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

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FIGURE 5.2. Themes Associated with the Message Abandonment Strategy ____________________________________________________________________ Time Saving Face Saving Key Word Themes Emerged from the Students’ Perceptions about the Meaning Replacement Strategy Message Abandonment Students’ perceptions about the third research question suggested that the theme of “comprehensibility” was associated strongly with students’ perceptions of the meaning replacement strategy. Also, the issue of intentionality as well as the automatic reaction to the strategy application also was mentioned by a student (Sung Ru). Finally, some students pointed out that the language generated through the message replacement strategy could be influenced greatly by the individual’s cultural and linguistic background. Sung Ru Cheng Jiun Chih Sheng Tien Long Ling Mei Jain Guo Pei Pei All seven students agreed that the meaning replacement strategy would contribute to their communication. The students’ various types of descriptions for the comprehensible speeches produced by the message replacement strategy could be 165
found. Students reflected that the speeches generated through the meaning replacement strategy were similar to slang (Cheng Chih), as translations of Chinese idiom or an interlanguage system in mind (Jiun Sheng), or as interlanguage (Ling Mei). The theme of “intentionality” was implied by Sung Ru. Sung Ru perceived that, whenever she encountered a condition where she could not use the replacement strategy successfully, she turned on the strategy of message abandonment. Sung Ru mentioned that she needed at least 30 seconds to figure out how to use a simpler word. If Sung Ru perceived that discussion time assigned by the trainer was not sufficient or her classmates had noticed that she was too stressed when thinking how to construct the expression, she automatically resorted to the abandonment strategy to release herself. Importantly, Tien Long and Ling Mei pointed out that the English speakers from different areas created language through the meaning replacement strategy from their own perspectives, which were based on the perspectives of their own cultures or their mother tongue. Therefore, the language generated through meaning replacement might not be comprehended easily or accepted by people from different cultural or linguistic backgrounds. Besides, Sung Ru offered some of her suggestions for using it. Sung Ru believed that accurate grammar and pronunciation would enhance the comprehensibility for the speech production generated through meaning replacement. Also, Sung Ru suggested that a long-term practice would make the learners apply it in an easier way. As can be seen in Figure 5.3., the themes that emerged from the third research questions were constructed by “comprehensibility,” “intentionality,” 166
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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
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at the students’ after-class time
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their various personal beliefs and
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in this study was comparison analys
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certain topic: Topic avoidance was
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keep away from the wearisome topics
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Cheng Chih showed his disapproving
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Jiun Sheng, in his first interview,
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About the topic avoidance strategy,
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a polite child from when he was in
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Ling Mei Fang seemed that we did no
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not signal the others about our baf
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(すみません= I am sorry.) when
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deemed that it was necessary to lea
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Abandonment strategy saved my face
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I couldn’t detect whether classma
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in a fluent and voluble way. Ling M
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Tien Long perceived that difficult
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teacher requested that she should k
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certain people with whom to talk. J
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Research Question Three What Do Tai
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eplaced words. In the second interv
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In the second interview, Tien Long
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meaning beyond doubt. I preferred t
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The communication would not be stop
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eplacement strategy was not easy fo
Page 127 and 128: Jiun Sheng Chang Jiun Sheng thought
Page 129 and 130: frequently. He explained that the l
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: proficiency English learners. Sung
Page 181 and 182: deconstructed Chinese characters an
Page 183 and 184: FIGURE 5.4. Themes Associated with
Page 185 and 186: the cooperation strategy with the i
Page 187 and 188: FIGURE 5.6. Major Themes Retrieved
Page 189 and 190: impressions about each skill in fiv
Page 191 and 192: finally would be able to attain the
Page 193 and 194: ackgrounds and gender difference in
Page 195 and 196: herself. The above examples provide
Page 197 and 198: of their clearly marked foreigner r
Page 199 and 200: contributed to reducing students’
Page 201 and 202: key word in their intended content
Page 203 and 204: application of communication strate
Page 205 and 206: through communication strategies an
Page 207 and 208: study, based on the students’ per
Page 209 and 210: ehavior impeding his/her own promot
Page 211 and 212: such as interlanguage patterns in c
Page 213 and 214: communication (pp. 2-27). Harlow, U
Page 215 and 216: Strategies in interlanguage communi
Page 217 and 218: Guba, E. G., & Lincoln, Y. S. (1989
Page 219 and 220: I, 163-174. McKay, S. L. (2002). Te
Page 221 and 222: http://www.colostate.edu/Depts/Spee
Page 223 and 224: September, 3, 2006, from, http://ww
Page 225 and 226: Reduction Strategies: Topic Avoidan
Page 227 and 228: 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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A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...

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