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

instance, “Shu-Shi 壽司,” and “Dim-Sum 點心.” Therefore, Cheng Chih was able
to learn this strategy quickly, and he expanded the same logic learned in the
restaurant to create his speech productions in class discussion through interlanguage.
Jiun Sheng Chang
Jiun Sheng commented on interlanguage in both of his interviews. He felt that
it assisted him in expressing difficult meanings. He demonstrated several examples
from his learning experiences in class. In the first interview, Jiun Sheng believed that
“paraphrase” was a valuable strategy. Also, Jiun Sheng believed that describing a
word was an easy strategy to use:
“Paraphrase” was a valuable strategy. In my learning experience, when using
“paraphrase,” I usually made my partners realize what I meant. In group
discussions, I offered a lot of examples to explain. If I wanted to say “apple,”
I said, “It is like a ball, in red color, and delicious.” I also told the others that,
“Newton had discovered gravity through it, which had fallen from a tree to
the ground.” I believed that it was quite clear to portray an object this way.
Similarly, if I wanted to say eagle, I said, “It is able to fly and spiral, and it is
an invader with wings.” I would say, “It is a symbol for America.” I was
confident that my partners in class comprehended what I meant when I used
the usages in this strategy. My perception about paraphrase was that the
languages created through it were like languages that a teacher used to
illustrate terms for his students. In my learning experience, the following
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exemplifications could replace the difficult term of “Carbon Positive Ion”: “It