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

impressions about each skill in five communication strategies and their different
reasons why these skills were or were not accommodating or acceptable based on
their feelings. Some of their reflections had been debated in previous studies. Some
of them were whole new discoveries on their part. Overall, students were willing to
use most of the learned skills in the five communication strategies.
Because this study adopted a comparison method of analysis, most of the
displayed subjects shared commonly repeated feelings. Regarding to several more
assorted themes offered by only one student or discussed by students too slightly, this
study did not categorize them into findings and discussions. These assorted themes
were regarded as the abnormal outliers, which might have an inverse effect on the
accuracy of the central findings in this study. This study included only concepts
related to the findings that were clearly reflected by at least two respondents.
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What follows discusses the issues of comprehension, politeness, intentionality,
native language, face-saving, and teachablity addressed in previous studies
(Bialystok, 1990; Dornyei, 1995; Faerch & Kasper, 1983c, 1984; Selinker, 1972;
Vygotsky, 1987; Wannaruk, 2006). In addition, some students’ perceptions, attitudes,
and beliefs as well as the issues in this study that had rarely been discussed and
researched in this field, also were revealed. These issues were about students’
reflections of their interlanguage system, affective filter, time-saving and key word
issues in using communication strategy.
Comprehension in Speeches
While the students argued the importance of expressing their intended
meaning, the theme of comprehension in speech also was emphasized by students
when they reflected their perceptions about the topic avoidance strategy, meaning