An Investigation On Chinese Leaner’s Communication Strategies In Classroom Interactional Discourses

Communication strategies （hereafter CSs） can help L2learners improve theirlanguage proficiency and interpersonal communication inside a Chinese as ForeignLanguage contexts, particularly when they encounter a problem. This research basedon examine of existing scholarships of the field including different taxonomies andthe framework which proposed a rigorous criteria to define CS.The study utilized qualitative methods which is discourse analysis andquantitative methods by which CSs’ usage frequencies were quantified using datagathered from recoding of classroom discourses in Huawen College. The corpuscollected are divided into three sections to the investigation’s convenient which arethe conversation between students and teacher, students’ group discussions andmonologue.Based on Dornyei’s positive result and combine analyzing audio recorded data,this research provides a taxonomy of fourteen CSs and a descriptive account of threefunctions of CSs used by participants in problematic moments in classroomconversation which are promoting meaning transfer in communication, promoting theaccuracy of language in communication and keep the interaction going.Three domains are mainly discussed here according to analyses of the influenceof Chinese proficiency, the different of interlocutors and task types. Although apositive correlation has been found between language proficiency and strategies usage,there are also discrepancies compare this research to the other’s and no study has yetbeen undertaken to discover the influence of interlocutors on the usage of strategies.