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

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REFERENCES Alsop, S., & Watts, M. (2000). Facts and feelings: Exploring the affective domain in the learning of physics. Curriculum Matters, 35(2), 132-138. Andrioti, P. (2005). An outline of the role of communication strategies in interaction between L2 learners. Retrieved March, 31, 2005, from http://www.tesolgreece.com/nl/73/7308.html Ansarin, A., & Syal, P. (2000). Communication strategies revisited: The influence of proficiency on the selection of strategies: The authors outmaneuvered? Indian Journal of Applied Linguistic, 26(1), 71-86. Bialystok, E. (1983). Some factors in the selection and implementation of communication strategies. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 100-118). New York: Longman. Bialystok, E. (1990). Communication strategies: A psychological analysis of second language use. Oxford: Basil Blackwell. Blum-Kulka, S., & Levenston, E. A. (1983). Universals of lexical simplification. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 119-139). New York: Longman. Bongaerts, T., Kellerman, E., and Bentlage, A. (1987). Perspective and proficiency in L2 referential communication. Studies in Second Language Acquisition, 9, 171-200. Brown, P. & Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press. Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and 199
communication (pp. 2-27). Harlow, UK: Longman. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to language teaching and testing. Applied Linguistics, 1(3), 1-47. Carey, J. W., Morgan, M., Oxtoby, M. J. (1996). Intercoder agreement in analysis of responses to open-ended interview questions: Examples from tuberculosis research. Cultural Anthropology Methods, 3 (3), 1-5. Chen, S. Q. (1990). A study of communication strategies in interlanguage production by Chinese EFL learners. Language Learning, 40, 155-187. Chen, T. S. (2005). Joining the global village, Taiwan’s participation in the international community. Taiwan Openforum, Retrieved Feb, 28, 2006, http://www.wufi.org.tw/dbsql/showemsg.php?id=57 Clennell, C. (1994, a). Investigating the use of communication strategies production by Chinese EFL learners. Language Learning, 40, 32-35. Clennell, C. (1994, b). Investigating the use of communication strategies by adult second language learners: A case study for trusting your own judgment in classroom research. TESOL Journal, 4(1), 32-35. Clennell, C. (1995). Communication strategies of adult ESL learners: A discourse perspective. Prospect, 10(3), 4-20. Clifford, J. (1990). Notes on fieldnotes. In R. Sanjek, (Ed.), Fieldnotes (pp. 67). Ithaca, NY: Cornell University Press. Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman. Confucius (551-479 BCE). Available from The Internet Journal Web site, http://english.taipei.gov.tw/tctgb/index.jsp?categid=4949 200
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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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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: such as interlanguage patterns in c
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
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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