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Chapter One Introduction
　　
　　1.1 Background of the Study
　　English speaking ability has become a necessity for establishing linkages withthe rest of the world, the ability to communicate in English clearly and efficientlycontributes to the success of the learner not only in classroom but also in every phaseof life. In order to carry out conversations, basic ability in grammar and vocabulary isnot enough to be able to communicate properly and effectively. Uyghur students alsoneed communicative competence which enables them to communicate successfullyand effectively in real-life situations. However, Uyghur college students meet a lot ofdifficulties in English communication for lacking of grammatical knowledge andvocabulary. It is not enough to encourage speaking activities in class; teachers mustalso explicitly emphasize communication strategies. Teaching and equipping studentswith particular communication strategies are beneficial since they may enablestudents to know how to compensate for their lack of language knowledge during thecommunication process. Therefore, the current study is based on the view thatteaching communication strategies to students can be beneficial.Researchers first raised the notion of CS at the beginning of the 1970s. Sincethen a considerable amount of research has contributed to the development of CSstheories. CSs research, however, does not lack controversies. Complete agreement hasnot been reached on the definition of CSs. As a result, several competing typologies ofCSs exist, among which the best-known ones include Tarone’s interactional approach,Faerch & Kasper’s psycholinguistic approach, and the Nijmegen Group’s typology.Due to the diverse conceptualizations of CSs, some topics on CSs such as theteachability of CSs, the relationship between CSs and proficiency level have stillremained controversial in CSs research field.In China, there are only a small amount of empirical studies have been carriedout on the Chinese learners. Chen Siqing (1990) identified and analyzed the CSsemployed by Chinese EFL learners of both high and low proficiency in their targetlanguage communication with native speakers. The results showed that the usingfrequency, type and effectiveness of CSs employed by the learners varied according totheir proficiency level. Peng Qigui (1999) did an experimental training on CSs to agroup of college students. The results revealed that there was improvement inmeasures related to strategy uses. https://www.51lunwen.org/kwhjjlw/org201211102211144902.htmlWang Lifei (2002) conducted a CSs training toEnglish major students. Wang’s results revealed that the students increased theirfrequency of using circumlocution and stalling devices after the training. The resultsof Kong Jingjing’s (2004) experiment showed that CSs training had positive effect onhelping students enhancing their confidence in communication and promoting theiroral English learning.
　　
　　1.2 Definition of Terms of the Study
　　Communication strategies (CSs) could be defined according to two approaches,the psycholinguistic approach and the interactional approach. The definition given byFaerch and Kasper is from the psychological perspective and they concern more aboutways of solving the problems that the speaker encounters in communication.Faerch and Kasper (1983) defined CSs as “potentially conscious plans forsolving w本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。