Abstract Book of the 9th International Conference on New Trends in Teaching and Education
Year: 2025
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Ghanaian University Learners’ Use of Time-Gaining Strategies in L2 French Oral Productions: A Qualitative Exploration of The Lexical Access Theory
Ekua Mensimah Thompson Kwaffo
ABSTRACT:
This study, situated in the field of foreign language acquisition, explores Ghanaian learners of French as a Foreign Language (FFL) and their use of communication strategies as a means to manage moments of lexical difficulty during oral communication. Grounded in Levelt’s model of speech production (Levelt et al., 1999) and its L2 adaptation by Segalowitz’s (2010), this study examines the cognitive challenges faced by non-native speakers in real-time language processing and use. Qualitative data were collected from ten second-year university students through structured observation grids during individual communicative tasks, followed by retrospective interviews. Findings reveal that time-gaining strategies such as hesitation devices, fillers, and repetition are not only prevalent but also function as compensatory mechanisms to delay speech production while learners retrieve appropriate lexical items. These strategies, though often overlooked, serve a crucial role in maintaining fluency and communicative coherence, particularly in high-pressure speaking contexts. The study concludes that time-gaining strategies, when understood within the framework of the lexical access theory, offer valuable insights into the cognitive dimensions of L2 oral communication. Moreover, raising learners’ metacognitive awareness of such strategies in foreign language pedagogy could enhance their communicative competence and confidence. This study bridges theoretical models of speech production with practical implications for language teaching, contributing to a nuanced understanding of strategic competence in the L2 classroom.
Keywords: communication strategies, foreign language acquisition, L2 teaching and learning