Instructional Effects of Communication Strategies
Instructional Effects of Communication Strategies
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沟通策略的教学效果
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
P. Gobel
中科院分区：
文献类型：
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作者：
C. Iwai;P. Gobel
本研究探讨了交际策略的教学问题，这使得交际策略研究者的观点分裂为两个对立的群体。本文从(1)个体内的角度和(2)个体间的角度来研究跨文化交际。在每项研究中，都对日本大学英语学习者实施了一项实验性的CS培训计划。结合主要研究结果，本研究得出结论：交际策略的个体内视角和个体间视角是互补的，而不是一些研究者(Kellerman，1998)提出的排他性视角。此外，这项研究认为，在没有足够的努力来制定可行的策略，包括编写教材和适当的教学方法的情况下，确定CS可教性问题的利弊还为时过早。
This study discusses the pedagogical issue of communication strategies (CS), which has split CS researchers’ views into two opposing groups. In this paper, CS are investigated from (1) an intraindividual perspective and (2) an interindividual perspective. In each of these studies, an experimental CS training program was administered to Japanese college EFL learners. Combining the major fi ndings, this study concludes that intraindividual and interindividual perspectives of CS are complementary rather than exclusive as some researchers (Kellerman, 1998) propose. Furthermore, this study argues that it is premature to determine the pros and cons of the CS teachability issue without making adequate attempts to create a feasible strategy for strategies, including production of teaching materials and appropriate teaching methodology.