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

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could not be used because it made her communication stop in the middle. After the first session of training, Pei Pei believed message abandonment should be helpful: Message abandonment was a method that suggests my not to be obsessed in a difficult meaning. I didn’t need to take unnecessary pains to figure out a difficult meaning after I decided to give up. I believed that it was an efficient strategy in communication. However, in the second interview, Pei Pei thought abandoning a meaning, especially a key meaning, could make a communication stop in the middle: In my learning experience, message abandonment strategy sometimes discontinued my talking when I abandoned an important word. It was just like if you didn’t know a key word of an article, you couldn’t realize what the article was about. Therefore, I usually checked difficult words in my dictionary without ignoring any word. During communication, I would suggest learners annotating each word associated with intended meaning instead of leaving them undone. Additionally, Pei Pei revealed that the idea of “not to abandon any intended meaning” was actually inspired by one of her English teachers in senior high school. This teacher distributed to the class countless articles containing numerous new words that she had not learned yet. Her teacher told her and her classmates to read these articles thoroughly and check meanings of each unknown word. Pei Pei’s 97
teacher requested that she should know all the words in order to pass the entrance examination with a higher score. Hence, Pei Pei noted it might be necessary to express all of her intended meanings in order to help people understand her idea. Cheng Chih Chen Cheng Chih indicated message abandonment sometimes was unavoidable: About abandonment, I needed to consider the subject, situation, timing, and necessity. Abandoning words sometimes helped me save time and clear doubts in English communication. However, sometimes I could not abandon words if what I should express was really important for us. For example, if I am overseas, and I need to buy something, I got to figure out how to say the word for the subject I would like to buy. It is like if I saw a car accident on the road, I must not abandon the victims and do nothing. I got to figure out what I should do to rescue them from dying. After the second interview, Cheng Chih shared with the researcher that he felt the foreigners in Taiwan spoke mostly with key words only. According to his experiences of working in a restaurant and chatting in the public in Taiwan, he observed that Americans visiting Taiwan usually spoke to him with simply one or two key words. When they said key words such as “rest room,” “no smoking,” or “sea food,” Cheng Chih was able to figure out that they were looking for a restroom, a non-smoking area, and would like to have fish or shrimps. Cheng Chih implied that, from many foreigners’ perspectives, time was money. Therefore, they usually 98
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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
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makers of the curriculum design at
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The significance of Tunghai Univers
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1) Participants considered themselv
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His mother tongues were Taiwanese (
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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
Page 83 and 84: certain topic: Topic avoidance was
Page 85 and 86: keep away from the wearisome topics
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,
Page 93 and 94: a polite child from when he was in
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 and 100: (すみません= I am sorry.) when
Page 101 and 102: deemed that it was necessary to lea
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: Tien Long perceived that difficult
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
Page 151 and 152: The language created through “wor
Page 153 and 154: not predict for our interlocutors t
Page 155 and 156: 142 vague. I perceived that at leas
Page 157 and 158: FIGURE 4.4. Perceptions of the Inte
Page 159 and 160: 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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