A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...

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FIGURE 4.1. Perceptions of the Topic Avoidance Strategy ____________________________________________________________________ J. S. After analyzing, regarding the first strategy, topic avoidance, all of the seven respondents’ perceptions were quite similar. Every respondent expressed that the strategy of “changing topics” was useful and important. However, “keeping silent” was inappropriate in in-class communication. Also, it was especially inappropriate in a formal situation. Their reason was that it might create a pessimistic impression of impoliteness. The students believed that, among the methods in the “topic avoidance” strategy, learning of “changing topic” was essential, but also they would preclude using “keeping silent” in order to show a humble and polite attitude during English interlocution. S. R. Inevitable Gradually K.S: impolite Necessary Gradual K. S.: No respect T. L. Privacy Tricks C. C. Stimulant Interlocutors K.S: impolite K. S.: Feeling despised The data from both interviews concerning the strategy of topic avoidance led to the first finding noted in Figure 4.1. which showed that Taiwanese students T. A L. M. Privacy Polite J.G. Necessary Interlocutors K. S.: no signal P. P. Useful Interlocutors Polite words 87
deemed that it was necessary to learn how to change a topic, but at the same time, tended to emphasize the issues of respect and politeness in English communication. Although they regarded changing the topic to be required, they suggested not “keeping silent,” but using some other appropriate strategies. The strategies they created and suggested were, “talking politely,” “finding topics suitable to your partner’s background,” and “not entirely changing the main topic.” Research Question Two What Do Taiwanese University Students Perceive in Learning the Message Abandonment Strategy? Students from the same class underscored the message abandonment strategy with three groups of different attitudes. Two students (Tien Long and Pei Pei) responded that it was better not to abandon a difficult word. They thought it was more positive that a student tried to explain a difficult word with the other strategies. Contrastingly, the other side (Sung Ru, Jiun Sheng, and Ling Mei) supported that the message abandonment strategy should be applied in communication with their various reasons. Among the seven respondents, two students (Jian Guo and Cheng Chih) held an ambiguous attitude toward the message abandonment strategy, and provided their suggestions for how this strategy should be used. Sung Ru Liu Sung Ru reflected on her attitude that supported the message abandonment strategy by reasons of freedom and saving face. Sung Ru perceived this strategy to be very useful in both of her interviews. In the first interview, she detected: Message abandonment was the strategy I used most often in class. I was 88
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A CASE STUDY OF SEVEN TAIWANESE ENG
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ABSTRACT A Case Study of Seven Taiw
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DEDICATION This dissertation is ded
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TABLE OF CONTENTS vii Page ABSTRACT
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CHAPTER Page Constant Comparison An
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CHAPTER Page Conclusions………
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LIST OF FIGURES xiii Page Figure 4.
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opportunity to practice communicati
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communication strategies, since hum
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skills associated with the five com
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2. Strategy: “Procedures used in
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presents the findings regarding the
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In 1972, Selinker and Savignon repo
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Faerch and Kasper’s (1983a) class
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variables of proficiency level, gen
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language speakers’ brain. He indi
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Psychological Analysis of Second-La
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second or foreign language, through
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subjects’ communication strategie
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(1995) provided six suggestions how
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explored whether the communication
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and adjusting meanings, five of the
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new interlanguage word such as an
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CHAPTER III METHODOLOGY Qualitative
Page 49 and 50: makers of the curriculum design at
Page 51 and 52: The significance of Tunghai Univers
Page 53 and 54: 1) Participants considered themselv
Page 55 and 56: His mother tongues were Taiwanese (
Page 57 and 58: communication strategies in the ill
Page 59 and 60: Procedures Data Collection 1) Resea
Page 61 and 62: (1985), 90 minutes was the most app
Page 63 and 64: that was described thickly and inte
Page 65 and 66: The constant-comparison coding meth
Page 67 and 68: open-ended questions because they w
Page 69 and 70: According to Denzin and Lincoln (19
Page 71 and 72: Conformability According to Schwand
Page 73 and 74: Trustworthiness According to Lincol
Page 75 and 76: training process, the data were col
Page 77 and 78: at the students’ after-class time
Page 79 and 80: their various personal beliefs and
Page 81 and 82: in this study was comparison analys
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Page 87 and 88: Cheng Chih showed his disapproving
Page 89 and 90: Jiun Sheng, in his first interview,
Page 91 and 92: About the topic avoidance strategy,
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Page 95 and 96: Ling Mei Fang seemed that we did no
Page 97 and 98: not signal the others about our baf
Page 99: (すみません= I am sorry.) when
Page 103 and 104: Abandonment strategy saved my face
Page 105 and 106: I couldn’t detect whether classma
Page 107 and 108: in a fluent and voluble way. Ling M
Page 109 and 110: Tien Long perceived that difficult
Page 111 and 112: teacher requested that she should k
Page 113 and 114: certain people with whom to talk. J
Page 115 and 116: Research Question Three What Do Tai
Page 117 and 118: eplaced words. In the second interv
Page 119 and 120: In the second interview, Tien Long
Page 121 and 122: meaning beyond doubt. I preferred t
Page 123 and 124: The communication would not be stop
Page 125 and 126: eplacement strategy was not easy fo
Page 127 and 128: Jiun Sheng Chang Jiun Sheng thought
Page 129 and 130: frequently. He explained that the l
Page 131 and 132: straightforwardly. If they have bee
Page 133 and 134: I felt “generation” was like lo
Page 135 and 136: imagination. If I would like to say
Page 137 and 138: Cheng Chih believed that “word co
Page 139 and 140: is a carbon lacking an electron. An
Page 141 and 142: would exemplify horse and donkey by
Page 143 and 144: class to demonstrate for the resear
Page 145 and 146: After five weeks of training, Tien
Page 147 and 148: failure of expression through using
Page 149 and 150: In the interview, Ling Mei perceive
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The language created through “wor
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not predict for our interlocutors t
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142 vague. I perceived that at leas
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FIGURE 4.4. Perceptions of the Inte
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asked me what our home assignments
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Cheng Chih conveyed, when doing a c
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this happened very frequently, I pe
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Cooperation upgraded your English p
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other the others when using the “
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In the first interview, Ling Mei me
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FIGURE 4.5. Perceptions of the Coop
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CHAPTER V THEMES This study was des
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way of interacting. Similarly, in L
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proficiency English learners. Sung
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found. Students reflected that the
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deconstructed Chinese characters an
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FIGURE 5.4. Themes Associated with
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the cooperation strategy with the i
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FIGURE 5.6. Major Themes Retrieved
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impressions about each skill in fiv
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finally would be able to attain the
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ackgrounds and gender difference in
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herself. The above examples provide
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of their clearly marked foreigner r
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contributed to reducing students’
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key word in their intended content
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application of communication strate
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through communication strategies an
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study, based on the students’ per
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ehavior impeding his/her own promot
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such as interlanguage patterns in c
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communication (pp. 2-27). Harlow, U
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Strategies in interlanguage communi
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Guba, E. G., & Lincoln, Y. S. (1989
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I, 163-174. McKay, S. L. (2002). Te
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http://www.colostate.edu/Depts/Spee
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September, 3, 2006, from, http://ww
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Reduction Strategies: Topic Avoidan
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IV. Lexical A :Do you think that gi
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Apparent Avoidance, caused by lack
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1.2 Reduction Strategy: Message Aba
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Abandon unknown process of religion
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Do not preserve the topic or concep
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3. L2-based strategies: A: I am goi
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Example of meaning replacement: vag
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II. Paraphrase: Describe, Exemplifi
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III. Word Coinage: Make Up a New Wo
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Achievement Strategies: Cooperation
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4.Learners signal their interlocuto
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Week Two Conversation Questions Wha
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Week Four Conversation Questions Cr
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APPENDIX H Consent Form (In English
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APPENDIX I 同意書 (Consent form
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APPENDIX K 錄影帶授權書 (Vide
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