Résumé:
The study in hand attempts to explore the relationship between the communication
strategies use and the implementation of different task types in EFL classrooms. It
aims at investigating the different communication strategies used by EFL learners as
tools to overcome their communication breakdowns and enhance their oral
communication while performing classroom tasks. Thus, it is hypothesized that if
EFL learners are exposed to different task types in classrooms, they may use various
Communication Strategies. The dissertation is divided into two foremost parts; a
theoretical one in which issues in connection with task types and communication
strategies are discussed in the two first chapters; and the third one, which shows the
practical part, exposed the findings yielded from the research tools. Hence, the mixedapproach
method was used throughout adopting the Stimulated Recall Interview that
was addressed to thirty out of thirty four (30/34) Upper-Intermediate level learners at
Royal School-Jijel. Furthermore, a questionnaire was administered to all the teachers
(18/18) at the same school in order to figure out their attitudes towards the
implementation of various task types’ effect on the communication strategies use. All
in all, the obtained findings revealed that the more EFL learners are exposed to
different types of tasks, the more communication strategies they may use.
Furthermore, the study reveals that the frequency of using communication strategies is
strongly aligned with the variety of the used task’s type in EFL classroom. On the
light of the findings, some pedagogical recommendations and suggestions for further
research are proposed by the end of the dissertation.
