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["140 4043325319 43. Succcessive finals is something that is not \/ was not \/has not been 43\u2026 achieved. BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 44\u2026 44. again until Brazil did these \/ them \/ it in 1958 and 1962. If Brazil 45\u2026 45. Would have won \/ would win \/had won in 1966 then the 46\u2026 46. Authorities would have needed to have \/ let \/ make the original 47\u2026 World Cup replaced. 47. But England stopped the Brazilians to get\/getting\/ get a third 48\u2026 successive win. An England player 49\u2026 48. Geoff Hurst, scored three goals in the final and won it almost 50\u2026 by his own \/on himself\/ by himself 49. 1966 proved being \/ as being \/ to be the last year that England 50. Would \/ will\/ did even qualify for the finals till 1982, though they got is as winners in 1970 Subtotal \u2026\u2026..\/35 Grammar Test PART 2 51. Many persons \/ people \/ peoples nowadays believe that everyone 51\u2026 should learn to use computers 52. The majority of children in the UK have \/ has \/ are having access to a 52\u2026 micro - computer 53. There are more computer per head in England than 53\u2026 Anywhere else \/ somewhere else \/ anywhere other in the world. 54. Learning a computer language is not the same as \/ like \/ than learning 54\u2026 a real language 55. Most people start off with Basic, who \/ what \/ which is the easiest 55\u2026 to learn.","141 56. Children seem to find computers easy. but many adults aren\u2019t used 56\u2026 to work \/the work \/working 57. There aren\u2019t no \/ any \/ some easy ways of leaning of learning to 57\u2026 program a computer 58. The only way to become really proficient is to practice a lot 58\u2026 on your own \/ by your own \/ on you self 4043325319 59. You can pick up the basics quite quickly if you want to\/would\/ 59\u2026 are willing to make an effort. BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 60. Most adults feel it would be easier if only they 60\u2026 would have started \/ would start\/ had started Computer studies earlies. 61. Some people would just rather\/prefer\/ better not have anything to do 61\u2026 with computers at all. 62. A lot have resigned themselves to never even know \/ known \/ 62\u2026 knowing hos a computer works 63. Microtechnology in moving so fast that hardly anybody\/nobody \/ 63\u2026 no one can keep up with it all. 64\u2026 65\u2026 64. It\u2019s no use in trying \/ to try\/ trying to learn about computers just by reading books. 65. Everyone has difficulty in learning \/difficulties to learn \/ it difficult to learn if they can\u2019t get Hands-on experience.","142 Below is a letter written to the advice column of a daily newspaper. Tick the correct answers. 4043325319 Dear Marge. 66\u2026 66. I am writing \/ I will write \/ I should write to you because I 67\u2026 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 67. am not knowing \/ don\u2019t know \/ know not what to do I\u2019m twenty-six 68\u2026 69\u2026 and a teacher at 70\u2026 68. a primary school in Norwich where I\u2019m working \/ I\u2019ve worked\/ work 71\u2026 72\u2026 for the last five years. 73\u2026 69. When I was\/have been \/ had been there for a couple of years, one of 74\u2026 75\u2026 the older members of staff 70. would leave \/ left\/ had been leaving and a new teacher 71. would be \/ became\/ was appointed to work in the same department as me. 72. We worked \/ have worked \/ should work together with the same classes during her first year 73. And had the opportunity for building \/possibilities to build\/ chance to build up a good professional 74. Relationship Then, about eighteen months after she has arrived \/ to have arrived \/arriving 75. In Norwich, she decided to buy her own \/ herself \/ her a house Subtotal \u2026\u2026..\/25","143 4043325319 76. She was tired of to live\/ live\/ living in rented accommodation 76\u2026 and wanted a place BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 77\u2026 77. by her own \/of her own\/ of herself At about the same time. I 78\u2026 78. was given \/ have been given \/gave notice by the landlord of the flat 79\u2026 79. What I was living \/ that I had lived \/ I was living in 80\u2026 80. and she asked me if I liked \/ had liked \/ would like to live 81\u2026 81. with her . She said \/ told \/explained me that by the time she 82 82. would pay \/ would have paid \/ had paid the mortgage 83\u2026 83. and the bills it \/ there \/ they wouldn\u2019t be 84\u2026 84. a lot \/many\/ few left to live on. She suggested 85\u2026 85. us to\/ we should \/ we may share the house and share the costs. 86\u2026 86. It seemed like a good idea, so after we\u2019d agreed \/we could agree\/ 87\u2026 we agreed with all the details 87. What \/ that \/ who needed to be sorted out we moved into the 88\u2026 new house together 89\u2026 88. At the end of this month we have lived \/we have been living \/ 90\u2026 we\u2019ll have been living 89. Together for a year and a half it\u2019s the first time I live \/ I\u2019m living \/ I\u2019ve lived with anybody before but 90. I should guess \/ I might have guessed \/ I\u2019d have guessed what would happen I\u2019ve fallen in love","4043325319 144 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 know what to do. Please give me some advice. Yours in shy desperation. Steve Look at the following examples of question tags in English. The correct form of the tag is ticked. \uf0fcA He\u2019s getting the 9.15 train. Isn\u2019t he \/ hasn\u2019t he \/ wasn\u2019t he ? \uf0fcB She works in a library. Isn\u2019t she \/ doesn\u2019t she \/ doesn\u2019t he ? \uf0fcC Tom didn\u2019t tell you hasn\u2019t he \/ didn\u2019t he \/ did he ? \uf0fcD Someone\u2019s forgotten to switch off the gas didn\u2019t one \/ didn\u2019t they \/ haven\u2019t they? Now tick the correct question tag in the following 10 items 91. Steve\u2019s off to China. has he \/ hasn\u2019t he \/ isn\u2019t he ? 91\u2026 92. It\u2019ll be a year before we see him again. Won\u2019t it\/ won\u2019t we\/ shan\u2019t it ? 92\u2026 93. I believe he\u2019s given up smoking. Isn\u2019t he \/ don\u2019t I \/ hasn\u2019t he ? 93\u2026 94. I\u2019m nest on the list to go out there. am not I \/ are I \/ aren\u2019t I ? 94\u2026 95. No doubt you\u2019d rather he didn\u2019t stay abroad too long. 95\u2026 shouldn\u2019t you\/wouldn\u2019t you \/ hadn\u2019t you ? 96. He\u2019s rarely been away for this long before is he\/ hasn\u2019t he \/ has he ? 96\u2026 97. So you think he\u2019ll be back before November. Shall he \/ will he \/ 97\u2026 do you ? 98. Nobody\u2019s disagreed with the latest proposals. did he \/ has he \/ 98\u2026 have they ? 99. We\u2019d better not delay reading this any longer. should we\/ did we\/ 99\u2026 had we ? 100. Now\u2019s hardly the time to tell me you didn\u2019t need a test at all 100.. did you \/ is it\/ isn\u2019t it ? Subtotal \u2026\u2026..\/25","145 Oxford Placement Test 2 Listening Test Name\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Total listening \u2026\u2026\u2026\u2026\/ 100 Total Grammar Part 2 \u2026\u2026\u2026\/ 50 Total Grammar Part \u2026\u2026\u2026\/ 50 Grand total .\u2026\u2026..\/ 200 4043325319 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Look at the example below. Listen to the tape. You will hear the example once only. Decide which word you hear, \u2019soap\u2019, or\u2019 soup\u2019. \uf0fca Will you get me some soap \/ soup at the supermarket? The word was \u2018soup\u2019, so\u2019 soup\u2019 is ticked. Now look at these examples, and listen to the tape again. This time, you tick the words you hear. For example, if you hear \u2019shorts \u2019tick \u2019shorts\u2019. b The team need new shirts \/ shorts c They\u2019ve recently developed a new kind of vine \/ wine around here. The words on the tape rere \u2018shorts\u2019 and \u2018vine\u2019 , so the correct answers look like this: \uf0fcb the team need new shirts \/ sharts \uf0fcc They\u2019ve recently developed a new kind of vine \/ wine around there. \uf0fcNow the test will begin. Listen to the tape and tick ( ) the words you hear.","146 4043325319 1. What do you think of the Bell School teachers \/ T- shirts ? 1\u2026 l really like them BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 2\u2026 2. He asked if it could be given in a bit late and l said yes, today \/ yesterday was OK. 3\u2026 4\u2026 3. I think Agassi\u2019s winning it to love \/ tow-love 5\u2026 4. I\u2019d have lied \/ liked to help him. 6\u2026 5. At least \/ last you understand what mean. 7\u2026 6. I think she lives at No. 68 \/ 60A 7. He was lapped \/ rapped by his team-mates because he hadn\u2019t trained 8\u2026 9\u2026 hard enough. 8. Seals are culled \/ killed each summer off the Newfoundland coast. 10\u2026 9. They asked if was sending anybody and I said Mike or myself \/ 11\u2026 12\u2026 I might go myself. 13\u2026 10. I\u2019m afraid we\u2019ve only fifty \/ fifteen left in stock. 14\u2026 11. She likes \/ lacks that little extra bit of class. 15\u2026 12. He\u2019s just become a member of the Hockey \/ Jockey Club. 16\u2026 13. They\u2019re going to Wrexham \/ Wroxham for their holidays. 17\u2026 14. What do you think those ships \/ shapes on the horizon are? 18\u2026 15. Did you realize he slept \/ slipped out last night? 19\u2026 16. It\u2019s an amazing \/ amusing story, isn\u2019t it? 20\u2026 17. The roads were absolutely impossible \/ impassable last week. 18. Sooner or later we\u2019ll have to chuck \/ check them out. 19. Is it ready for typing \/ taping yet? 20. Most of the new wavebands \/ new-wave bands sound really good.","147 4043325319 21. We need a cork \/ chalk board in our classroom. 21\u2026 22. Do they have many orchids \/ orchards in Tunisia? 22\u2026 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 23. I see Oxford University is advertising the chair in metaphysics \/ 23\u2026 matter physics. 24\u2026 24. can you help Bridget \/ Richard to get it finished? 25\u2026 25. It\u2019ll be difficult to keep within these perimeters \/ parameters , 26\u2026 but you must try. 26. I think they now give the weather repoet form the new \/ news 27\u2026 28\u2026 studio? 29\u2026 27. He\u2019s working on a new model \/ module at the moment. 30\u2026 28. I must say l quite fancy \/ fancied going to see his latest film. 31\u2026 29. She\u2019s one of the most evil- \/ even- tempered people I\u2019ve ever mat. 32\u2026 30. His house is really tidy \/ tiny 31. The bathroom\u2019s small, but it\u2019s got a flush \/ flash loo. 33\u2026 32. Iran has been particularly successful in reducing in reducing its 34\u2026 35\u2026 dependence on American Experts \/ exports 33. Is lamb \/ land cheaper in Australia than it is here? 34. Do you think he feels a bit better \/ bitter about it now? 35. In the late sixties neo-colonialist attitudes could have posed real threat to the Kenyan Asian \/ Kenyan nation. Subtotal \u2026\u2026..\/35","148 4043325319 36. We just can\u2019t get our gardener to cut the hedges \/ edges neatly. 36\u2026 37. If you add soda \/ cider , it\u2019ll make it nice and fizzy. 37\u2026 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 38. She said that as far as she was concerned we\u2019d been \/ be no trouble 38\u2026 at all. 39\u2026 40\u2026 39. The longer we went on, the hotter \/ harder it became. 41\u2026 40. If you\u2019re looking for john I think he\u2019s in the lab \/ lav. 41. He\u2019s teaching the computer to play a new game\u2013not chess but 42\u2026 43\u2026 something similar \/ simpler 44\u2026 42. Did you know your rear offside light\u2019s on \/ gone ? 43. I\u2019m leaving! I\u2019m not going to let you run \/ ruin my life. 45\u2026 44. That was the first of a series of dramatic \/ traumatic events that took 46\u2026 place in his teens. 47\u2026 45. My son got a new pair of flippers \/ slippers to take on holiday with him. 48\u2026 49\u2026 46. If only one could test learners\u2019 attitudes \/ aptitudes ,it\u2019d be a lot Easier to group them. 50\u2026 51\u2026 47. I\u2019m told there are a lot of tihes \/ Thai girls in the north of the 52\u2026 country. 48. I wish that guy \/ I could be given more help at time. 49. The main advantage of this material is thet it\u2019s expendale \/ expandable. 50. Do you know if this text is copyright \/ copied right ? 51. Have you had \/ heard the results yet? 52. Is Susie\u2019s horse ready for shoeing \/ showing ?","149 4043325319 53. Do you know if he\u2019s gone aboars \/ abroad yet? 53\u2026 54. To get accurate results you need to use a wide range of text- \/ test- 54\u2026 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 types. 55\u2026 55. She\u2019s a member of the National \/ Natural Childbirth Trust. 56\u2026 56. She bought him a Bulova \/ pullover for Cheistmas. 57\u2026 57. He was best known for his work in musicals \/ music halls in the 58\u2026 fifties. 59\u2026 58. I understand the Prime Minister is back in \/ backing Britain. 59. Several teams have paid dearly for underestimating 60\u2026 61\u2026 the Brazilians \/ their resilience. 60. I think he said he wouldn\u2019t be back till eight \/ late. 62\u2026 61. Are we going to be able to send to send him the remainder \/ reminder 63\u2026 in time? 64\u2026 62. I don\u2019t really think she has any intention of leaving \/ living with 65\u2026 66\u2026 him. 67\u2026 63. Seeing that has made me feel really angry \/ hungry. 68\u2026 64. Let\u2019s eat \/ heat that stew up tomorrow. It seems a pity to waste it. 69\u2026 65. Have you tasted \/ tested it yes? 70\u2026 66. I honestly thought you were joking \/ choking 67. I don\u2019t know if he hurt \/ heard her or not. 68. Mansell left the pits fast \/ first .but Senna was soon after him. 69. Do you have any idea what the prize \/ price is? 70. I can\u2019t put anything in this bucket \/ pocket because there\u2019s a hole in it. Subtotal \u2026\u2026..\/35","150 4043325319 71. You know I \/ I\u2019d like to see you whenever possible. 71\u2026 72. The only way to get there in winter is by the old route up the 72\u2026 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 mountain pass \/ path . 73\u2026 73. Are you going to help us get the vote \/ boat out? 74\u2026 74. Have you seen those bills \/ pills I was looking for? 75\u2026 75. I believe Peter\u2019s chairman \/ German , isn\u2019t he? 76\u2026 76. He won several Grand Prix races in the Surtees \/ thirties before 77\u2026 he retired. 78\u2026 77. Was the Mini \/ money recognizable afterwards? 79\u2026 78. He works for the highlands \/ islands tourist board. 80\u2026 79. James was one of the Stuarts \/ stewards , wasn\u2019t he? 80. The finance committee were told thst the extra house \/ hours would 81\u2026 cost \u00a340,000. 82\u2026 81. They\u2019d be surprised if they realized what people like Caroline \/ 83\u2026 Carol and I have to do. 84\u2026 82. AJ \/ HA Foyt is the only driver to have won the\u2019Indi 500\u2019 85\u2026 86\u2026 three years in a row. 87\u2026 83. The conference is scheduled for Friday the 13th \/ 30th of May. 84. I\u2019m afraid I\u2019ve no idea if they \/ they\u2019ve finished. 85. I could do with an ice-cold \/ a noce, cold drink. 86. He\u2019s recently become an MB \/ MP 87. Farmers in the north and in Scotland lost a lot of lambs \/ rams last winter.","151 4043325319 88. This pen \/ pan is no use-it keeps leaking. 88\u2026 89. It was several hours before they phoned \/ found us. 89\u2026 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 90. Cambridge is about 60 miles from Norwich and 60 also \/ or so 90\u2026 from London. 91\u2026 91. The police said they word fine \/ find the offender immediately. 92\u2026 92. If you like the style, there\u2019s a wide choice of colours \/ collars 93\u2026 available. 94\u2026 93. The race \/ rice was ruined by the rain. 95\u2026 94. He ran \/ rang off before we could ask his name. 96\u2026 95. That was quite a flight \/ fright we had, wasn\u2019t it? 96. Import restrictions on Catalan \/ cattle and sheep are now likely to 97\u2026 be lifted. 98\u2026 97. I\u2019ve strained \/ sprained my wrist, so I won\u2019t be able to play 99\u2026 tomorrow. 100.. 98. What he said was true in either \/ neither case. 99. Norwich \/ Knowledge grew faster than ever before after the Renaissance. 100. This election \/ selection doesn\u2019t give one much of a choice, does it? Subtotal \u2026\u2026..\/35","152 Appendix: Pre-post communication task Directions: You are in an English conversation classroom, where there are Thai and Cambodian classmates. The situations below occurred in the classroom. Please select the best item that corresponds to what you will do to solve the problem of each situation. 4043325319 Situations Choice Score Theoretical underpinning a. Keep silence 1 You cannot catch a Even though \u201ckeeping BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 word of your friend silence\u201d is a during class communication strategy, it discussion. What does not help you would you do? understand the class discussion. Thus, communicative goal is not achieved. b. Say I do not 2 This item is a clarification understand request, which is used when an interlocutor requests more explanation of unfamiliar words or sentences. This strategy has less chance to understand the interlocutor\u2019s real goal, and therefore, communicative goal may not be achieved. c. Ask the friend to 4 This item is a repetition say it again request. It is appropriately used when the interlocutor","d. Say your friend\u2019s 3 153 sentence again and 4043325319 stop at the missing cannot catch the speakers\u2019 word words. Therefore, the communicative goal will be BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 likely to achieve. This item is repetition request, which may possible to reach communicative goals, but interlocutors may not understand the goal directly. You are listening to a. Ask the friend to 3 This item is repetition your friend but you say it again request, which may are not sure that you possible to reach completely communicative purposes, understand what your but it is not obvious show friend said. What the interlocutor\u2019s real goal. would you do? However, the interlocutor can assume that you may b. Change to the 2 not understand what your other topic friend said. It can lead to more explanation in order to assist to reach communicative goals. This item is topic avoidance. Although it is a communication strategy, it does not help you","4043325319 154 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 c. Keep silence and 1 understand the class smile discussion. This strategy has less chance to d. Ask your friend 4 understand the to confirm the goal interlocutor\u2019s real goal, and of the message therefore, communicative goal may not be achieved. You are discussing a. Say something 1 However, the conversation with your friend, but else still maintains. you do not know the word in English. Even though \u201ckeeping silence\u201d is a communication strategy, it does not help you understand the class discussion. Thus, communicative goal is not achieved. This item is comprehension checks. It is appropriately used when the learners ask questions back to the speaker for confirm understanding. Hence, the communicative goal will be likely to achieve This item is topic avoidance. Though, it is a communication strategy, it does not assist you understand the class","b. Try to describe 4 155 that word and ask 4043325319 what did you call in discussion. Thus, English? communicative goal is not achieved. BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 c. Say some word, 3 such as well, and try This item is appeal for help. to recall the This strategy concerns a vocabulary gap in interlocutor\u2019s English vocabulary d. Use your mother 2 knowledge. Therefore, the tongue instead and communicative goal will be add English accent likely to achieve. This item is pause filters and hesitation device, which user want to maintain conversation but cannot produce the message for responding. It may possible to achieve communicative goals because he\/she gain time to recall lexical. This item is foreignizing strategy, which is used when the speaker uses the first language term and adjusts it to target language sound. This strategy has less chance to understand the interlocutor\u2019s real goal, and therefore, communicative goal may","If you found that your a. Change the topic 2 156 friends\u2019 response is 4043325319 not in the not be achieved. conversation topic, BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 but you want to This item is topic maintain the avoidance. Although it is a conversation. what communication strategy, it would you do? does not help you understand the class b. Try to explain it 3 discussion. This strategy again slowly has less chance to understand the c. Speak again and 4 interlocutor\u2019s real goal, and give example therefore, communicative goal may not be achieved. However, the conversation still maintains. This item is repetition request, which may possible to reach communicative goals, but interlocutors may not understand the goal directly. This item is circumlocution. It is suitable for paraphrase message in order to help interlocutors more comprehend in message. Therefore, it is the most possible to achieve communicative goals and still maintain the","d. Interrupt your 1 157 friend, while you think it is not conversation. relevant to the topic This item does not show 4043325319 communication strategies usage. Moreover, it BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 You are describing a. You ask your 3 obviously seen that the something, but you friend \u2018Do you interlocutor did not think your friend may understand?\u2019 understand the question. Thus, communicative goal not understand about is not achieved. The result of this action may affect your word selection. conversational maintaining. What would you do? This item is comprehension checks. It is used when the b. Change the topic 2 learners ask questions back to the speaker for confirm understanding. This strategy may possible to reach communicative goals, but interlocutors may not understand the goal directly. This item is topic avoidance. Although it is a communication strategy, it does not help you understand the class discussion. This strategy has less chance to understand the interlocutor\u2019s real goal, and","c. Stop talking 1 158 4043325319 therefore, communicative goal may not be achieved. BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 d. Try to describe 4 However, the conversation by using the word in still maintains. the same category such as \u2018car\u2019 instead Even though \u201cStop talking\u201d of \u2018van\u2019 is message abandon strategy, it does not help You do not a. Ask your friend 4 you understand the class understand\/know the to clarify that discussion. Thus, meaning of some vocabulary communicative goal is not vocabulary in achieved. conversation This item is approximation. b. Say that 3 It is appropriately to use a single alternative term, which shares enough meaning with the target vocabulary or structure. Thus, the communicative goal will be likely to achieve. This item is clarification requests. It is appropriately used when interlocutors request the explanation of unfamiliar words or sentences. Hence, the communicative goal will be likely to achieve This item is comprehension","vocabulary and say 159 you mean\u2026.? checks. It is used when the 4043325319 learners ask questions back to the speaker for confirm BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 c. Use facial 2 understanding. This expression strategy may possible to reach communicative goals, d. Let it pass 1 but interlocutors may not understand the goal You do not a. Ask for 4 directly. understand your clarification what it Despite \u201cUse facial expression\u201d is a communication strategy, it does not help you understand the class discussion. Thus, it has a less chance to achieve communicative goal. However, your interlocutor can assume that you do not understand his words. In spite of \u201cLet it pass\u201d is a communication strategy, it does not help you understand the class discussion. Thus, communicative goal is not achieved. This item is clarification requests. It is a communication strategy,","friend\u2019s pronunciation mean 160 4043325319 b. Ask your friend 3 which appropriately used to spell it when interlocutors request BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 the explanation of c. Change to the 2 unfamiliar or unclear new word in same words. Therefore, the meaning to check communicative goal will be understanding likely to achieve d. Say it again but 1 Even this item is not a slowly communication strategy, it may possible to achieve You cannot remember a. Use your first 1 communicative goals. This item is comprehension checks. It is used when the learners ask questions back to the speaker for confirm understanding. This strategy may possible to reach communicative goals, but ask speaker to spell the word is more direct to achieve the communicative goal. This item is repetition request. It has a less chance to achieve communicative purpose because it is not clear the aim of the communicative purpose. This item is foreignizing","the vocabulary, which language with 161 you want to express. English accent What would you do strategy, which is used when the speaker uses the 4043325319 first language term and adjusts it to target language BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 b. Try to create new 3 sound. This strategy has word instead some less chance to understand terms you do not the interlocutor\u2019s real goal know for example because of the different first airball instead of mother tongue. Therefore, balloon communicative goal is not achieved. c. Translate it word 2 by word This item is word coinage strategy, which is used when speaker cannot recall the right vocabulary. It may possible to reach communicative goals but interlocutor may not understand the goal directly. This item is literal translation, which is used when speaker literally translate a vocabulary item from mother tongue to target language. This strategy has a less chance to reach communicative purpose because of the different first language.","d. Give the example 4 162 4043325319 This item is circumlocution. It is suitable for paraphrase BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 If your friend uses a. Use the sound 2 message in order to help jargon\/ slang word Umm\u2026 or Err\u2026 to interlocutors more What would you do show that you do comprehend in message. not understand Thus, the communicative goal will be likely to b. Ask he\/she to 4 achieve \u2018What?\u2019 This item is pause filters and hesitation device. Although it is a communication strategy, it does not help you understand the class discussion. This strategy has less chance to understand the interlocutor\u2019s real goal, and therefore, communicative goal may not be achieved. However, the conversation still maintains. This item is clarification requests. It is a communication strategy, which appropriately used when interlocutors request the explanation of unfamiliar or unclear words. Therefore, the","c. Ask your friend 3 163 \u2018You mean\u2026\u2019 communicative goal will be 4043325319 likely to achieve BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 d. Let it pass 1 This item is comprehension checks. It is used when the During the a. Change to the 4 learners ask questions back conversation, you correct word to the speaker for confirm think you may use understanding. This wrong words. What strategy may possible to would you do? reach communicative goals, but interlocutors may not b. Ask for help from 2 understand the goal directly. Even though \u201cLet it pass\u201d is a communication strategy, it does not help you understand the class discussion. Thus, communicative goal is not achieved. This item is self-repaired strategy. It is suitable for speaker, who attempts to repeat correct English word when he\/she misspeaking. Therefore, this strategy can likely help interlocutors reach communicative purpose. This item is appeal for help.","your friend 164 4043325319 This strategy involves a gap in interlocutor\u2019s English BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 c. Give an example 3 vocabulary knowledge. It to add interlocutor has a less chance to achieve comprehension communicative goal in discussion class because d. Let it pass 1 interlocutor is also non- native speaker. Therefore, he\/she may not guess the meaning and also has insufficient vocabulary knowledge. This item is circumlocution, which is used for paraphrase message in order to help interlocutors more comprehend in message. It may possible to assist speaker reach communicative purposes. Even though \u201cLet it pass\u201d is a communication strategy, it does not help you understand the class discussion. Thus, communicative goal is not achieved.","4043325319 165 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Appendix: Communication Strategies Lesson Plan Lesson 1 Communication strategy: Circumlocution Objectives: At the end of the lesson, students shall be able to; - Describe the concept or function of communication strategies - Describe unfamiliar objects and situations in which they do not know exact vocabulary - Use circumlocution strategies in communicative context effectively - Apply circumlocution strategy in ELF academic context Materials: - Definition of circumlocution, list of circumlocution, and examples of the expression sheet Learning Activities: Introduction: English as a Lingual Franca (ELF) and communication strategies\u2019 concept and usefulness Step1: Teacher describes the concept of ELF situation, communication strategies and the usefulness of communication strategies. - ELF refers to the communication that speakers may not share each other\u2019s language but they can resort to a third language for communicative purposes. Meierkord (2000) - Communication strategies are devices to assist non-native speakers to mutual understanding or successful in their conversations with interlocutors and overcome language difficulties.","4043325319 166 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 - The usefulness of communication strategies is that these strategies can assist non- native speakers to solve some of their English communication problems and students may unconsciously use them to overcome language difficulties in real life situations (Michael Canale, 2014; Ogane, 1998). 6.Raise students\u2019 awareness of circumlocution Step 1: Teacher informs students to play a vocabulary guessing game. Step 2: Teacher asks for two volunteers to play this game. Step 3: Teacher informs the volunteers the directions of the game Directions: Students A will get a picture card. Student A attempts to describe the picture without saying the exact vocabulary to student B. Students B tries to guess what it is in the picture card within the 1-minute timeframe. After student B guesses correctly, Teacher asks classmates give them a big hand for admire both student A and student B. Step 4: Teacher gives example of the game. Example Student A: It\u2019s a kind of toy, which made from brown furry material. It is suitable for girls. Student B: Teddy bear","167 Step 5: Teacher gives the picture to the students for playing game 4043325319 1. 2. BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Step 6: Teacher tells students to aware about the situation of using circumlocution and informs students that circumlocution is used when they have forgotten or do not know an important word in English 2. Explaining and encouraging students to take risks and use circumlocution Step 1: Teacher presents the definition of circumlocution. Circumlocution is used when they have forgotten or do not know an important word in English Step 2: Teacher gives an example of circumlocution to the students Example Socheta: I eat noodle with\u2026 err\u2026 two pieces of wood. Fern: It is not spoon and fork? Socheta: Umm.. no no. Fern: Uhh.. Chopstick. 3. Highlighting cross-cultural differences in the use of circumlocution Step 1: Teacher selects one Thai and one Cambodian student, and asks them to come in front of the classroom. Step 2: Teacher asks students to describe unfamiliar household items in their home country.","4043325319 168 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Step 3: Teacher asks the students to compare and contrast household items between the two cultures. Then teacher points out the way to use circumlocution of the students from the story. 4. Providing examples of the use of circumlocution Step 1: Teacher tells students to consider the example of circumlocution in ELF academic context. Example 1: Hunly: Pia, I\u2019ve seen that teacher showed us a science tool. Pia: Which tool? Hunly: Err\u2026 I don\u2019t know it is called. It\u2019s a kind of container, which made of glass. I\u2019ve seen the teacher use for contain the chemical substance. Pia: Uhh\u2026 It is call Beaker. Example 2: Jin: Oh Fern, I forget to pick up err\u2026 Fern: What? Jin: It\u2019s a kind of tool err\u2026 what you draw a circle in our math class. It has two legs. One leg pinned on the paper and another turn round. Finally it is a circle. Fern: It\u2019s a math compass. 5. Teaching circumlocution by using ESP method to the students Step 1: Teacher present circumlocution sentences and structure of sentences to the students. Step 2: Teacher inform them to express the example. Examples of the expression sheet It\u2019s a kind of\/ sort of + \u2026. (noun)\u2026 It\u2019s what you + \u2026(verb)\u2026 (with).","169 6. Providing opportunities for practice circumlocution use Directions: Practice in pair work. Students A will get a picture card. Students A has to attempt to explain or describe the characteristics of that picture without saying the exact vocabulary to student B. Students B has to guess what it is in the picture card. Whether they can successfully make this negotiation or not. 4043325319 The examples are following 1. Church 2. Lunch box BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 3. Pillow 4. Castle 5. Blanket 6. Rocket 7. Diamond ear-ring 8. Dam","4043325319 170 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Lesson 2 Communication strategy: Approximation Objective: - Describe alternative vocabulary and situations without knowing exact vocabulary - Practice approximation strategies for communication effectively - Apply approximation strategy in ELF academic context Materials: - Approximation definition, list of approximation, and examples of the expression sheet Learning activities: 1.Raise students\u2019 awareness of approximation Step 1: Teacher informs students to play a vocabulary guessing game. Step 2: Teacher gives them a category and ask them to speak out the words in that category. Directions: Teacher has word cards but the teacher will inform only category of that word. Students should guess by speaking out the word in that category. Student who can guess the word in card will get a prize. Step 3: Teacher tells the volunteers the direction of the game. Step 4: Teacher give examples of the Game Example Teacher: Fruits Student 1: rambutan Student 2: mango Step 5: Category 1: vehecles Category 2: vegetable","4043325319 171 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Step 6: Teacher tells students to aware about the situation of using approximation and informs students that approximation is used when they have forgotten or do not know an important word in English. However, they can use a single target language vocabulary item or structure, which the speaker knows is incorrect, but shares enough semantic features with the desired item to satisfy the speaker 2.Explaining and encouraging students to take risks and use approximation Step 1: Teacher presents the definition of approximation. Approximation refers to the use of a single target language vocabulary item or structure, which the speaker knows that it is incorrect, but shares enough guessing meaning. Step 2: Teacher gives example of approximation to the students Example 1: A: I want to know about Thai food. B: I recommend Tom Yam Kung, it\u2019s very delicious. A: Tom Yam Kung B: And Tup Tim Krob, Umm, Thai sweet food (Dessert) 3.Highlighting cross-cultural differences in the use of approximation Step 1: Teacher asks students to describe the characteristics of kinds of bird which always use as representation and meaning in both Thai and Cambodian culture. Step 2: Teacher asks students to compare and contrast about that kinds of bird and representation. Then, teacher points out the way to use approximation.","4043325319 172 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 4.Providing examples of the use of approximation Example 1: Kao: Tomorrow, you have to take Ahhh\u2026 flower for garland in acting class. Jang: What kinds of flower do you mean? Kao: Err\u2026 the small white flower. It has a good smell. I\u2019ve seen Thai people collect this flower and make it in circle to merit. Jang: Ahhh\u2026 Jasmine Kao: Yes.. Jasmine. Example 2: Mengkeng: Pang, do you see my drawing picture. I will send it to the teacher after this class. Pang: What picture? Mengkeng: Umm\u2026car\u2026err a big car which can contain in many tons Pang: Truck? Mengkeng: Yes, truck. 5.Teaching approximation by using ESP method to the students Examples of the expression sheet 1. It\u2019s a kind\/sort of___(Noun)_____. 2. It looks like ___(Noun)______. 3. \u201cSynonym\u201d of the word Synonym refers to a word which has the same, or nearly the same, meaning as another word such as Example: attempt = try, crucial = important, gigantic = big","173 6.Providing opportunities for practice approximation use Direction: Working in pair. Student A will get word cards. Students A must try to use alternative words or synonym to express the meaning of the target word without acting or saying what it is. The examples are following 1. Sushi 4. Dormitory 4043325319 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 2. Eel 5. Rhino 3. Micky mouse 6. Star fruit","4043325319 174 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Lesson 3 Communication strategy: Clarification requests Objective: - Describe and generate clarification questions to learn new information, and to ask for explanation and repetition. - Practice clarification requests for communication effectively - Apply clarification requests strategy in ELF academic context Materials: - Clarification requests definition, list of clarification requests, and examples of the expression sheet Activities: 1.Raise students\u2019 awareness of clarification requests: Step 1: Teacher asks student to discuss what you will do when you do not understand or do not hear certain things and ask other speaker to repeat by asking \u201cWhat do you say if someone says something you don\u2019t understand or cannot catch the words properly?\u201d Step 2: Teacher give positive feedback to the students for correct answer. Step 3: Teacher tells students to aware about the situation of using clarification request and informs students that clarification request is used when they faced with unfamiliar words or cannot catch the words. 2.Explaining and encouraging students to take risks and use clarification requests","4043325319 175 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Step 1: Teacher presents the definition of clarification requests. Clarification request is used when they faced with unclear words or points. Step Step 2: Teacher gives example of clarification requests to the students Example Vanita: How about Nakhonratchasima food Kik: The famous food is Mee Korat (\u0e2b\u0e21\u0e35\u0e48\u0e42\u0e04\u0e23\u0e32\u0e0a) Vanita: Mee Korat, how? Kik: It\u2019s like noodle. Vanita: Noodle? Kik: Yes, it is a kind of noodle which cooked in Korat style. 3.Highlighting cross-cultural differences in the use of clarification requests Step 1: Teacher asks one Thai and one Cambodian volunteer. Step 2: Teacher asks students to present their own language slang, meaning and how to be this slang to interlocutor. Step 3: Teacher asks students to present the interlocutor language slang meaning and how to be this slang in front of the class. Step 4: Teacher compare and contrast about the language. 4.Providing examples of the use of clarification requests Example 1: Han: In Cambodian, my primary teacher taught me to carving fruit. Jib: Carving? What do you mean by carving? Han: It refers to cut or take away parts of a material to create something. Jib: OK. That\u2019s very good course.","4043325319 176 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Example 2: Ploy: Bud, do you have report paper? Bud: Could you say it again, please? Ploy: Do you have report paper? Bud: Yes. You want? Ploy: Umm, Can I borrow it? Bud: Yes, sure. 5.Teaching clarification requests by using ESP method to the students Examples of the expression sheet In case of listeners do not understand what the interlocutors say. 1. I don\u2019t understand__(words or sentence)______. 2. What do you mean by __(words or sentence)______. ? In case of the listeners do not hear certain things and ask other speaker to repeat. 1. Pardon? 2. Cou6ld.Pyroouvisdainygitoapgpaoinrt,upnlietiaesse?for practice clarification requests use D3.iAregcatino,np: lPeraascet?ice in pair work. 4S. tWudheant?t A tells student B to draw a picture from the word card. 5S. tEuxdceunsteBmhea?s to draw a picture following student A saying. It has some difficult words that student B can ask for clarifying unclear points.","177 Example 4043325319 Student A : Please draw a picture of vase. Student B : Tell me more about vase. BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Student A : \u201cVase \u201c it means a container made of glass, etc., used for holding cut flowers or as an attractive object Student B : Oh! it is vase. The examples of the exercise as follow:","178 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 4043325319","179 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 4043325319","4043325319 180 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Lesson 4 Communication strategy: Confirmation checks Objective: - Describe and check information with interlocutor - Practice confirmation checks strategies for communication effectively - Apply confirmation checks strategy in ELF academic context Materials: - Confirmation checks definition, list of confirmation checks, and examples of the expression sheet Activities: 1.Raise students\u2019 awareness of confirmation checks Step 1: Teacher informs students to play a game. Step 2: Teacher asks for two volunteers to play this game. Step 3: Teacher tells the volunteers the direction of the game Direction: Working in pair. Student A will read the complex instructions to the interlocutor. If the interlocutor does not comprehend, he\/she can ask for checking his\/her comprehension which student A can answer only Yes or No. Students will have to use confirmation checks strategy in order to perform the task correctly. Situation: Situation: I want you to draw a picture. I want to put an orange circle first on the left. Next, draw a purple triangle on the right of the circle. Then, draw a yellow square on the right side of the triangle, and a gray oval on the left side of yellow square, Then, put the red heart on the right yellow square and put green rectangle between the heart and the square. Key:","4043325319 181 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Step 4: Teacher checks the answer and give feedback to the student. Step 5: Teacher tells students to aware about the situation of using confirmation checks and informs students that confirmation checks is used for checking if you understand the message correctly. 2.Explaining and encouraging students to take risks and use comprehension checks Step 1: Teacher presents the definition of confirmation checks. Confirmation checks refers to the strategy, which is used when the ask questions to check if they understand the message correctly. Step 2: Teacher gives example of confirmation checks to the students Example: Jeab: I want to study at USA for higher education. Lex: Good. Jeab: I\u2019ve got a scholarship from Government Fund, but my parents do not want me to go there. Lex: You mean your parents want you to ignore that fund. Jeab: Umm. 3.Highlighting cross-cultural differences in the use of confirmation checks Step 1: Teacher asks for two volunteer: one Thai and one Cambodian students Step 2: Teacher asks them to share cultural situation, which use confirmation check. Step 3: Teacher compare and contrast cultural situation.","4043325319 182 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 4.Providing examples of the use of confirmation checks Example 1: Yui: How about your term break? Sok: I went to the beach with no one around. Yui: You mean personal beach? Sok: Yeah. Example 2: Chon: Please send me a calculator. I want to do mathematics homework. Sao: Did you say you want a calculator? Chon: Umm. Thank you 5.Teaching confirmation checks by using ESP method to the students Examples of the expression sheet 1. Did you say_____(word or sentense)______? 2. You said_____(word or sentense)______? 3. You mean_____(word or sentense)______?","4043325319 183 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 6.Providing opportunities for practice confirmation checks use Direction: Working in pair. Student A will read the complex instructions to the interlocutor. If the interlocutor does not comprehend, he\/she can ask for checking his\/her comprehension which student A can answer only Yes or No. Students will have to use confirmation checks strategy in order to perform the task correctly. Direction: Working in pair. Student A will read the complex instructions to the interlocutor. If the interlocutor does not comprehend, he\/she can ask for checking his\/her comprehension which student A can answer only Yes or No. Students will have to use confirmation checks strategy in order to perform the task correctly. Situation: I want you to draw a picture. I want to put blue oval on top of the red rectangle and put the yellow circle in the bottom of the blue one. Put the pink octagon between the blue one and the yellow one. Then, put the green square on the top of all and following by the purple triangle Key:","184 Situation (s) Effect Appendix: Observational form Strategy used BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 4043325319","4043325319 185 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 Appendix: Reflection form 1. What do you think or how do you feel about learning communication strategies in class? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 2. Is this instruction useful for you? Why? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Do you think this instruction can assist you to solve your communication problems? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 3. What do you like in this insturction? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Do you have any suggestions for this instruction? \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 **************************************","4043325319 BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41 186 Appendix: Results of the Index of Item Objective Congruence (IOC) Results of the Index of Item Objective Congruence (IOC) Circumlocution IOC Approximation IOC Clarification requests IOC Confirmation checks IOC Item(s) Expert1 Expert2 Expert3 Expert1 Expert2 Expert3 Expert1 Expert2 Expert3 Expert1 Expert2 Expert3 Relate to the 1 1 111 1 111 1 111 1 11 learning objectives. Raise learner 1 1 111 1 111 1 111 1 11 awareness about the communicative potential of communication strategies Encourage students 1 1 111 1 111 1 0 0.67 1 1 11 to be willing to take risks and use communication strategies Provide L2 models 1 1 111 0 1 0.67 1 1 111 1 11 of the use of certain communication strategies","4043325319 BIOGRAPHY BIOGRAPHY NAME Tanaporn Khamwan DATE OF BIRTH PLACE OF BIRTH 12 October 1981 PRESENT ADDRESS Nakhonratchasima EDUCATION Burapha University, Sakaeo Campus. 254 Moo 4, Wattana-Nakorn Sub-district, Wattana-Nakorn District, Sakaeo Master degree (English studied) Suranaree University of Technology BUU iThesis 61810053 dissertation \/ recv: 20082565 23:43:30 \/ seq: 41"]