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

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y the various populations practically could answer for the administrators and curriculum designers the questions as follows: “How can curriculum designers depend on students’ various backgrounds and future needs in order to design a course for training communication strategies?” “Which strategies should be adopted and which ones should not be adopted?” “Should curriculum designers propose a course for training communication strategies based on a certain group of students’ homogenous backgrounds and their future needs?” “If this is necessary, how can they, according to the results, design a suitable curriculum?” Additionally, “Besides English proficiency, what are the specialties and individuality of the trainers that the students prefer when learning the communication strategies?” Students’ Acceptance Level of Non-native Like Language A core issue of foreign-like language was found in the findings for the fifth research question, which was an issue of Non-native like speech productions generated through communication strategies. This issue had been mentioned by Tarone (1983). The reason why the researcher believes it should be a central issue in the field of communication strategy is because it is related to the EFL students’ willingness to learn communication strategies. Although the consistent and stable results from many previous scholars’ studies yielded the effectiveness and efficiency of the speech productions created through strategies (Chen, 1990; Littlemore, 2003; Rababah, 2002b; Yoshida-Morise, 1998), the factors that influence the students’ willingness to learn strategies, such as the factor of non-native like speech productions rarely are discussed and inspected. The issue of an apposite balance between the non-native like language created 191
through communication strategies and the insistence of achieving the standard English was found in the data of this study. However, it had not been discussed deeply. Hence, the researcher thinks that no matter how much it had been mentioned by the participants, this part of the data implied that non-native like language might be a potential obstacle to the practice of communication strategies training and curriculum design. Therefore, it is compulsory that researchers of this field should conduct further studies by focusing on students’ perceptions, opinions, and evaluations of their non-native like language created through communication strategies. The research should assist the students to consider profoundly how they would be able to convey standard English. Students should think about how much time they require and what types of courses they have to take to establish their English to be native-like. After measuring their need and their ability, students should be able to make a decision about how much they would espouse the communication strategies in their English interaction. The researcher believes that it is necessary for researchers to help the students to ascertain, “If the standard English should be unattainable in a short time, how much Non-native like language can be allowed in their English conversation?” Training Pedagogies The issue of the pedagogies the trainer should apply when training students is significant. In the findings, the training method was mentioned slightly by students. The reason why the students did not discuss it deeply was probably because the trainer in this study mostly used group discussion activities to train the students. Only one or two relaxing games were conducted for checking students’ abilities to use 192
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A CASE STUDY OF SEVEN TAIWANESE ENG
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ABSTRACT A Case Study of Seven Taiw
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DEDICATION This dissertation is ded
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TABLE OF CONTENTS vii Page ABSTRACT
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CHAPTER Page Constant Comparison An
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CHAPTER Page Conclusions………
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LIST OF FIGURES xiii Page Figure 4.
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opportunity to practice communicati
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communication strategies, since hum
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skills associated with the five com
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2. Strategy: “Procedures used in
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presents the findings regarding the
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In 1972, Selinker and Savignon repo
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Faerch and Kasper’s (1983a) class
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variables of proficiency level, gen
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language speakers’ brain. He indi
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Psychological Analysis of Second-La
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second or foreign language, through
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subjects’ communication strategie
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(1995) provided six suggestions how
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explored whether the communication
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and adjusting meanings, five of the
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new interlanguage word such as an
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CHAPTER III METHODOLOGY Qualitative
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makers of the curriculum design at
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The significance of Tunghai Univers
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1) Participants considered themselv
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His mother tongues were Taiwanese (
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communication strategies in the ill
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Procedures Data Collection 1) Resea
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(1985), 90 minutes was the most app
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that was described thickly and inte
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The constant-comparison coding meth
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open-ended questions because they w
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According to Denzin and Lincoln (19
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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
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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
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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
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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
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The language created through “wor
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Page 155 and 156: 142 vague. I perceived that at leas
Page 157 and 158: FIGURE 4.4. Perceptions of the Inte
Page 159 and 160: 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: application of communication strate
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
Page 223 and 224: 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
Page 233 and 234: 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
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APPENDIX I 同意書 (Consent form
Page 257 and 258:
APPENDIX K 錄影帶授權書 (Vide
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A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...

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