Abstract

Students who experience dearth in their linguistic resources, particularly in English, do not just deploy a single type of communication strategy during breakdowns in communication, but rather a combination of several CSs that manifests their strategic competence in communication. This study is geared to assess what, how, and why communication strategies were deployed. To support this assertion, a corpus-based method was used to collect and analyze corpus elicited from 158 tertiary students through oral interviews and focused-group discussions. Identified CSs were further given quantitative analysis based on how many times the strategies appeared in the students' responses. Findings revealed six major categories of CSs which include fifteen sub strategies of which 'filler' as a 'time stalling strategy' was found to be the dominant among others such as topic avoidance, message abandonment, circumlocution, gesturing, restructuring, code switching, lengthened sound, repetition, self-initiated repair, appeals for help, adaptors, mumbling, and omission. Elyssa Kay V. Martinez "A Corpus-Based Analysis of Tertiary Students' Communication Strategies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd19038.pdf

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