.2.2 Categories 3 and 4: Potentially Useful Teaching Material

3.2.3 Evaluation of Results

3.2.4 A Critique of the Corpus

4. Suggestions for Improvements of the Curricula and the Teaching Situation

5. Conclusion

Research Objectives and Core Themes

This thesis investigates the nature of communication strategies (CSs) and their role in language education. It aims to determine if the use of CSs is beneficial for effective communication and language learning, and to examine whether these strategies are adequately integrated into the school curricula for the 'Gymnasium' in North Rhine-Westphalia and in common English textbooks.

• Theoretical history and definition of communication strategies.
• Evaluation of the teachability and pedagogical effectiveness of CSs.
• Critical analysis of curricula and school textbooks regarding CS integration.
• Identification of variables influencing the choice of communication strategies.
• Suggestions for improving CS teaching and curriculum development.

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Summary of Chapters

1. Introduction: Outlines the motivation for the thesis, stemming from personal internship experience, and sets the scope for examining the role of communication strategies in language learning and their integration in school materials.

2. A Theoretical Introduction into Communication Strategies: Provides a summary of the history of CS research, discusses various definitions and taxonomies from different linguistic perspectives, and explores the practical implications regarding their effectiveness and teachability.

3. The Empirical Part: Analyzes the curriculum for 'Sekundarstufe I and II' and evaluates multiple English textbooks to see if and how communication strategies are taught in the classroom.

4. Suggestions for Improvements of the Curricula and the Teaching Situation: Proposes specific recommendations for curriculum updates and didactic approaches to better integrate CS teaching into language lessons.

5. Conclusion: Synthesizes the main findings, confirms the value of CSs in communication, and highlights the need for teacher training and better alignment between research and classroom practice.

Keywords

Communication Strategies, Language Learning, Second Language Acquisition, Curriculum Analysis, School Textbooks, Strategic Competence, Communicative Competence, Pedagogy, Interactional Strategies, Psycholinguistic Approach, Sociolinguistic Approach, Teacher Education, Learner Autonomy, Teaching Concepts, Language Teaching.

Frequently Asked Questions

What is the basic focus of this thesis?

The work focuses on the role and teachability of communication strategies (CSs) within the context of second language learning and their actual implementation in German 'Gymnasium' curricula and textbooks.

What are the primary thematic fields covered?

The thesis covers theoretical definitions and taxonomies of CSs, the debate on their teachability, an empirical analysis of school textbooks, and the influence of variables like age and proficiency on strategy choice.

What is the primary goal of the research?

The goal is to determine if teaching CSs is beneficial for learners and to evaluate whether current educational frameworks successfully implement this pedagogical potential.

Which scientific method is applied in this study?

The study employs a literature-based theoretical analysis followed by an empirical examination of curricula and a quantitative and qualitative evaluation of English textbooks using a defined system of 'CS points'.

What is covered in the main section of the paper?

The main part includes a deep theoretical exploration of CS history, approaches, and practical implications, followed by the empirical investigation of specific textbooks like 'Camden Town' and 'English G 2000'.

Which keywords characterize this work?

Key terms include Communication Strategies, Strategic Competence, Curriculum Analysis, English Language Teaching, and Pedagogical Effectiveness.

Why is the role of the teacher highlighted in the conclusion?

The author concludes that teachers are the key factor in successful CS teaching; they need background knowledge and a pedagogical concept to turn even non-explicit textbook materials into effective learning opportunities.

How do the findings regarding textbooks differ between school years?

The research finds that most CS teaching takes place in grades 9 and 10, while early years (5-8) often lack diverse strategy instruction, although some books like 'Password Green' form a positive exception.