000			02869cam a2200337 a 4500
003			EG-GiCUC
005			20250223031845.0
008			171120s2017 ua h f m 000 0 eng d
040			_aEG-GiCUC _beng _cEG-GiCUC
041	0		_aeng
049			_aDeposite
097			_aM.Sc
099			_aCai01.23.01.M.Sc.2017.Wa.C
100	0		_aWalaa Mohamed Abdelsalam
245	1	4	_aThe communication strategies used by egyptian efl first secondary stage students and their relationship with students{u2019} language proficiency / _cWalaa Mohamed Abdelsalam ; Supervised Awatef Ali Sheir , Muhammad M. M. Abdellatif
246	1	5	_aاستراتيجيات التواصل باللغة الانجليزية التي يستخدمها طلاب الصف الاول الثانوي وعلاقتها بكفاءتهم اللغوية
260			_aCairo : _bWalaa Mohamed Abdelsalam , _c2017
300			_a139 P. : _bfacsimiles ; _c25cm
502			_aThesis (M.Sc.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Methods of Teaching
520			_aThe study aimed at investigating the differences in the frequency and type of the communication strategies (CSs) used by EFL first secondary stage students and the problems both more proficient and less proficient students encountered in their oral communication. The research design in this study was descriptive corelational. The participants included thirty two EFL first secondary stage students at a governmental language school in Cairo. The researcher used an English proficiency test; the Preliminary English Test (PET) to identify the participants' language proficiency levels, a speaking test based on four speaking tasks to elicit the students' use of CSs, and interviews to identify the real reasons of students' using CSs during their speaking tasks. The results indicated that the students used eighteen strategies out of the nineteen types of communication strategies categorized. The most frequently employed communication strategy was "pause filler and hesitation devices" and the least frequently used strategy was "restructuring". The study revealed that differences in proficiency levels were not influential in the use of English communication strategies. The communication problems identified were related to three aspects: listening, speaking, and memory. Thus, the researcher proposed a remedial approach for improving secondary school students{u2019} English oral communication performance
530			_aIssued also as CD
653		4	_aCommunication strategies
653		4	_aLanguage proficiency
653		4	_aProblems
700	0		_aAwatef Ali Sheir , _eSupervisor
700	0		_aMuhammad M. M. Abdellatif , _eSupervisor
856			_uhttp://172.23.153.220/th.pdf
905			_aNazla _eRevisor
905			_aShimaa _eCataloger
942			_2ddc _cTH
999			_c63594 _d63594