![]() Transcripts of the test were made and then analyzed in terms of production rate, the number of errors, and actual strategy use. To investigate the influence of specific strategy use, their performance on a posttraining conversation test was analyzed through multiple data collection procedures. ![]() Japanese college students (n = 62) participated in a 12-week course of English lessons using a communicative approach with strategy training. This article considers whether the use of specific communication strategies can improve learners' English proficiency in communicative tasks. This article concludes with a set of recommendations for those who must decide which type of standard-setting strategy to use. Results from a study comparing the compensatory and conjunctive strategies for a state high school certification writing test provide insight into the problem of choosing either strategy. The rationales for each type are presented and discussed. This article reviews and evaluates compensatory and conjunctive standard-setting strategies. The conjunctive strategy requires passing performance for each test in the battery. The compensatory strategy focuses on total performance, summing scores across all tests in the battery. Policymakers and legislators must decide which of these 2 standard-setting strategies to use for making pass or fail decisions for students seeking certification or for meeting a high school graduation requirement. Because pass or fail decisions are made affecting students' futures, the validity of standard-setting procedures and strategies is a major concern. In these circumstances, a battery of tests or, with writing, analytic traits are considered that usually cover different aspects of the state's content standards. States are increasingly using test scores as part of the requirements for high school graduation or certification. Tentatively these results support the position that hands-on training with communication strategies in EFL classrooms, specifically with a treatment of the Ask for Help strategy, may be beneficial for boosting speaking confidence and motivation among students of lower-level English proficiency. Results from a post-course survey to these students were significantly positive, suggesting they perceived the strategy as confidence-boosting and useful outside the classroom. At the end of the semester, one-on-one teacher-student conversation tests were conducted. This paper discusses the communication strategy known as the "Appeal for Assistance," or more familiarly, "Asking for Help." The strategy was introduced and routinely practiced in several mandatory English classes of lower-proficiency EFL students at a Japanese university in spring semester of 2011. When they occur, finding ways to overcome those misunderstandings is key. When L2 learners with lower levels of proficiency attempt to communicate in their fledgling L2, misunderstandings are inevitable.
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