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

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1.3 Reduction Strategy: Meaning Replacement (Semantic Avoidance) Researchers: Grace, Helen, and Douglas Abstract concept for explaining an unknown word Meaning Replacement: A: There was an earthquake yesterday near India and Thailand. B: Oh yeah, I heard that there were more than 6 thousands people died of it. A: The earthquake caused tsunami, so many tourist on the beach died. B: What is tsunami? A: It is a kind of phenomenon on the ocean that is caused by an earthquake happen in the ocean. ( abstract concept of tsunami) A&B continue talking but not focused on explaining the word “ tsunami”. 2. Use more general expression instead of avoid the topic (Preserve the topic and concept) A: I enjoy watching the baseball stealing in the middle of baseball game. B: What is it? A: The hitter makes use of the moment when the pitcher does not notice him then run to the next base safely. ( Use general vague expression to explain without abandonment) 223
3. L2-based strategies: A: I am going to Hospital now, my anti is not in intensive care room. B: What is intensive care room? A: A room where there are a lot of patients who are seriously sick. They need the doctors and nurses to take care of them immediately anytime they need. B: So, can you go into it? A: I don’t know yet. But, I will go and see. Example: A: My classmate told me that she was a preemie. She told me that she feels so appreciative because she does not have any congenital disease. B: What is a preemie? A: She stays in her mother’s womb for only eight months. ( vague expression for preemie) B: I see. She is now healthy? A: Yes, she is very healthy and smart. B: Does her mother took any sleeping pills or any other medicines when she was pregnant? A: I don’t know what’s the reason she is a preemie. She did not tell me about this. 5. Use simpler words Situation: A student sees a car accident on the road. A motorcycle rider’s arm was seriously hurt. Student: Where is a telephone booth, I need to call an ambulance. That person is seriously hurt on his arm. Stranger: You can use my cell phone. Ambulance? Student: I need to call a car that takes him to the hospital. There is a nurse or a doctor on it.( Vague meaning of ambulance expressed) 224
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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
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found. Students reflected that the
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deconstructed Chinese characters an
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FIGURE 5.4. Themes Associated with
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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 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: Do not preserve the topic or concep
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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