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

More documents

Recommendations

Info

Gubrium & D. Silverman, (Eds.), Qualitative research practice (pp. 457-489). London: Sage Publications. Faerch, C., & Kasper, G. (1980). Processes and strategies in foreign language learning and communication. Interlanguage Studies Bullein, 5, 47-118. Faerch, C., & Kasper, G. (1983a). Plans and strategies in foreign language learning and communication. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 20-60). New York: Longman. Faerch, C., & Kasper, G. (1983b). On identifying communication strategies in interlanguage production. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 210-238). New York: Longman. Faerch, C., & Kasper, G. (1983c). Strategies in interlanguage communication. New York: Longman. Faerch, C., & Kasper, G. (1984). Two ways of defining communication strategies. Language Learning, 34, 45-63. Gass, S. M., & Selinker, L. (1994). Second language acquisition: An introductory course. Hillsdale, NJ: Lawrence Erlbaum. Glaser, B. G., & Strauss, A. L. (1999). Discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publication. Government Information Office, R.O.C. 2005. Health for all: Let Taiwan join the WHO. Retrieved October, 3, 2005, from http://www.gio.gov.tw/taiwan-website/5-gp/join_who/2003/index.htm Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. San Francisco: Jossey-Bass Publishers. 203
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage Publication. Haastrup, K., & Phillipson, R. (1983) Achievement strategies in learner/native speaker interaction. In C. Faerch, & G. Kasper, (Eds.), Strategies in interlanguage communication (pp. 140-158). New York: Longman. Heaton, M. M. (1951). Feelings are facts. New York: National Conference of Christians and Jews. Holstein, J. A., & Bubrium, J. F. (1995). The active interview. London: Sage Publication. Hymes, D. (1972) On communicative competence. In J. B. Pride & J. Holmes, (Eds.), Sociolinguistics. Harmondsworth, England: Penguin Books Kellerman, E. (1978). Giving learners a break: Native language intuition a source of predictions about transferability. Working Papers on Bilingualism, 15, 59-89. Kellerman, E. (1984). The empirical evidence for the influence of the L1 in interlanguage. In A. Davies & C. Criper (Eds.), Interlanguage. Edinburgh: Edinburgh University Press. Kellerman, E., Ammerlaan, A., Bongaerts, A. T., & Poulisse, N. (1990). System and hierarchy in L2 compensatory strategies. In R. C. Scarcella, E. S. Anderson, & S. D. Krashen, (Eds.), Developing communicative competence in second language (pp.163-178). New York: Newbury House. Kellerman, E., Bongaerts, T., & Poulisse, N. (1987) Strategy and system in L2 referential communication. In R. Ellis (Ed.), The social context of second language acquisition. Oxford: Pergamon Press. Kocoglu, Z. (1997). The role of gender on communication strategy use. Retrieved 204
Page 1 and 2:
A CASE STUDY OF SEVEN TAIWANESE ENG
Page 3 and 4:
ABSTRACT A Case Study of Seven Taiw
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
Page 55 and 56:
His mother tongues were Taiwanese (
Page 57 and 58:
communication strategies in the ill
Page 59 and 60:
Procedures Data Collection 1) Resea
Page 61 and 62:
(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
Page 67 and 68:
open-ended questions because they w
Page 69 and 70:
According to Denzin and Lincoln (19
Page 71 and 72:
Conformability According to Schwand
Page 73 and 74:
Trustworthiness According to Lincol
Page 75 and 76:
training process, the data were col
Page 77 and 78:
at the students’ after-class time
Page 79 and 80:
their various personal beliefs and
Page 81 and 82:
in this study was comparison analys
Page 83 and 84:
certain topic: Topic avoidance was
Page 85 and 86:
keep away from the wearisome topics
Page 87 and 88:
Cheng Chih showed his disapproving
Page 89 and 90:
Jiun Sheng, in his first interview,
Page 91 and 92:
About the topic avoidance strategy,
Page 93 and 94:
a polite child from when he was in
Page 95 and 96:
Ling Mei Fang seemed that we did no
Page 97 and 98:
not signal the others about our baf
Page 99 and 100:
(すみません= I am sorry.) when
Page 101 and 102:
deemed that it was necessary to lea
Page 103 and 104:
Abandonment strategy saved my face
Page 105 and 106:
I couldn’t detect whether classma
Page 107 and 108:
in a fluent and voluble way. Ling M
Page 109 and 110:
Tien Long perceived that difficult
Page 111 and 112:
teacher requested that she should k
Page 113 and 114:
certain people with whom to talk. J
Page 115 and 116:
Research Question Three What Do Tai
Page 117 and 118:
eplaced words. In the second interv
Page 119 and 120:
In the second interview, Tien Long
Page 121 and 122:
meaning beyond doubt. I preferred t
Page 123 and 124:
The communication would not be stop
Page 125 and 126:
eplacement strategy was not easy fo
Page 127 and 128:
Jiun Sheng Chang Jiun Sheng thought
Page 129 and 130:
frequently. He explained that the l
Page 131 and 132:
straightforwardly. If they have bee
Page 133 and 134:
I felt “generation” was like lo
Page 135 and 136:
imagination. If I would like to say
Page 137 and 138:
Cheng Chih believed that “word co
Page 139 and 140:
is a carbon lacking an electron. An
Page 141 and 142:
would exemplify horse and donkey by
Page 143 and 144:
class to demonstrate for the resear
Page 145 and 146:
After five weeks of training, Tien
Page 147 and 148:
failure of expression through using
Page 149 and 150:
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
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 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: Strategies in interlanguage communi
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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?