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

FIGURE 4.4.
Perceptions of the Interlanguage Strategy
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Culture
When compared to the reduction set of communication strategies, the
interlanguage and cooperation strategies in the achievement set were regarded by
most students as imperative in English communication. As displayed in Figure 4.4.,
for the fourth strategy, interlanguage, all of the seven students perceived that it was a
profitable and accessible one that they would like to learn. Some students answered
that they believed that interlanguage was uncomplicated because the strategies
“generalization,” “paraphrase,” “word coinage,” and “restructuring,” made their
language structure similar to the structures of their native language. They perceived
that this strategy assisted them in facilely engaging it by referring to the structures of
Chinese characters.
S. R.
Humor/Courage
Spread
Face/public
J. G.
Paragraph/scientifi
T. L.
C. C.
Introducing culture
Tsang Jei/foreigner
Introducing Culture
Words not in dictionary
Brave/ creative
Interlanguage
L. M.
J. S.
Paragraph: lecture
Skills used
Cooperative
Culture
Describe/ x, y axis
P. P.
Tsang
Jei/
foreigner
Students had positive attitudes for the strategies of interlanguage. Most of the
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