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

I felt “generation” was like looking for a bigger concept for details under that
concept. For example, my major is Food Science. Under this big subject, we
have to learn its related knowledge, such as “Food Chemistry,” “Food
Preservation,” and “Manufactured Food.” It meant I could generalize all the
subordinate subjects as subject of Food Science.
When I used “word-coinage,” I considered in Chinese first, and then I
produced English words to express the difficult meaning. I perceived many of
my English speeches created through “word-coinage” were based on my
mother tongues, Chinese and Taiwanese. I sometimes directly translated
Chinese into English and produced words.
Sung Ru told the researcher that the reason she could learn interlanguage
easily was because she had heard this type of speech from the mass media before she
entered Tunghai University. Sung Ru learned this strategy from TV news, radio, and
internet. Besides, she had gained knowledge of it from her teachers in high school.
Cheng Chih Chen
Cheng, in his first interview, said that he believed that although the
interlanguage strategy was useful, he also believed that it was not easy to employ. He
described that this strategy was helpful, especially when he needed to introduce
Chinese and Taiwanese cultures. After 10 weeks of training, he shared his learning
experience of applying Interlanguage and clearly analyzed how he created words
through “word-coinage.” After 5 weeks of training, Cheng Chih perceived that
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