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

interlanguage was applicable when introducing the Chinese and Taiwanese cultures.
He gave the following examples:
Interlanguage was a practical strategy because it did help you to express.
Especially when I introduced Chinese culture, I would use a lot of
interlanguage. For example, I explained “Puppet Show 布袋戲,” by saying,
“It is played by hand,” and “It is a kind of carved wooden figure.” Then, my
classmates realized what I was talking about.
For “Taiwanese Opera 歌仔戲,” I said, “It comes from China, and then I
distinguished it from puppet show in order to avoid misunderstanding.” I
further explained, “The actors need to make up and it is not played by hand.”
Cheng Chih described how stressful he was when using the interlanguage strategy:
Sometimes using interlanguage made me nervous. My classmate might notice
me nervous. It was difficult to “create a new word,” “exemplify,” or
“restructure” in a short time during talking. I was stressful when I got to think
of something for a difficult word.
Cheng Chih believed that imagination was a factor to create and understand the
interlanguage:
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When using “paragraph,” I had to stimulate my partners’ ability of