Learning Strategies used by Bachelor Level Students for Promoting Communicative Language Abilities

Abstract

This study entitled Learning Strategies Used by Bachelor Level Students forPromoting Communicative Language Abilities intended to explore the strategies used by bachelor level students for promoting their communicative language abilities. In order to fulfill the objectives of the study, two campuses having B.Ed.levelprogramme of Rolpa district andfourty students studying in those campuses were selected as the sample. The campuses were selected purposively and the students were selected randomly. Questionnaire (close ended and open ended) and an observation field note were used as the research tools for eliciting the required information for the study. The collected data were analyzed by using mixed methods design, particularly concurrent triangulation strategy. From the analysis and interpretation of the data, I came to find that all the respondents adopted avoidance, paraphrase, mime, guessing, co-operation, self practice strategies. However, a good majority of them i.e. around 90% of them used appeal for assistance and translation strategies for promoting their communicative language abilities. Besides, they also usedself attempts or study, interaction, and speaking skills as the most frequent communicative strategies for developing communicative abilities.From the observation it has been found that the students had peer and group interaction,they were involved in self practice, and they made appeal mere fully and co-operative to their friends and teachers. This thesis consists five chapters. The first chapter is an introductory chapter. This chapter includes background of the study, statement of problems, objective of the study, research questions, significance of the study, delimitations of the study and operational definition of the key terms. The second chapter consists of review of theoretical literature, review of empirical literature, implications of the review for the study and conceptual framework. Third chapter consists of design and method of the study, population sample and sampling procedures, study area, tools for data collection, data collection procedures and data analysis and interpretation procedures. The fourth chapter consists of analysis of data and interpretation of the results. This chapter provides detailed picture of findings. Likewise, the fifth chapter consists of summary, conclusion and also presents some pedagogical implications and implications related to policy, practice, and further research on the basis of the major findings of the study. The final part consists of references and appendices.