Investigating the Role of Gender in Jordanian EFL Young Learners' Use of Communication Strategies

Abstract

The ultimate goal of learning languages is 'communication'; either in oral or written forms. To communicate successfully, some techniques are used to overcome various oral breakdowns; these techniques are referred to as 'communication strategies'. These communication strategies, particularly Jordanian EFL sixth grade students, were examined in terms of extent of use in EFL classrooms. The study also examined whether there is a gender effect on using these strategies or not. The sample, however, consisted of 50 male and female sixth grade students. To collect data, an oral test and a communication strategy checklist were used. With particular interest, the targeted communication strategies to be investigated included approximation, circumlocution, repetition, appeal for help, self-repair, confirmation request, clarification request and guessing. The findings revealed that the use of the targeted communication strategies was higher for the strategies of: repetition, appeal for help, confirmation request, self-repair, clarification request and guessing than approximation and circumlocution use. Results also revealed that gender did not affect students' communication strategies' use.