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

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A CASE STUDY OF SEVEN TAIWANESE ENGLISH AS A FOREIGN LANGUAGE FRESHMAN NON-ENGLISH MAJORS’ PERCEPTIONS Approved by: ABOUT LEARNING FIVE COMMUNICATION STRATEGIES A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Patricia J. Larke Committee Members, Zohreh Eslami-Rasekh Shari Kendall La Verne Young-Hawkins Head of Department, Dennie L. Smith May 2007 Major Subject: Curriculum and Instruction
ABSTRACT A Case Study of Seven Taiwanese English as a Foreign Language Freshman Non-English Majors’ Perceptions about Learning Five Communication Strategies. (May 2007) Grace Hui-Chin Lin, B.A., Tam Kang University; M. S., University of Southern California Chair of Advisory Committee: Dr. Patricia J. Larke The primary purpose of this study was to identify what were Taiwanese University English as a Foreign Language (EFL) learners’ perceptions about learning communication strategies. This study collected qualitative data about students’ beliefs and attitudes as they learned communication strategies. The research question guiding the study was: What are Taiwanese University EFL learners’ perceptions about learning five communication strategies? Twenty-four university students were trained for 10 weeks to use strategies in Faerch and Kasper’s (1983a) taxonomy, and seven volunteers were interviewed. None of the students majored in English but were enrolled in a required Basic English course in a Freshman English Non-Majors’ (FENM) program in Agriculture College at Tunghai University. In the middle and at the end of the training period, participants were interviewed and videotaped for 90 minutes. The results were as follows: 1) In the reduction set of communication strategies, seven volunteers tended to admit that “topic avoidance” (1.) was applicable; however, they disagreed about “keeping silence” because of their concern about politeness. iii
Page 1: A CASE STUDY OF SEVEN TAIWANESE ENG
Page 5 and 6: DEDICATION This dissertation is ded
Page 7 and 8: TABLE OF CONTENTS vii Page ABSTRACT
Page 9 and 10: CHAPTER Page Constant Comparison An
Page 11 and 12: CHAPTER Page Conclusions………
Page 13 and 14: LIST OF FIGURES xiii Page Figure 4.
Page 15 and 16: opportunity to practice communicati
Page 17 and 18: communication strategies, since hum
Page 19 and 20: skills associated with the five com
Page 21 and 22: 2. Strategy: “Procedures used in
Page 23 and 24: presents the findings regarding the
Page 25 and 26: In 1972, Selinker and Savignon repo
Page 27 and 28: Faerch and Kasper’s (1983a) class
Page 29 and 30: variables of proficiency level, gen
Page 31 and 32: language speakers’ brain. He indi
Page 33 and 34: Psychological Analysis of Second-La
Page 35 and 36: second or foreign language, through
Page 37 and 38: subjects’ communication strategie
Page 39 and 40: (1995) provided six suggestions how
Page 41 and 42: explored whether the communication
Page 43 and 44: and adjusting meanings, five of the
Page 45 and 46: new interlanguage word such as an
Page 47 and 48: CHAPTER III METHODOLOGY Qualitative
Page 49 and 50: makers of the curriculum design at
Page 51 and 52: The significance of Tunghai Univers
Page 53 and 54:
1) Participants considered themselv
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His mother tongues were Taiwanese (
Page 57 and 58:
communication strategies in the ill
Page 59 and 60:
Procedures Data Collection 1) Resea
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(1985), 90 minutes was the most app
Page 63 and 64:
that was described thickly and inte
Page 65 and 66:
The constant-comparison coding meth
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open-ended questions because they w
Page 69 and 70:
According to Denzin and Lincoln (19
Page 71 and 72:
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
Page 85 and 86:
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
Page 97 and 98:
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
Page 121 and 122:
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
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imagination. If I would like to say
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Cheng Chih believed that “word co
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is a carbon lacking an electron. An
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would exemplify horse and donkey by
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class to demonstrate for the resear
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After five weeks of training, Tien
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failure of expression through using
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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
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142 vague. I perceived that at leas
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FIGURE 4.4. Perceptions of the Inte
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asked me what our home assignments
Page 161 and 162:
Cheng Chih conveyed, when doing a c
Page 163 and 164:
this happened very frequently, I pe
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 and 186:
the cooperation strategy with the i
Page 187 and 188:
FIGURE 5.6. Major Themes Retrieved
Page 189 and 190:
impressions about each skill in fiv
Page 191 and 192:
finally would be able to attain the
Page 193 and 194:
ackgrounds and gender difference in
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
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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
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Abandon unknown process of religion
Page 235 and 236:
Do not preserve the topic or concep
Page 237 and 238:
3. L2-based strategies: A: I am goi
Page 239 and 240:
Example of meaning replacement: vag
Page 241 and 242:
II. Paraphrase: Describe, Exemplifi
Page 243 and 244:
III. Word Coinage: Make Up a New Wo
Page 245 and 246:
Achievement Strategies: Cooperation
Page 247 and 248:
4.Learners signal their interlocuto
Page 249 and 250:
Week Two Conversation Questions Wha
Page 251 and 252:
Week Four Conversation Questions Cr
Page 253 and 254:
APPENDIX H Consent Form (In English
Page 255 and 256:
APPENDIX I 同意書 (Consent form
Page 257 and 258:
APPENDIX K 錄影帶授權書 (Vide
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