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Communication Failure in the Language Classroom: an Exploration of Causes

City Polytechnic of Hong Kong Hong Kong

A great deal of current theory and research stresses the importance of providing learners with opportunities for real and meaningful communication in second language acquisition. The Hong Kong secondary school English syllabus reflects the influence of such thinking. This study aims to investigate the following issues: first, whether or not the provision of opportunities for meaningful communication in the English classroom, as advocated in the syllabus, is manifested in the secondary-level English classrooms in Hong Kong; second, what the level of learners' confidence is in using English in class communication; and third, what factors account for different confidence levels in class communication. With regard to these questions, a questionnaire was administered to 487 Form Four students of eleven local schools.

The results of the study indicate, first, the persistence of non- interactive patterns of communication in the English classroom, where learners' opportunities for participating in classroom communication are limited. Second, a majority of the learners are not confident in communicating in English in the classroom. Finally, three main factors contributing to learners' confidence levels for participating in classroom communication are identified. They are a self-esteem factor, a language anxiety factor, and a factor of non-favourable patterns and opportunities for classroom communication. Within these factors, the learners' perceptions of their poor English standards and the teachers' attitude towards the learners' performance in class were found to be particularly important.

RELC Journal, Vol. 25, No. 1, 99-129 (1994)
DOI: 10.1177/003368829402500105


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