L2 learner's use of communication strategies (CSs) has received an attention since 1970s (Faech & Kasper, 1983; Tarone et al., 1983). Previous studies have focused on identification and classification of CSs, the effectiveness and teachability of CS, the uses of CSs by different proficiency levels in different tasks, and individual differences in CS use. In spite of the varieties in focus of the previous researches, no research has address whether the use of CSs affects L2 acquisition over and beyond the level of sustainment of communication. Recent studies in classroom acquisition have shown beneficial effects of negotiation during peer conversation on L2 grammar acquisition. However, previous studies in peer interaction focus primarily on how a listener's negotiation move or corrective feedback helps a speaker to repair his/her erroneous utterances. One the other hand, CS research concerns with a speaker's voluntary action to make him/her understood at the time of communication difficulty. In other words, both negotiation strategies and CSs occur in the same conversational context. Even so, no research has ever investigated the relationship between them. Therefore, the purpose of the present study is to investigate the relationship between the use of CSs and negotiation strategies on L2 acquisition. Twenty four students enrolled in the intermediate and advance Japanese language courses are asked to engage in two types of communicative tasks, and their development of vocabulary and grammar knowledge are examined through pre- and posttests of the target linguistic items. Also, conversations during the tasks are transcribed and qualitatively analyzed to examine the pattern of CS use and the rate of successful repair moves. The results indicate that some CSs such as appeals and code switching are beneficial, with or without a negotiation move from the interlocutor, but others may be detrimental to L2 development.

In the current research project the functions of self-initiated self-repairs in an advanced Japanese language classroom were investigated. From the reviewed literature it was found that repairing is possible through monitoring, which includes error detection, and involves attention and memory. Therefore, data was collected on the abilities of the participants in the current research project to repair, monitor and their attention levels and memory. There were seven methods used to collect data; participant observation, classroom interaction tape recordings, a questionnaire, stimulated recall interviews, attention test, memory and attention test and proficiency level assessments. From the participant observation, classroom interaction tape recordings and stimulated recall interviews data was collected on the repairs that the participants made and the way in which they monitored was explored. The questionnaire revealed relevant background information, such as, number of years the participants had studied Japanese, which supplemented other information collected. The attention test and memory and attention tests were used to obtain information on the participants’ perceptions of their levels of attention and their actual levels of attention and memory respectively. The final data collected was on the participants’ own perceptions of their speaking proficiency levels in Japanese and an independent judge’s evaluation of their levels. The results of the data collected on the way in which the participants repaired and monitored showed that overall the participants repaired and monitored in ways that had been discussed in previous research on repairing and monitoring. However, for the first known time, phenomena related to repairing and monitoring, which the researcher terms as communication strategies, are used frequently by the participants and also, that these communication strategies used and repairs made by the participants were not needed to be made. In other words, the participants in the current research project were often repairing errors that had not been made. As for the data collected on the participants’ attention levels and memory, no significant differences were found between the participants and neither did any differences reflect on the ways in which the participants repaired. From the proficiency level assessments, further evidence was found that supported previous research done on repairing and monitoring as well. Also, it was found that the participants under-estimated their levels of proficiency in comparison to the independent judge’s evaluations. Therefore, the participants both over repair and under estimate their Japanese speaking abilities. This is seen as detrimental to the participants’ performances in Japanese. Recommendations are made to use this data provided by Japanese language learners when repairing to guide instruction and to encourage learners to gain fluency by repairing less often than is thought necessary.

Speaking a foreign language is a major part of communicating in that language. Since LGY 69, spoken English has received the same attention in teaching as the writing of English; and in the national tests today spoken English is considered 1/5 of the test grade.  However, students in many cases find it more difficult to speak English than to write it and some teachers still focus more on writing and grammar than on speaking. In this essay, I am trying to show how a group of fairly fluent students tackle the oral part of their national test and what strategies they use to overcome linguistic difficulties. In order to do so I have filmed five groups and a total number of 17 students when they do the oral part of their national tests in English in grade nine and also have the students fill out a questionnaire about the experience. The tests took place in March and April 2010. This essay shows that the most frequently used strategy is pauses, unfilled and filled, but that for other strategies the individual differences are great. It also shows that group dynamics play an important role when doing the test and students who are not able to do the test with people they normally talk to do worse in the test setting and that the performance of both boys and girls suffer when being put in mixed groups.

<p>There is a gap between the citizens and the political institutions of the European Union. Many theorists think that this is due to the fact that the EU suffers from a “democratic deficit” and that the EU is perceived as a project made by and for the political elite. Several years of low participation in the European Parliamentary elections and the French and Dutch rejection of the European Constitutional Treaty in Spring 2005 shows that the EU has weak legitimacy in the eyes of the people.</p><p>In 2004, Margot Wallström was charged to renew the European Commission’s communication strategy and to reconnect with the citizens by stimulating dialogue and debate. This thesis is a critical study of the deliberative qualities of the new communication strategy based on Habermas’s discursive theory, which discusses the strategy’s possible effects on EU legitimacy. It finds that the communication strategy, despite several deliberative apects, have little chances to have an impact on EUs legitimacy, since it fails to engage “common people” in the debate and since it is not part of a major institutional reform but just an “icing on the cake”.</p>

The use of communication strategies (CSs) has been of interest on research into second language acquisition (SLA) since it can help learners to attain mutual comprehension effectively and develops understanding of interaction in SLA research. This study investigates and clarifies a wide range of CSs that learners of English and learners of Chinese use to solve language problems as well as to facilitate problem-free discourse in both text-based and video-based SCMC environments. Seven Chinese-speaking learners of English and seven English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads in this study. Each dyad participated in four interactions, namely, text-based SCMC in English, text-based SCMC in Chinese, video-based SCMC in English and video-based SCMC in Chinese. The interaction data were analysed along with an after-task questionnaire and stimulated reflection to explore systematically and comprehensively the differences between text-based and video-based SCMC and differences between learners of English and learners of Chinese. The results showed that learners used CSs differently in text-based and video-based SCMC compared with their own performance and indicated different learning opportunities provided by these two modes of SCMC. Although the difference in language was less salient than the medium effect, learners of English and learners of Chinese tended to have their own preferences for particular CSs. When these preferences appear to reflect an appropriate communicative style in one particular culture, learners might need to raise their awareness of some strategies during intercultural communication to avoid possible misunderstanding or offence. Some possible advantages of tandem learning interaction were also identified in this study, such as the potential to develop sociocultural and intercultural competence due to the opportunity to practice culturally appropriate language use with native speakers in a social context.

This research was conducted to analyse the crisis communication strategy used by Helios Airways after its Flight CY522 crash on 14 August 2005. The objective of the study was: • to examine the communication strategies Helios Airways chose and implemented in order to satisfy the enquiries of stakeholders who had different interests during the crisis. The pre-crisis background of Helios Airways; events related to the crash of Flight CY522, Boeing 737; and events after the crash were discussed. Owing to this, the single case study research approach was followed in conducting this study. Seven main issues emerge from the analysis of the data obtained. • the issue of the safety culture of the airline as discussed by the investigators of the crash; • the issue of compensation and handling of victims’ families; • the issue of the pressurisation defect of the aircraft identified the day before its flight which was not fixed; • the issue of the failure of the Boeing aircraft manufacturer to separate the signal which indicates take-off problems from that of pressurisation problems; • the issue of the government of Cyprus suspending flights after the crash; • the issue of the government of Cyprus Civil Aviation Authority granting a name change for Helios Airways to Ajet; and • the issue of the European Aviation Safety Agency in banning flights of Helios Airways. Denying responsibility, hedging responsibility, making amends, ingratiation and eliciting sympathy strategies were discussed inline with the crash of Helios Airways Flight CY522. Due to the pressurisation defect of the aircraft identified the day before its flight on the 14 August 2005, which was not fixed, the safety culture of the Airline had been perceived by the Cypriot public as low. This together with the delay of the compensation of the victims’ families and the confusing communication strategies, resulted in a negative public image of the Airline. The public insisted on the government of Cyprus banning the flight routes of Helios Airways. Due to those issues, Helios Airways was obliged to change its name to Ajet. However, even after the name change, the public did not accept Helios Airways as an airline of choice. Instead, they continued defaming Ajet in different media. Finally, Ajet ceased all operations and filed for bankruptcy. The major finding of this study is that Helios Airways did not have a crisis communication plan prepared in advance, and as a result, Helios Airways failed to communicate with its stakeholders, mainly the victims’ families and the media, by implementing a mix of inaccurate strategies without knowing exactly those stakeholders’ impact and degrees of involvement. There was no accurate correlation between the investigation progress and results, and the strategies. This can be substantiated from the niche width theory, which explains specialist airlines, as in Helios Airways, tend not to have crisis communication plans prepared in advance and as a result, lack consistency in messages. The general public, the civil aviation authority, and the government perceived the crash to have resulted from the failure of the Airways to fix the pressurisation problems that was identified the day before the crash. This clearly indicates the weakness of the communication strategies and the communication department of the Airways in identifying the perception of the public, and the media and their involvement, and then to align its strategies with the actual circumstances. / Dissertation (MCom)--University of Pretoria, 2008. / Communication Management / MCom / Unrestricted

Department of English / PhD (English) / The study sought to investigate the role played by learners’ mother tongue, in the teaching and learning of English in secondary schools in Zimbabwe. Two secondary schools in Masvingo District were used as a case study. The study was informed by bilingualism, models of bilingualism and related theories such as Second Language Acquisition (SLA) and Communication Strategies. The selected communication strategy that was focused on is code-switching. This communication strategy reveals the important role that the learners’ L1 can play in learning English. The study, therefore, sought to gain insights into the beliefs of secondary school teachers and learners of English about the use of code-switching in the teaching and learning of English. The study also sought to investigate the ESL teachers’ perceptions on the relationship between code-switching and emerging varieties of English called New Englishes, as well as the teachers’ perceptions on the teaching of such local varieties of English. The inquiry adopted a qualitative research paradigm and focused on two purposively sampled secondary schools comprising one rural day, and one urban boarding school that also enrols day learners. It was the researcher’s belief that these schools would offer useful insights about the role of the learners’ L1 in the teaching and learning of English. The study employed three data collection tools, namely observation, interviews and focus group discussions. Ten Form One and ten Form Three English lessons were observed per school, to give a total of twenty lessons. The four ESL teachers whose lessons were observed at the two schools were interviewed. The researcher also held focus group discussions with a sample of a group of ten Form One and ten Form Three English learners per school. Thus, four focus group discussions were held. Data were analysed and presented qualitatively through identification of emerging themes, and through descriptions, narratives, direct quotes, and tables. Results show that the ESL teachers and learners who participated in the study code-switched from English to the learners’ L1 as a communication strategy and teaching and learning tool, mainly to foster understanding among learners and between the learners and their teachers, and for other communicative and social functions. Results also indicate that there was more code-switching at School B (rural day secondary school) than at School A (urban boarding secondary school), although the teachers’ and learners’ code-switching functions at the two secondary schools were by and large similar. It also emerged that the frequencies of the teachers code v switching differed from teacher to teacher, with Teacher A (urban boarding secondary school) code-switching moderately and Teacher B (urban boarding secondary school) code-switching minimally, while Teacher C and Teacher D (rural day secondary school) code-switched frequently. With regard to the learners, the study revealed that Class A learners (urban boarding secondary school) code-switched moderately during formal classroom exchanges with their teacher, but code-switched a lot among themselves. Class B learners (urban boarding secondary school), Class C and Class D learners (rural day secondary school), code-switched minimally during formal classroom exchanges with their teachers. However, as was the case with Class A learners, they code-switched a lot among themselves. The teachers were largely tolerant of their learners’ code-switching although they showed awareness of the possible negative effects of learners’ code-switching in the learning of ESL. As for the learners, the majority expressed an appreciation of their teachers’ code-switching but there were also negative sentiments against the teachers’ code-switching. The inquiry also revealed that there was unanimous agreement among the four teachers that there is a relationship between code-switching and New Englishes. In addition, two of the teachers expressed the view that there is nothing wrong with teaching the local variety of English in the schools, while the other two said they preferred the teaching of ‘standard’ English. In light of the findings, the study recommends that language policy planners revisit the English-only policy in the school and consider adopting the endonormative rather than the exo-normative model of English for the education system. The study also recommends that the Ministry of Primary and Secondary Education should hold workshops to sensitise teachers on how code-switching may best be employed as a teaching and learning tool. Furthermore, the study recommends that ESL teachers be guided by the Postmethod pedagogy, a sense of plausibility as well as the notion of relativism in their decisions on code-switching. In addition, the inquiry recommends that the Zimbabwe Schools Examinations Council be sensitive to aspects of the local variety of English rather than set exo-normative models. Finally, the study recommends that further research be done on code-switching in school types which were not included in the sample for the present study.

En esta investigación se busca identificar cuáles son las estrategias discursivas utilizadas en la narrativa audiovisual de los canales de YouTube La habitación de Henry Spencer y El diario de Curwen. A partir de ello, se podrán establecer las similitudes y diferencias que poseen ambos personajes al momento de elaborar su puesta en escena. El análisis está principalmente enfocado en el abordaje de los temas que tratan Spencer y Curwen, el lenguaje coloquial que utilizan para dirigirse a sus seguidores, el escenario o la ambientación donde se desenvuelven y el personaje que construyen para acompañar su discurso. Las premisas mencionadas para la revisión del contenido de estos canales de YouTube, nacen a partir de los argumentos que plantean algunos autores como Laura León (2018), Santiago Torrente (2015) y Erving Goffman (1997), quienes hablan de la importancia del personaje y de su puesta en escena para la creación de contenido, en este caso de los youtubers. Por otro lado, Márquez y Ardévol (2018) explican que el uso de un lenguaje adecuado es fundamental para lograr conectar con el público. Con las teorías mencionadas se llevó a cabo el estudio de algunos videos difundidos en los canales de ambos personajes y se identificaron las estrategias que ellos utilizan para lograr la atención de sus seguidores y diferenciarse de otros emisores que forman parte del escenario digital YouTube. / This research seeks to identify what are the discursive strategies used in the audiovisual narrative of the YouTube channels of La habitación de Henry Spencer and El diario de Curwen From this, it will be possible to establish certain similarities and differences that both characters possess at the time of creating their staging. The analysis is mainly focused on addressing the issues that Spencer and Curwen deal with, the colloquial language they use to address their followers, the setting or setting where they perform, and finally the character they build to accompany their speech. The premises mentioned for the review of the content of these YouTube channels are born from the arguments raised by some of the authors of the theoretical framework such as, on the one hand, Laura León (2018), Santiago Torrente (2015) and Erving Goffman (1997), who talk about the importance of the character and its staging for the creation of content, in this case of youtubers. On the other hand, Márquez and Ardévol (2018) explain that the use of appropriate language is essential to connect with the public. With the mentioned theories, the study of the product of both characters was carried out, and the strategies they used to get the attention of their followers and differentiate themselves from other youtubers that are part of the YouTube digital stage were established. / Tesis

A thesis submitted in fulfillment of the requirements for the degree of Masters in Communication Science at the University of Zululand , South Africa, 2013. / Corporate Social Investment (CSI), a relatively new concept yet fast gaining momentum across the world, defines how corporates have responsibilities towards the environment, local communities and ethical practices. Many organisations have realised that beyond making profits, they are responsible to their various stakeholders and have an obligation towards the improvement of their surroundings. This involves implementing well-structured plans of their corporate social initiatives. It is envisaged that these companies would identify gaps within communities before they implement any social initiatives. Planned initiatives generally tend to appropriately promote social harmony within a target community. The global economic meltdown which has been experienced has caused catastrophic job losses throughout the world. Many companies began cost cutting initiatives. Most companies, unfortunately, began scaling down (or even stopped) their CSI initiatives. This study examines the unemployment situation in Richards Bay (South Africa) and investigates whether the major companies have stepped up or stepped down their CSI initiatives. This takes a close look at how major companies used CSI initiatives to assist communities in overcoming the unemployment crisis. These companies after close scrutiny revealed varying CSI initiatives that cater for diverse areas such as education, environment, and agriculture and skills development. However the communication that exists between the community and corporates needs to be more active and allow the community to be able to provide both input and feedback

A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Masters in Communication Science in the Department of Communication Science at the University of Zululand, South Africa, 2015 / Amidst growing concerns about the impact of Human Immuno Deficiency Virus and Acquired Immunodeficiency Syndrome (HIV & AIDS) on the political, social and economic spheres of our country, comes the responsibility of government to address this pertinent issue, especially through communication within the uThungulu District Municipality Structures. This research emerges within the context of rising levels of human immuno deficiency virus (HIV) infection amongst young adults, and the escalation of deaths from the acquired immunodeficiency syndrome AIDS. This study critically examines the commonly used theories and models used during HIV & AIDS preventative care communication strategies. Failure to acknowledge the communication context in campaigns theory has various negative implications. One implication is that the messages are sender-oriented, however there has been sufficient campaigns for grassroots dialogue but the recipients are unable to identify with the message as they are divorced from the context of its production. Furthermore, because of a lack of engagement by the recipient in the development of messages, retention of knowledge is minimal, and this leads to a lack of acceptance of the message. Clearly, then, there exists a need for the communication strategies, theories and models to be rearticulated so that they are more relevant and may be adapted for application within various cultural contexts. This study examines the role of communication campaign theory and audience participation as central components during planning, implementation and evaluation phases of HIV & AIDS prevention.