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the Study
Communication strategies (CSs) could be defined according to two approaches,the psycholinguistic approach and the interactional approach. The definition given byFaerch and Kasper is from the psychological perspective and they concern more aboutways of solving the problems that the speaker encounters in communication.Faerch and Kasper (1983) defined CSs as “potentially conscious plans forsolving what to an individual presents itself as a problem in reaching a particularcommunicative goal.” Based on this understanding, their approach categorizes thecommunication strategies into two general possible strategies for solving acommunication problem: avoidance strategies and achievement strategies. In presentstudy only achievement strategies were trained.Achievement strategies (Faerch & Kasper, 1983) refer to the techniques aspeaker will employ when he or she attempts to directly tackle the communicationproblems due to the language gap. Six achievement strategies were trained in thisstudy. The definitions of these six strategies were provided by Faerch and Kasper (1983).Literal translation: translating literally a lexical item, an idiom, a compoundword or structure word from L1 to L2.Code switching: using a L1 word with L1 pronunciation or a L3 word with L3pronunciation in L2.Description: Strategy based on the description or definition of the intendedmeaning.Word-coinage: creating a non-existing L2 word based on a supposed rule.Appeal for help: turning to the conversation partner for help either directly orindirectly.Use of semantic field: the learner identifies the semantic field to which the itembelongs to this field until he locates the item.

Chapter Two Literature Review

2.1 Historical Outline of CSs Research
In the field of language teaching and learning, early CS research involved thedefinition and the classification of CSs. The notion of CS was first suggested bySelinker (1972) in his paper “Interlanguage”. He noted that interlanguage in thesecond language learners’ speech production is supportable and acceptable. However,Selinker did not explain the nature of these strategies used by learners in their speechin more detail. Savignon (1972) published a research report in which she emphasizedthe importance of “coping strategies” used in second language teaching and testing.She used the term “coping strategies” in her research to refer to CSs. The articles ofSelinker and Savignon provide the background for much of the subsequent studies ofCSs.
In 1973, the first systematic analysis of strategic language behavior was providedby Varadi at a small European conference. In that conference he mentioned messageadjustment as a strategy used by language learner. Varadi (1980) later conducted anempirical study with a group of Hungarian learners of English to examine thestrategies, especially message adjustment the learners used when they had a gap intheir interlanguage repertoire. The results showed that the subjects tried to adjust theirmessages to their available communicative resources in the target language. Thereforethis study was considered as the first systemantic analysis of strategic behaviours ofsecond language learners. Tarone and her associates Cohen and Dumas (1976)published a paper on “a framework for communication strategies”. They provided aframework in which the terminology of the learners’ interlanguage was defined inorder to represent categories of types of本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。