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

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No response and change topic (Avoid a topic that interlocutors can not easily continue with little mutual comprehension. The listener rarely responses to speaker, when there is very little mutual comprehension. The topic needs to be changed in time. ) A: What do you think will happen to these homeless children in the future? Do they have a future? B: They still have a future, but they might have be more assiduous then the others. A: ( A doesn’t know that is assiduous) Do you like to talk about how the social workers can do for the children’s education? ( change the topic for a little bit) B: Yeah, if the children can get enough education, their future can be better ensured. A: I agree with you. Education is a solution for homeless problem. But, how their parents can be assisted as well? B: If the government can train them to be skillful and find a job, they will not be homeless anymore. No response and change topic A: Hay, today is Saint Patrick Day in the US. B: ( B does not know anything about Saint Patrick Day, so he does not response at all) A: ( Since B does not response, A change a topic) Do you know how to play football. How about you come and play with me this Saturday afternoon. B: OK, I know how the PK game and touch down…… No response and change topic A: I like to watch water ballet in Olympic game very much. B: ( B doesn’t know anything about water ballet, so he does not respond A at all) A: ( Since B does not respond, A changes a topic) Did you go to any movie recently? B: Yes, I watched Crouched Tiger and Hidden Dragon on TV last night. A:….( continue the movie topic) 217
1.2 Reduction Strategy: Message Abandonment Researchers: Grace Hui Chin Lin Helen Hui Wen Lin Douglas S. Jarvie Message Abandonment • Give up keep trying expressing a certain word with strategies. • Stop expressing what is intended to express in the middle of the communication. Give up the chance of explaining. • Message Abandonment: surrender to the limited linguistic competence and abandon to express the attempted meaning. Abandon unknown word: “sponsor”. A: Umm….. what is the reason that you think the sponsor donate their money to establish an institution for the homeless? B: Who donate money? A: Sponsor. Why they donate money to the homeless? B: What is sponsor? A: Mmm…I don’t know how to explain. ( Abandon using strategies to achieve successful communication. ) 218
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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
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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
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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 and 228: IV. Lexical A :Do you think that gi
Page 229: Apparent Avoidance, caused by lack
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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