A survey on strategies for coping with face to face oral communication problems employed by the first and second year english majored students at hong duc university

HONG DUC UNIVERSITY
FACULTY OF FOREIGN LANGUAGES

GRADUATION THESIS

A SURVEY ON STRATEGIES FOR COPING WITH FACE-TOFACE ORAL COMMUNICATION PROBLEMS EMPLOYED
BY THE FIRST AND SECOND YEAR ENGLISH MAJORED
STUDENTS AT HONG DUC UNIVERSITY

Supervisor : Du Thi Mai, M.A.
Student

: Cu Khanh Linh

Class

: K20B – FFL – HDU

Course

: 2017 – 2021

THANH HOA - MAY 2021


ACKNOWLEDGEMENT

My most sincere thanks to my thesis advisor, supporter Ms. Du Thi
Mai, for her devotion, patience, invaluable support, helpful guidance and
effort to respond to my job promptly. Her constant encouragement has made
me do well in research. She spent a lot of time reading, sharing, and

criticizing my work, to make constructive comments. I am also thankful to
acknowledge my gratitude to all the lecturers of Foreign Language
Department, Hong Duc University for their collecting materials, instructions
and enthusiasm to my research. My sincere thanks also go to the first year and
second year students at Hong Duc University who cooperate with me for their
response to my survey questionnaires to complete my great study. Last but
not least, my sincere thanks to my family members and friends who always
take care of me and support their financial during the time of conducting my
research.
Thanh Hoa, May 2021
Student

Cu Khanh Linh


ABSTRACT

Nowadays, there is no denying that the method of communication plays
an important role in teaching and learning languages, especially in the context
where English is a foreign language and the ultimate goal of language
teaching and learning is to enhance communication's abilities for language
learners. Language learners can significantly improve their communication
skills by developing their ability to use communication strategies or coping
strategies for dealing with face-to-face communication problems. Current
research mainly aimed at investigating how college students majoring in
English to face problems with face-to-face oral communication. The
participants were 100 first and second year students from Faculty of Foreign
Languages at Hong Duc University. The survey questionnaires were used to
collect the data. Based on the research result, the idea is to come up with
strategies for direct communication in English.

1


TABLE OF CONTENTS

ABSTRACT .................................................................................................... 1
TABLE OF CONTENTS ............................................................................... 2
PART I: INTRODUCTION .......................................................................... 6
1. Rationale of the study ................................................................................... 6
2. The aims of the study .................................................................................... 7
3. Research questions ....................................................................................... 8
4. Scope of the study......................................................................................... 8
5. The method of the study ............................................................................... 8
6. The organization of the study ....................................................................... 9
PART II: DEVELOPMENT........................................................................ 10
CHAPTER 1: LITERATURE REVIEW ................................................... 10
1.1 Definitions ................................................................................................ 10
1.1.1. Definition of communication ................................................................ 10
1.1.2. Types of communication ....................................................................... 11
1.1.3. Definition of face-to-face communication ............................................ 12
1.1.4. Characteristics of face-to-face oral communication ............................ 12
1.1.5. Common problems of face-to-face oral communication ...................... 14
1.2. Communication strategies ....................................................................... 19
1.2.1. Definition .............................................................................................. 19
1.2.2. Strategies for coping with speaking problems ...................................... 19
1.2.3. Ways of applying strategies in coping with face-to-face oral
communication problems ................................................................................ 23
1.3. Previous research ..................................................................................... 24
1.3.1. In the world ........................................................................................... 24

1.3.2. In Vietnam............................................................................................. 26
CHAPTER 2: RESEARCH METHODOLOGY ....................................... 30
2


2.1. General information about Hong Duc University and Faculty of Foreign
Languages ....................................................................................................... 30
2.2. Participants .............................................................................................. 31
2.3. Data collection instruments ..................................................................... 32
Chapter 3: FINDINGS AND DISCUSSION .............................................. 33
3.1. Findings ................................................................................................... 33
3.1.1. Students’ awareness in learning English and English skills ................ 33
3.1.2.

Communication

problems

students

faced

in

face-to-face

communication................................................................................................ 34
3.1.3. Communication strategies employed by students to overcome
communication breakdown ............................................................................. 38
3.2. Discussion ................................................................................................ 42

3.2.1. Recommendations ................................................................................. 44
PART 3: CONCLUSION ............................................................................. 45
3.1. Summary of the study .............................................................................. 45
3.2. Limitations of the study ........................................................................... 46
3.3. Suggestions for further study ................................................................... 46
REFERENCES ............................................................................................. 47
APPENDIX

3


LIST OF ABBREVIATIONS
EFL

English Foreign Languages

L1

First Language

CSs

Communication Strategies

EOCS

English Oral Communication
Strategies
Transnational Education Advanced
Programs

English Language Centre

TNE APs
FLC

4


LISTS OF TABLES AND CHARTS
1,Tables:
Table 3.1

Problems in English Oral
Communication.

Table 3.2

Communication Strategies.

Chart 3.1

Favorite skills.

Chart 3.2

The ability of face - to - face
communication

2, Charts:

5


PART I: INTRODUCTION
1. Rationale of the study
In the age of globalization, English is increasingly playing an
important role in communication between people speaking English with each
other. English is no longer a mere subject to study in the classroom but also a
means of social and practical communication. For the purpose of teaching and
learning English to be best improved in communication, the communication
approach has been applied in the language teaching nationwide. Students
majoring in English at universities are always required to learn face-to-face
oral communication skills in English and pass the directly oral examinations
with the examiners during their course. At Hong Duc University, English
majored students are required to take 7 oral speaking examinations (6 exams
during the course and 1 exam for graduation) which the learners have to talk
face-to-face with examiners. The primary goal of the English speaking
courses offered is to develop the ability to communicate directly in English
for the learners. Therefore, language learners can effectively express
themselves in their language goals and communicate successfully in real life
situations. Although students majoring in English often have more exposure
6


to English, they still meet problems or difficulties with their oral
communication. Some reasons are normally mentioned as communication
problems in English, such as: a lack of confidence in expressing themselves
by English or use grammar incorrectly. Furthermore, students' listening and
speaking skills are not as good as their reading and writing skills. To help
students improve their communication skills, it is essential for them to have

communication strategies that are feasible to use in their oral communication.
These strategies can enhance a learner's confidence, flexibility, and
effectiveness in oral communication. Communication strategies can help
learners get the English language to communicate better. In addition, they can
help learners maintain conversations and thus provide strategies for best
communication. We can see that through the use of communication strategies,
learners are able to maximize their chances of practicing English speaking.
That is, when the language of the learner interacts with another person in
English and a communication problem occurs due to a disability in their
language. To deal with communication problems, language learners tend to
rely on some sort of strategies to help convey messages to people who talk or
understand the message of success. As a result, the conversation can go on.
For the reasons aforementioned, understanding strategies used by first
and second year students English-majored students to cope with face-to-face
oral communication problems is necessary to help them improve their oral
communication skill. That is also the reason why the study “A survey on
strategies for coping with face-to-face oral communication problems
employed by the first and second year English majored students at Hong
Duc University” is carried out.
2. The aims of the study
The study is conducted to achieve three main aims. Firstly, face-to-face
oral problems that students face will be investigated. The other aim is to
7


figure out strategies that students use to cope with the difficulties they have
when communicating orally. Finally, the study also will recommend the
strategies that students can use in face-to-face oral communication to achieve
good effectiveness in oral communication.
3. Research questions

To achieve the aims of the study, the following questions need to be
answered:
Ø What are the problems of face-to-face oral communication in English
that Hong Duc University foreign language students encounter?
Ø What strategies do students at the Faculty of Foreign Languages of
Hong Duc University use to best communicate directly in English?
4. Scope of the study
This study focuses on problems and tactics when communicating
directly in English of the first and second year students of the Faculty of
Foreign Languages, Hong Duc University. This will be explored by the
students to come up with specific strategies.
5. The method of the study
The study uses quantitative method to analyze the data collected in the
survey. Although this quantitative research is mainly based on student survey
as a primary source data, it still maintains various particularly reliable points
of quantitative research such as quality, credibility, trust and set neutral.
All

the

surveys

were

about

participants'

experiences

with

oral

communication problems; however, it may present experience with student
problems in oral communication. The survey is done in English, survey
questionnaire, including 25 questions that are divided into 3 parts:

8


Part 1 includes 4 questions to find out general information about time students
have learned English, favorite skills, and ability to communicate
Part 2 includes 10 questions to survey problems in English oral
communication the students face;
Part 3 includes 10 questions to point out the communication strategies
students use to cope with arisen face-to-face oral communication problems.
6. The organization of the study
The study consists of 3 parts.
Part 1: Introduction: in this part, the study presents the rationale, the
study aims, the scope of the study, research questions, methods of the study
and design of the study. It expresses the reason why the author decided to
choose this study and the methods for the fulfillment of the study.
Part 2: The development part includes 3 chapters. Chapter 1 presents a
review of the literature and general knowledge of face-to- face
communication skills including definitions of face-to-face communication,
common problems of face-to-face oral communication. Definition of
communication strategies, types of communication strategies, ways of
applying strategies in coping with face-to-face oral communication problems
for the first and second year students at Hong Duc University. Chapter 2

presents general information about Hong Duc university and Faculty of
Foreign Languages, overview of the survey, aims of the survey, informants
and settings, data analysis. Chapter 3 illustrates data, findings and suggestions
with the hope to help students overcome difficulties in face-to-face oral
communication.
Part 3: Conclusion summarizes main points of the study, points out the
limitations and provides some suggestions for further studies.

9


PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Definitions
1.1.1. Definition of communication
Communication is a fundamental activity in our daily life and there are
different methods or channels by which we can communicate our messages,
such as face-to-face meetings or emails. According to Lynch (1996, p.3),
“Communication involves enabling someone else to understand what we want
to tell them, what is often referred to as our message”. That means, in a
communication situation, three factors are involved: 1) a speaker or a message
sender, 2) a message, and 3) a listener or a message receiver. The main
purpose of communication is to transmit an intended message to the listener
successfully. In doing so, communication necessarily requires the use of
language (Lynch, 1996). It is the responsibility of a message sender to make
the message clear and comprehensible for the receiver so that both the
message sender and the receiver can reach the communicative goal. However,
it is not easy to achieve the communicative goal, especially in a situation
where the message sender and the message receiver have different native
languages. As a result, English is likely to be used as the medium of

communication presumably and the conversational partner has no linguistic
gaps while the language learner does. Attempts must be made by the message
sender with linguistic gaps, when the message is being transmitted and when
the message is being received, as the message receiver, so the communicative
goal will be achieved.
In other way, communication is the act of conveying the information and
message of an object (an individual or a group) to another subject through the
use of language, body language and communication rule that both parties

10


understand. The term "communication" has long been discussed by many
researchers. According to Karl (2000), the word "communication" has its
origin from the Latin verb “to communicate” with the meaning "to share", "to
make common". Merriam Webster dictionary defines it as "a process by which
information is exchanged between individuals through a common system of
symbols, signs, or behavior as communication". On the basis of information
acquisition, the two parties will develop and adjust their goals and behaviors
through mutual interaction to understand the same situation, have the same
voice and get the most benefits. As defined in Tubbs (2003)'s book “Human
Communication: Principles and Contexts”, "communication is the process in
which meaning is created among two or more people". Communication is the
activity of exchanging information. Communication achieves a certain
purpose, to establish awareness and interact with each other in the relationship
between people and people.
“Communication is transfer of information from one person to another,
whether or not it elicits confidence. But the information transferred must be
understandable to the receiver”– G.G. Brown. Fred G. Meyer also presents a
definition of communication as “the intercourse by words, letters or

messages”.
1.1.2. Types of communication
Communication is classified as
• Visual: Visual types of communication include signs, maps or
drawings as well as color or graphic design. These typically reinforce verbal
communication, and they help to make a point. Visual aids can help a speaker
remember important topics, give the audience something to look at, and
generally help convey the message being presented.

11


• Verbal: Verbal communication seems like the most obvious of the
different types of communication. It utilizes the spoken word, either face-toface or remotely. Verbal communication is essential to most interactions, but
there are other nonverbal cues that help provide additional context to the
words themselves. Pairing nonverbal communication with the spoken word
provides a more nuanced message.
• Non-verbal: Nonverbal communication provides some insight into a
speaker’s word choice. Sarcasm, complacency, deception or genuineness
occur within nonverbal communication. These things are often communicated
through facial expressions, hand gestures, posture and even appearance, all of
which can convey something about the speaker. For instance, a disheveled
speaker with wrinkled clothes and poor posture would communicate a lack of
confidence or expertise. A speaker with a nice suit, who stood up straight and
spoke clearly, may appear more serious or knowledgeable.
1.1.3. Definition of face-to-face communication
Face to face communication may be defined as communication when the
communicator transmits his message in person to the receiver in person
verbally and even non-verbally. Thus face to face communication is both
verbal and non-verbal.

Face-to-face communication is essential to get the full conversation. In
face-to-face communication, all involved parties can not only hear what is
being said, but they can see body movements and facial expressions that
provide key information so they can better understand the meaning behind
words.
1.1.4. Characteristics of face-to-face oral communication
Face to face communication is an informal oral communication
technique. It has some unique characteristics that are not found in other
12


communication methods. The important characteristics of face- to- face
conversation are discussed below:
•

Straight Communication: The important feature of face to face

communication is that it is very much direct or straight. The parties involved
in face to face communication exchange message directly without using any
media. No other communication technique is as direct as it is.
•

Informal: Face to face communication is very informal. Under this

method the sender and the receiver exchange message freely and openly. No
formalities are maintained here.
•

Mutual Relation: Face to face communication depends on the mutual

relationship between the sender and receiver of the message. Nobody can
interfere in such type of communication.
•

No Cost Communication: Face to face communication is a no cost

communication in nature as it does not require any instrumental
arrangements.
•

Widely Used: In most of the cases, communication takes place in the

form of face to face conversation. Because of its inherent nature, it is widely
used in every sphere of life.
•

Word of Mouth Effect: Another important characteristic of Face to face

communication is that it produces huge word of mouth effect. It helps to
spread the negative and positive news about anything of the message.
•

No Legal Base: Face to face communication or communication does

not have any legal acceptability as it is not written. Face to face
communication is almost like invisible communication.
•

Spread of Rumor: Face to face communication often helps to spread

rumor that may create negative image of the organization.

13


•

Effect of Facial Expression: Another important characteristic of Face to

face communication or communication is that here the facial expression of the
sender and the receiver has immense effect of the entire communication or
conversation process.
•

Instant Feedback: An important nature of face to face communication is

that it produces instant and quick feedback.
From the above discussion we find that face to face communication is
an important mode of communication and it possesses some salient features.
1.1.5. Common problems of face-to-face oral communication
In today’s competitive world, English is the language of the
international communication.

Almost all communication is conducted in

English, and resources such as standard operating procedures, manuals, and
even announcements are all prepared in English (Ali & Kassim, 2010).
However, effective communication has increasingly been recognized as a
major problem for English learners. A lack of accuracy in the target language
is not the only problem faced by students; many language users also

experienced difficulty with mastering specific terms and using language
appropriately (Runnakit, 2007). In addition, not all non-native English
speakers are adequately prepared to handle communication problems,
especially when non-native English speakers have either insufficient English
knowledge, limited experience with or exposure to English interaction, or lack
communicative competence. Hence, speaking English or English oral
communication is considered to be difficult for non-native English speakers
as English is not their mother tongue (Khamkhien, 2010; Myers, Penrase, &
Rasberry, 2000).
Some common problems when communicating directly in English are
shown as follows:

14


The first problem the students often face is to respond with
inappropriate words. This means giving incorrect answers, wrong with the
content that people give by using wrong words. This is referred to students’
limited vocabulary. A number of students maintained that lack of active
vocabulary hindered oral communication proficiency. They cannot use the
right vocabulary item in its appropriate contexts. Sometimes, they have to use
three or four words to express one idea instead of expressing the meaning by
using one word. Also, they keep rotating and rotating around to make the
other one understand what they mean. The lack of active vocabulary is also
because students do not know how to use vocabulary in the actual context.
The teachers teach meaning, spelling and pronunciation, but they draw little
attention or no attention at all to how to use the language in the real life. In
short, while active vocabulary knowledge can lead to positive language
reception and production, the inability to use vocabulary in context constitutes
a serious problem for students to express their ideas and feelings in the target

language.
The other problem is that students lack extensive listening or extensive
reading. Students rarely listen to English because they live in their own
mother tongue speaking community, and all the time they speak, think and
laugh in their native language. In terms of listening, if they do not often listen
to news or clips in English, so this will not able to enrich their information
and background on how to manipulate the language.
In addition to the inability to use active vocabulary and lack of extensive
reading and listening, pronunciation constitutes an obstacle in students’ fluent
oral communication. Many students believed that pronunciation impacts
learners’ speaking ability and has a strong correlation with the lack of selfconfidence. It is illuminated that students’ perception of “self” and incorrect
pronunciation can impact their participation in class discussion and
15


interaction. As a result, many students do not participate or speak because
they think that their English is not correct English. In terms of pronunciation,
they do not know how to use stress and intonation patterns or pronounce
certain words, so they keep silent. They do not want to speak or interact.
Students encounter different types of pronunciation problems including
consonant clusters, vowels, and supra segmental phonemes. Students face
problems in pronouncing clear articulation of consonants and vowels, e.g.,
consonant clusters, rhythm, stress, and intonation. These have to do with
typical phonological problems that EFL students generally have.
Besides, students are unable to structure their ideas and meanings in a
coherent way and in some cases, they lack background knowledge about
certain topics in second/foreign language. This can be with higher level
students. It is related to the familiarity with the topic, so they have the
structure, and the necessary language knowledge for running a conversation,
but they don’t have many ideas about this topic. Moreover, learners have little

opportunity to develop the skills for organizing their ideas cohesively and
coherently while speaking the target language. It can be concluded that in
addition to the linguistic competence, knowledge about a certain topic can be
significant to run a successful conversation.
Besides the linguistic variable that seems to hinder or slow down oral
communication, some psychological barriers that may result partially from the
insufficient linguistic competence, or from other various reasons are also
highlighted. The following section discusses the psychological problems that
English-majored students encounter in oral communication.
Ø Interference of first language (L1) hinders oral communication
According to numerous teachers and students, L1 interference seems to
influence learners’ oral communication proficiency. L1 interference has
influence on pronunciation and choosing vocabulary in context. It has
16


influence on the style of writing, speaking, and body language. Also, mother
tongue has influence on structuring sentences. Students sometimes try to think
in their mother tongue and translate...this translation sometimes comes very
literal, so the meaning is influenced.
Especially, L1 interference was more noticeable in low level students,
particularly in vocabulary, structure, and thinking in native language. If
students have low language proficiency, so they will have high level of
interference. Students still think in their language, look for a proper word, or
structure. This takes time and definitely this is L1 interference. Furthermore,
students indicated that L1 interference impacts their pronunciation of specific
language features such as certain sounds, stress and intonation, grammar, and
sentence formation.
Another problem mentioned is low confidence and experience, and
worry when speaking English. The fear of failure, being misunderstood and

making grammar mistakes are the three most common reasons why people are
afraid to speak English. Making mistakes feels like failure. And that seems
like ‘the end of the world’ for learners. Young (1992) argues that speaking,
from teachers and students’ perspectives, is inarguably considered the most
stressful skill among the four skills. Several learners thought that part of
learners’ inability to speak fluently is related to their lack of self-confidence,
which can be due to insufficient linguistic competence and social
misconception about the foreign language. Students do not have the
confidence to stand and talk because they do not have the linguistic
competence to make them talk, so they feel that they are going to be criticized
or going to be ridiculed. This hinders their attempts to speak their thoughts.
This inhibition is perhaps attributed, partially, to the social misconception that
English is a difficult language. Further, students‟ inability to communicate
effectively in a foreign language class may stem from the evaluations and
17


attitudes of both teachers and classmates (Senel, 2012). Furthermore, Daly
(1991) illuminates other possible reasons for students’ communication
apprehension in foreign language; for example, students avoid speaking
because they are unprepared, uninterested, alienated from the class, or lacking
confidence in their competence (as sited in Senel, 2012).
Then there is the inevitable anxiety. Anxiety reduces your brain’s ability
to do its job in the way it is supposed to. It means that when you are anxious
about speaking English with others, your brain can’t process the language
properly. The fear of being judged is usually present as well. Most of us are
afraid of being judged. It is the same thing with foreign languages because we
often think that others judge us for our grammar or pronunciation mistakes.
The other aspect shown is that students find it difficult to understand
foreign accents and word stress. This means that the speakers speak so fast

that the listener cannot follow. It is necessary for speakers to speak slowly and
clearly with stress so that the listener can understand and respond most
accurately. Besides expressing the ideas too quickly, talking too slowly also
makes people lose interest. Here, speakers need to speak faster, but pay
attention to correct reading and stress standards so that the listener does not
misunderstand other content. Saying or pronouncing each consonant clearly is
an obstacle for learners. It is clear that pronunciation is very important, if the
wrong pronunciation will affect the content spoken. Therefore, speakers need
to practice stress and pronunciation to speak correctly.
Last but not least, difficulty adjusting the voice volume is considered as
students’ difficulty in speaking orally. The speaker sometimes do not know
how to balance the voice in a right way so that the listener do not feel easy to
hear, understand and does not feel uncomfortable.
In short, linguistic problems and psychological barriers are presented as
what prevent students’ ability of speaking directly. To overcome these
18


obstacles, it can be seen that the learners need to have specific strategies to
deal with. The next part will discuss common strategies that help the language
learners overcome the barriers they have and better use the language the learn
to express their opinions.
1.2. Communication strategies
1.2.1. Definition
Communication strategy is the scheme of planning how to share
information. Communication strategy is referred to the choice of the most
useful objectives of communication, and recognition of a particular brand and
its strategy in terms of attitude.
Although there are still many existing problems, communication
strategy is considered as a supportive method for better communication.

Strategy comes from the ancient Greek term "strategia ", used to refer to the
tactics employed to defeat the enemy. In the field of education, strategy is a
tool to cope when problems arise. Ferch and Kasper (1983a, p.36) define
communication strategies as "potentially conscious plans for solving what and
non-verbal strategies that may be called into action to compensate for
breakdowns in communication due to limiting conditions in actual
communication or to insufficient competence in one or more other areas of
communicative

competence

and

to

enhance

the

effectiveness

of

communication". Communication strategies are heavily used to achieve better
results. In dialogue, communication strategies can bridge the language gap
and knowledge between the talkers.
1.2.2. Strategies for coping with speaking problems
Communications are generally used by the second language learners
when the linguistic or sociolinguistic knowledge of a message is unavailable.
Two types of communications are available for them to use: 1) “achievement”

19


strategies (Færch, C., & Kasper, G. (1983b); Willems, 1987) or
“compensatory” strategies (Poulisse, 1987) and 2) “avoidance” strategies
(Tarone, 1980; DÖrnyei, 1995) or “reduction” strategies (Fỉrch & Kasper,
1983b; DƯrnyei, 1995). The strategies of the former type are, for example,
word coinage, language switch, paraphrase or circumlocution, paralinguistic
devices, or appeal for help. Language learners employ these strategies in an
attempt to deal with the communication problems directly by using
alternatives in order to get the message across. On the other hand, the learners
may rely on the avoidance strategies, such as topic avoidance or message
abandonment to change, replace, or reduce the content of the intended
message so that they keep the message within their communicative resources.
The available research on communication typologies and classifications
reveal that communications have been classified differently according to the
principles of terminology and categorisation of different researchers. This
means that there is no agreement yet for communication types and
classification. Additionally, problems of English use of language learners, e.g.
a lack of opportunity to expose themselves to English communication, a fear
of being blamed for making mistakes by teachers or classmates, or a feeling
of being shy to speak English, are likely to affect different types of
communication use of learners.
Besides some strategies mentioned above, there are some specific
strategies to cope with face-to-face oral communication problems below:
- Be confident to speak slowly and clearly: The reason we tend to speak fast is
that we do not spend enough time on words. We do not spend enough time on
words because we must pronounce every vowel sound clearly. Practice your
vowel sounds and you shall certainly sound clearer and the rate of speech will
come down too. When we are confident enough to pronounce each word, we

speak slowly and clearly
20


- Always smile and listen to details: It is also a necessary tactic in
communication. Always smiling and listening in communication, it makes the
other person feel respected and listen to the story they are telling.
-

Predict the content: Based on some keywords that you hear in the

conversation. You can predict content to communicate with them
appropriately.
- Use body language: Body language makes it easier for us to understand the
content of communication. With emotions of joy, sadness, anger, we will
understand the feelings as well as the content of the other party.
- Fluency-Oriented Strategies are related to fluency of communication: The
importance of these strategies is that oral communication usually requires a
quick response to interlocutors.
Use words that are easy to understand: Using new words that are easy to
understand will help the other person understand and answer you easily.
- Use a dictionary to translate unfamiliar words: Using a dictionary is
essential for those who learn English. It helps learners expand their
vocabulary, better understand words, and improve communication.
- Practice words with correct pronunciation, correct stress: This is very
important in face-to-face communication. If pronouncing, the wrong accent
will make the listener misunderstand the content, affecting the conversation.
- Adjust the volume and speed of speech: The volume and speed of speech
play an important role in communication. It helps listeners understand if
speaking speed is moderate and volume is moderate.

- For the most accurate answer, you need to pause and think. If you can't
come up with an immediate answer while the asker is waiting, don't let that
pressure on you. Instead you can say "Let me think a little" or "I need some
time to think." It is better to stay calm for the best answer instead of rushing
21


to give a meaningless answer.Skill to dodge questions. Surely all of us have
had a case of being asked inappropriate questions. Sometimes, you don't have
to answer every question. Question dodging is also a question answering skill
you should know.
- Correct sentences before speaking
Don't be in a hurry, before giving your answer, stop for a moment to
think about things like: How to present your ideas that the listener
understands? How to impress my answer? Is the answer relevant or not?).
Poor or inadequate vocabulary (few word selection). The number of
new words is still limited, not enough to communicate directly with people.
That makes us inferior, unable to communicate affecting their work, their
studies.
- Research-Supported Vocabulary-Learning Strategies
Students

need

a

wide

range

of

independent

word-learning

strategies. Vocabulary instruction should aim to engage students in actively
thinking about word meanings, the relationships among words, and how we
can use words in different situations. This type of rich, deep instruction is
most likely to influence comprehension (Graves, 2006; McKeown and Beck,
2004).
- Explain the meaning using everyday language—language that is accessible
and meaningful to the students.
Sometimes a word’s natural context (in text or literature) is not
informative or helpful for deriving word meanings (Beck et al., 2013). It is
useful to intentionally create and develop instructional contexts that provide
strong clues to a word’s meaning. These are usually created by teachers, but
they can sometimes be found in commercial reading programs.

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- Defining Words Within Context
Research shows that when words and easy-to-understand explanations
are introduced in context, knowledge of those words increases (Biemiller and
Boote, 2006) and word meanings are better learned (Stahl and Fairbanks,
1986). When an unfamiliar word is likely to affect comprehension, the most
effective time to introduce the word’s meaning may be at the moment the
word is met in the text.
- Using Context Clues

Research by Nagy and Scott (2000) showed that students use
contextual analysis to infer the meaning of a word by looking closely at
surrounding text. Since students encounter such an enormous number of
words as they read, some researchers believe that even a small improvement
in the ability to use context clues has the potential to produce substantial,
long-term vocabulary growth (Nagy, Herman, and Anderson, 1985; Nagy,
Anderson, and Herman, 1987; Swanborn and de Glopper, 1999).
1.2.3. Ways of applying strategies in coping with face-to-face oral
communication problems
To cope with face-to-face communication problems, there are different
strategies to apply.
First and foremost, when you do not understand what the speaker say,
ask her or him to spell out the impossible words. If the listener does not
understand the content, the speaker needs to use keywords to express, can
spell each word for them to understand
Next, using words that are easy to understand. When communicating, we
should use words that are short, concise, easy to understand, and clear in
content. That helps listeners feel interested in their stories, understands
themselves, and helps the conversation reach the best effect.
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