A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...

(1995) provided six suggestions how the communication strategies should be taught.
Dornyei’s (1995) suggestions of teachability were as follows:
Raising learners’ awareness about the nature and communicative potential of
communications strategies, encouraging students to be willing to take risks
and use communication strategies, providing second language models of the
use of certain communication strategies, highlighting cross-cultural
differences in communication strategy use, teaching communication strategies
directly by presenting linguistic devices to verbalize them, and providing
opportunities for practice in strategy use (p. 80).
Kocoglu (1997) directed a study for investigating if there would be any
similarity and difference between male and female Turkish EFL learners in the use of
communication strategies. In this study, Kocoglu paired 10 Turkish learners with 10
English native speakers to form 20 EFL conversations, based on the usages of
communication strategies. Through audio-taping and transcribing, Kocoglu (1997)
concluded that “All Turkish EFL students used more communications strategies with
female rather than male native speakers of English because the former were more
cooperative and more encouraging in conversation then the latter” (p. 4).
Yoshida-Morise (1998) cooperated with 12 Japanese adult English learners in
universities and colleges, and conducted a quantitative-empirical method for
counting the applying frequency among different levels of learners. Different from
Poulisse’s and Rababah’s findings, Yoshida-Morise’s (1998) results indicated that the
greatest difference between the “three higher levels” and “low level” proficiency
subjects used were that the higher level subjects used more strategies than the lower
level subjects in order to compensate for their insufficient second language
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