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