Communication Strategies of Grade 9 English Students in the Use of English as a Second Language

Abstract

INTRODUCTION

This paper examined the communication strategies employed by eleven Grade 9 English students from different programs of Quezon National High School (QNHS) in their speaking practice and how it helped the process of teaching of oral communication. Oral practice interactions were recorded inside the classroom and transcribed by the researcher. Implications in the teaching of oral communication were also expressed to further enhance the approaches used by teachers in the Teaching of English as a Second Language.

METHODS

The study employed descriptive research design to observe, determine, and examine the communication strategies employed by eleven Grade 9 English students from different programs of Quezon National High School (QNHS). The study covered a total of 11 students from the different programs, namely Special Program in Journalism (SPJ), Arts (SPA), and Sports (SPS). These special programs were specified for students who excel in the various fields of journalism or language, visual and performing arts, and physical fitness and sports respectively.

RESULTS

The researcher made use of authentic responses from posed questions regarding a recent topic in their English subject. These include: 1) What is the difference between intimate and casual register, 2) Provide instances wherein one applies in an intimate form of the register, and 3) What are the advantages of using an intimate form of registers. Results appeared that the use of fillers or hesitation devices ranked first with 8 occurrences, appeal for help placed second with 6 rates, and message abandonment ranked third with 4 occurrences while circumlocution finished with 2 points. Among the least number of occurrences were code-switching, literal translation, use of non-linguistic means, and use of all-purpose words with 1 occurrence while topic avoidance, word coinage, and foreignizing showed no presence in the transcription.

DISCUSSIONS

With the relevant observations gathered in the study, these communicative strategies employed by students have a direct impact on pedagogical approaches. Moreover, it was not just a student-based concept but it is also a teacher-based concept of deciding which better approach could entail and address the needs of the students. The use of fillers and hesitation devices showed that students frisk for the best word in times of communication breakdown. But it is also evident that the students who underwent the process showed motivation while conversing.