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