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

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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. 173
FIGURE 5.6. Major Themes Retrieved from Students’ Perceptions ____________________________________________________________________ Major Themes Comprehension in Speeches Politeness & Appropriateness Intentionality in Communication Native Language & Interlanguage Strategy Face-Saving Time-Saving Interlanguage System Key Words Sung Ru Liu Cheng Chih Chen Jiun Sheng Chang Jain Guo Huang Tien Long Lee Ling Mei Fang Pei Pei Hu C. T. A. M. A. M. R. I. 174
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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
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Jiun Sheng Chang Jiun Sheng thought
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frequently. He explained that the l
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straightforwardly. If they have bee
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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
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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 and 178: proficiency English learners. Sung
Page 179 and 180: found. Students reflected that the
Page 181 and 182: deconstructed Chinese characters an
Page 183 and 184: FIGURE 5.4. Themes Associated with
Page 185: the cooperation strategy with the i
Page 189 and 190: impressions about each skill in fiv
Page 191 and 192: finally would be able to attain the
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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
Page 229 and 230: Apparent Avoidance, caused by lack
Page 231 and 232: 1.2 Reduction Strategy: Message Aba
Page 233 and 234: Abandon unknown process of religion
Page 235 and 236: 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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