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

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No response and change topic How to use this strategy: The learner simply tries not to talk about concepts for which the TL (target langue: English) item or structure is not known well by the target language learners. A: I visited a chemical company with my brother yesterday, which was a company produced pesticide. B: ( B don’t know anything about this topic, no response, so A change to another topic) A: I am going to a concert tomorrow. B: Whose concert is it? A: Michael Jackson’s B: Do you have a ticket for me? A: Yes. B: Where will the concert take place? A: In Taipei stadium. Could you drive me there? B: No problem. No response and change topic ‘Avoiding’ certain lexical items. A: What’s your opinion about preventing the cancer disease? B: ( B think that this topic is perceived as problematic from a linguist point of view, so he would like to talk something that is easier to communicate) Let’s talk about how to eat healthier. A: I think that we should ear more vegetables. B: Yeah, I like to eat carrot for preventing eye disease. No response and change topic A: Do you know how people are affected by HIV (Human Immunodeficiency Virus)? B: ( B consider this topic is beyond his knowledge and vocabulary ability, he does not respond to the question and wait for changing to another topic) Mmm….. A: ( B does not respond and A realize that the topic of AIDS needs to be changed to a new one.) Let’s talk about what’s your career goal. Do you want to be a businessman? B: I am interested in international trade. I guess that I will be a translator of a trade company after graduating from Tunghai University. A: I think it is a good idea to stay in a company and accumulate working experience. Then, think about what to do later. B: Yeah. 215
Apparent Avoidance, caused by lack of vocabulary A: I need to make an appointment and see a “otolaryngology” doctor. B: (No response, so A changes to another topic) A: I plan to travel to Thailand next year. B: When? A: February the 15th. B: Do you go with a tour or by yourself? A: I will go by myself. Remaining silent or changing an intended goal completely: A: Would you rather give money to beggars themselves or charity institutions? Why? B: I would rather give me to charity institutions because I don’t know any beggars. A: Do you trust all of the charity institutions? Some of them might swindle you out of your savings. B: ..( B doesn’t know what swindle is, so no verbal response) A: OK, Let’s talk about how beggars can make a live if no one help them. ( change a topic) Examples: NS: Why did you decide Spanish? S5: Spanish. Ah….there is no reason, but my parents recommend to take a …Spanish course because …now Spanish is popular, so … I just took it. (laugh) NS: Spanish is popular in Japanese schools? S5: Umm…um…not. I don’t think so, (laugh) but…( not enough verbal response) NS: Okay. Tell me a little bit about your trip to the States and where you went. ( Change a topic) 216
Page 1 and 2:
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
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other the others when using the “
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In the first interview, Ling Mei me
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FIGURE 4.5. Perceptions of the Coop
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CHAPTER V THEMES This study was des
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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 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: IV. Lexical A :Do you think that gi
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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