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

herself.
The above examples provided vivid models of how students intended to
systemize their strategy application according to their various internal or external
conditions to achieve the highest understandable outcome in EFL communication.
From a perspective of a longer practicing term for communication strategies, the
researcher believes that the students should develop their routines so that they could
depend on their personality and the other situations they might encounter. They
should practice to resort automatically to an applicable strategy. That is to say, this
study implied that the students should judge how to select the appropriate strategies
in relation to the common problems encountered during the communication, to their
preferences of a certain strategy, or to their personalities and backgrounds.
Native Language
Most of the students revealed how they had applied their own native
languages, Mandarin or Taiwanese, to generate their speech productions through
interlanguage. Their illustrative statements actually corresponded to the creator of the
communication strategy, Selinker’s definition of “interlanguage.” According to
Selinker (1972), “interlanguage utterances were actual utterances produced by native
speakers of the native language when attempting to produce this target language
norm” (p. 227). Actually, the non-native like language and the characteristics of
foreign-talk were also mentioned by Tarone (1980). Tarone (1980) emphasized in
“Communication strategies, foreigner talk, and repair in interlanguage”, the ability of
understanding interlanguage should be important for native or non-native speaker. “It
seems to me that the component of strategic competence must have some universal
aspect, in that it is used to bridge the gaps between two linguistic or sociolinguistics
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