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

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Jiun Sheng explained to the researcher why he used meaning replacement to translate Chinese idioms. I was interested in studying Chinese literature since I was a junior high school student. I had learned and memorized hundreds of Chinese idioms in my mind. It is my routine to ponder in Chinese idioms and answer the others’ doubts with the philosophies in the idioms. Jian Guo Huang Jian Guo talked about meaning replacement only in his first interview. He perceived that resorting to meaning replacement might not be a perfect way to express the difficult intended meanings. Additionally, Jian Guo also perceived meaning replacement was like “Slang” as Jian Guo felt: I believed although I could not express as clear as using an accurate word, it at least made the others know what I meant. For example, I would replace “Highball Glass” and “Whiskey Glass (Straight Glass)” with “Glass,” which were known as daily-life articles. From a view of profession, facilitated words could be indistinct and confusing. On the other hand, meaning replacement was like “Slang.” They all were easier, understandable and lower level English. The difference was slang seemed to be clearer. 115 Jian Guo talked about when the replacement strategy would be applied more
frequently. He explained that the level of his speech productions simply would be based on different stages of his English proficiency. Jian Guo was a sophomore. Therefore, he should not speak with this strategy as frequently as when he was a freshman. FIGURE 4.3. Perceptions of the Meaning Replacement Strategy ____________________________________________________________________ C. C. Closer word Slang Surviving language Individual T. L. interpretation S. R. L. M. Interlanguage Reconfirm High level Grammar/ Pronunciation M. R. Not easy Slang J. G. Indistinct About the third strategy, meaning replacement, 5 students (Cheng Shih, Tien Long, Ling Mei, Pei Pei, and Jian Guo) provided their convinced perceptions about it. As can be revealed in Figure 4.3., they conceived that, although this method made them articulate their intended meanings slowly, they somehow gained a method to convey it. The other 2 students (Sung Ru and Jiun Sheng) did not display their standpoints obviously and said the “message replacement” strategy was an adaptable strategy. They offered their different reasons why they would or would not use it, and P. P. Gradually Cultural differences J. S. 116 Generalization Chinese idiom
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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
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Procedures Data Collection 1) Resea
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(1985), 90 minutes was the most app
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that was described thickly and inte
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The constant-comparison coding meth
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open-ended questions because they w
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According to Denzin and Lincoln (19
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Conformability According to Schwand
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Trustworthiness According to Lincol
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training process, the data were col
Page 77 and 78: at the students’ after-class time
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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,
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 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: Jiun Sheng Chang Jiun Sheng thought
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
Page 161 and 162: Cheng Chih conveyed, when doing a c
Page 163 and 164: this happened very frequently, I pe
Page 165 and 166: Cooperation upgraded your English p
Page 167 and 168: other the others when using the “
Page 169 and 170: In the first interview, Ling Mei me
Page 171 and 172: FIGURE 4.5. Perceptions of the Coop
Page 173 and 174: CHAPTER V THEMES This study was des
Page 175 and 176: way of interacting. Similarly, in L
Page 177 and 178: 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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