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

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Week Three Conversation Questions Love, Dating & Marriage A Part of Conversation Questions for the ESL Classroom. • How many children would you like to have? • How often would you like to go out on dates? • How old were you when you had your first boyfriend or girlfriend? • How old were you when you went on your first date? o Where did you go? o What did you do? o Who did you go with? • How old were your parents when they got married? • If your husband or wife has an affair what would you do? • If your parents did not approve of a person you loved and wanted to marry, would that be a difficult situation for you? Why/Why not? • Is going out on dates important for you? • Is there a such thing as a perfect relationship for you? • If you could go out with anyone, who would it be? • If you are a man, and a woman asks you for a date, do you feel you should pay, or that the woman should pay? • If you had to marry either a poor man whom you really loved, or a rich man whom you did not love, which would you choose? • What advice would you give to someone whose partner hates their best friend? • What age do you think is best for getting married? • What are some dating and marriage customs in your country? 237
Week Four Conversation Questions Crime A Part of Conversation Questions for the ESL Classroom. • Are some parts of this city considered more dangerous than others? Which parts? • Are there any places you are afraid to visit because of the high crime rate? If so, where? • Are there problems with drugs where you live? • Are you apprehensive about walking outside after dark? • Do you always lock your house? How about your car? • Do you believe that public executions would deter crime? If so, how? • Do you drink and drive? • Do you know anyone who has been mugged? • Do you know someone who has been a victim of a violent crime? • Do you think abortion is a crime? • Do you think gun control is a good idea? Explain. • Do you think people who use illegal drugs should be put in jail? • Do you think police TV dramas are realistic? • Do you think policeman should be allowed to carry guns? • Do you think that capital punishment is a good idea? Why or why not? • Do you think that punishment for violent crimes should be the same for juveniles and adults? Why/why not? 238 • Do you think that the death penalty would prevent crime in your country? Why (not)? • Do you think that the legalization of narcotics would decrease the crime rate?
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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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the cooperation strategy with the i
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FIGURE 5.6. Major Themes Retrieved
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impressions about each skill in fiv
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finally would be able to attain the
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ackgrounds and gender difference in
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herself. The above examples provide
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of their clearly marked foreigner r
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Page 201 and 202: key word in their intended content
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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 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: Week Two Conversation Questions Wha
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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