The aim of the current study was to determine if a relationship exists between students’ perceptions of social problem solving and students` use of communicative strategies. The study was conducted in several language institutes in different cities of Iran, such as in Mashhad, Bojnord and Birjand.
The Communicative Strategies Questionnaire (see Appendix A) was utilized to measure the students` perception of communicative strategies. It was developed by Færch and Kasper (1983). It provided 25 items to participating students and contains five categories. The other instrument was social problem-solving inventory (SPSI-R) that contains five sub categories too (see Appendix B).
Spearman correlation was statistical procedure to analyze the data. Based on the findings, the researchers drew the following conclusions. First, there was a small positive correlation between communicative strategies frequency use and the social problem solving. Therefore, we could not say there was statistical relationship between communicative strategies frequency use during leaning FL and their perception of social problem solving totally. Since, the two instruments contain five sub categories the correlation among them was analysis by liner regression.
The result of the analysis shows that two types of communicative sub-categories as non verbal and cooperative strategies made the strongest, significant unique contribution to students `problem solving abilities. Non-verbal behavior can benefit the quality of students’ teamwork and cooperative strategies are considered as set of process which helps students to interact with each other (Bruffee, 1995). In order, most of the students who like to work in groups and work cooperatively they engage in discussion of all the problems. Based on the analysis relationship between these two sub dimensions of communicative strategies and students social problem solving could help students and instructors to improve language leaning.
Generally, negative aspects of problem orientation contain three different styles such as rational problem solving (RPS), the impulsive-careless style (ICS) and the avoidance style (AS). The result at chapter four shows that negative problem orientation, avoidance style and impulsivity-carelessness style were the most influential variables of social problem solving sub-categories which made the strong and significant unique contribution to students `communicative strategies. Based on the findings, it could be concluded that the students who have negative problem orientation see the problem as a threat to themselves, they do not have confidence in themselves, and they easily become distressed when confronted with a problem. That is a good reason for employing communicative strategies in the learning process to overcome theses problem in their behavior.