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

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February, 22, 2005, from http://www.eric.ed.gov Krashen, S. (1982). Principle and practice and second language acquisition. Oxford: Pergammon Press. Krashen, S. (1988). Second language acquisition and second language learning. New York: Prentice-Hall International. Kumaravadivelu, B. (1989). Communication strategies and psychological processes underlying lexical simplification. IRAL, 26, 309-335. Leech, G. (1983). Principles of pragmatics. New York: Longman. Lenneberg, E. H. (1967). Biological foundations of language. New York: John Wiley and Sons Inc. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. London: Sage Publications. Littlemore, J. (2001). An empirical study of the relationship between cognitive style and the use of communication strategy. Applied Linguistics, 22(2). 241-265. Littlemore, J. (2003). The communicative effectiveness of different types of communication strategy. Retrieved February, 15, 2005, from http://www.sciencedirect.com Lott, E. (1993). Love and theft. Blackface minstrelsy and the American working class. Oxford: Oxford University Press. MacIntyre, P. D., Clement, R., Dornyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation. Modern Language Journal, 82, 545-562. Marshall C., & Rossman, G. B. (1999). Designing qualitative research. London: Sage Publication. Margolis, D. P. (2001). Compensation strategies by Korean students, The PAC Journal, 205
I, 163-174. McKay, S. L. (2002). Teaching English as an international language. Oxford: Oxford University Press. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications. Ogane, M. (1998). Teaching communication strategies. Retrieved Feb 15, 2005, from http://web28.epnet.com.ezproxy.tamu.edu:2048/resultlist.asp Paribakht, T. (1982). The relationship between the use of communication strategies and aspects of target language proficiency: A study of Persian ESL students. Unpublished doctoral dissertation, University of Toronto, Toronto. Paribakht, T. (1985). Strategic competence and language proficiency. Applied Linguistics, 6 (2), 132-146. Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publications. Poulisse, N. (1987). Problems and solutions in the classification of compensatory strategies. Second Language Research, 3, 141-153. Poulisse, N. (1989). On the use of compensatory strategies by Dutch learners of English. Unpublished doctoral dissertation, Holland: Nijmegen University. Rababah, G. (2002a). Communication problems facing Arab learners of English: A personal perspective. Retrieved March, 30, 2005, from http://www.nyu.edu/iesp Rababah, G. (2002b). Message transmission and comprehension of Arab Learners of English in Jordan. Retrieved March, 30, 2005, from http://www.nyu.edu/iesp Rababah, G. (2002c). Second language communication strategies: Definitions, taxonomies, data elicitation methodology, and teachability issues. A review 206
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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
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Cheng Chih conveyed, when doing a c
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this happened very frequently, I pe
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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 and 216: Strategies in interlanguage communi
Page 217: Guba, E. G., & Lincoln, Y. S. (1989
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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