Abstract

Communication strategies are defined as devices employed by learners of a second language (L2) when confronted with difficulties of communication in the target language. This study focuses on the communication strategies used by English-speaking students who are learning French as part of a Business Studies course in a third-level college in Ireland. The subjects are divided into two groups according to proficiency level and they are provided with three oral elicitation tasks which they perform in their LI and L2. The data obtained are statistically analysed. The effects of task and proficiency level on strategy use are investigated. The influence of the LI on L2 communicative performance and the pedagogical implications of communication strategy use are also examined. The findings of the study indicate that strategy use does not vary significantly according to proficiency. The more advanced learners do not use L2-based strategies to a greater extent than the less advanced learners and both groups remain entrenched in L1/L3-based behaviour. The study also establishes that different tasks elicit different patterns of strategy use. In the performance of two of the tasks (Tasks 1 and 3), both groups use approximately the same number of communication strategies while in Task 2, the more-advanced learners use more communication strategies than their less advanced counterparts. The type of strategy used also vanes according to task. The current debate in relation to strategic competence is also discussed when considering the pedagogical implications of the findings of the study.