The use of compensation strategies by non-linguistic students at the foreign language oral examination

Since the late 1970s, there has been observed a peculiar interest in learning strategies research, and investigation in the domain of language learning strategies increased better understanding of the processes learners apply to advance their competency in a foreign language. Attention in research of foreign language changed from teacher to student, resulting in identification of the diversities in how learners learn. Although the instructional process involves both teachers and learners, much of the research is concentrated on techniques of teaching, ignoring the importance of learner himself. Foreign language teachers are so concerned with seeking for the best method that they fail to attend to the process of learning. Meanwhile, good language strategies in learners, particularly, of lower competence, once clarified and successfully instructed, could produce notable effect on improvement of foreign language skills. This paper proposes the viewpoint that understanding and awareness of learning strategies on the part of teachers as well as students may provide insights into the process of language learning. Compensation strategies oriented at maintaining communication in the target language even under language inadequacy, may improve conversation practice and help students become confident and competent. This paper tries to identify the most and least utilized compensation strategies of non-linguistic students at the English oral examination.