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

Throughout the two 90-minute interviews after 5 and 10 weeks of trainings,
students’ perceptions can be expanded into 8 themes that are discussed theoretically
by the prestigious scholars and researchers in the field of language learning or
communication strategies (e.g., Bialystok, 1990; Faerch & Kasper, 1983c; 1984;
Kocoglu, 1997; Krashen, 1988; Leech, 1983; MacIntyre, Clement, Dornyei & Noels,
1998; Rababah, 2002a, 2002b, 2002c, 2002d, 2003; Siennicki, 2000; Tarone, 1983,
Vygotsky, 1987; Wannaruk, 2006; Watts, Ide & Ehlih, 1992; Watzel, 1998;
Yoshida-Morise, 1998). Several themes, such as face-saving and foreign like
language (native language) were very much emphasized by previous scholars in the
field of communication strategies (Faerch & Kasper, 1983c, Tarone, 1980).
Based on several significant theories related to second language learning and
the research findings of face-saving and native language issues in the field of
communication strategy that previous researchers had contributed, chapter VI
revealed and discussed the expanded 8 issues retrieved from the findings of the five
research questions. They were about issues of comprehension, politeness,
intentionality, native language, face-saving, interlanguage system, time-saving, and
keywords.
Each issue was discussed by at least two students or more. Also, some
students related a same theme to different strategies. How the students reflected
their perceptions with the 8 themes was displayed in Figure 5.6. as follows.
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