LAUSR

This study examines the diversity of applications of instructed prefabricated patterns of communication strategies (PPCS) by novice learners of English, the influence on speaking competence of frequent PPCS use by learners, and correlations between PPCS use and learners’ development in speaking. Their perceptions about the conversation were also surveyed for this purpose. Twenty-four non-English major college students studied English in a semester long course applying TaskBased Language Teaching using PPCS learning. The results showed a propensity toward PPCS with simpler and broader applications. They used PPCS unintentionally while practicing as the class progressed. There was, for example, a significant correlation between the evaluations of learners’ conversation by the teachers and the frequent uses of a previously learned “That’s...” rejoinder. Learners’ positive perceptions about the conversation had significant correlations with some PPCS utilizations. The number of participants and the length of the course yielded limited data and further investigations will clarify these correlations.