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

key word in their intended content of expressing in order to fulfill their “motivation
of communication.”
Summary
While past researchers reported different intentions for using different
communication strategies by different genders, English proficiency levels of
language learners, speakers from different countries, and various types of pedagogies
(Dornyei, 1995; Kocoglu, 1997; Rababah, 2002c; Yoshida-Morise, 1998), students’
personal willingness and perceptions toward each strategy never had been
implemented as research topics in this field. Consequently, sharing students’
psychological level with the curriculum designers has become one of the most
significant issues, since the educators need to respect students’ perceptions and
motivations in learning in order to assist students in acquiring their highest in-put in
learning and using communication strategies.
Krashen (1982) had mentioned “Higher motivation predicts more acquisition”
(p. 56). Students’ attitudes and beliefs about learning communication strategies were
very important. Attitudes and beliefs affected students’ motivation to learn and their
ability to use communication strategies. Therefore, this study emphasized that
English educators and school administrators of English conversation courses must
know their students’ perceptions as well as their attitudes and beliefs toward each
skill in the communication strategies. Furthermore, the English teachers should
confirm in which pedagogies and which principles of training their students would
like to be educated. In summary, the researcher believes that if the students have an
opportunity to learn communication strategies in the ways mentioned above, they
would be able to increase motivation in learning how to deal with their
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