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

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Week Five Conversation Questions Health A Part of Conversation Questions for the ESL Classroom. • Are you a member of a health spa/gym? • Are you afraid of needles? • Are you healthy? • Are your parents healthy? • Do think that you need to lose weight? • Do you always eat healthy food? o (Is your diet healthy?) • Do you bruise easily? • Do you catch a cold more than once a year? • Do you consider alcohol a drug? • Do you drink a lot? • Do you eat a lot of vegetables? • Do you eat lots of fruit? • Do you eat vegetables every day? • Do you ever get headaches? Do you know anyone who suffers from migraine headaches? • Do you ever read magazines or news articles about health? If yes, what subject(s) do you find the most interesting? 239
APPENDIX H Consent Form (In English) (A Case Study of Seven Freshman Non-English Majors’ Feelings about Learning Five Communication Strategies in an English as a Foreign Language (EFL) Class at One University in Taiwan) I have been asked to participate in a research study about communication strategies. I was selected to be a possible participant. I will be taught to use five communication strategies and interviewed. The purpose of this study is to discover the Taiwanese EFL learners’ feelings of learning five communication strategies. If I agree to be in this study, I will be asked to talk about my feelings toward each skill in five communication strategies after training. I will meet the researcher for 30 meetings for 20 minutes in ten weeks, and video taped in interviews for 90 minutes after five and ten weeks of training. The benefit of participation is the communication strategies might raise my communicative competence, And, I will receive free learning materials in order to learn communication strategies. The risk I take is I might feel uncomfortable in front of the video camera during interviews. Also, I might feel the communication strategies are not effective in raising my communicative competence. This study is confidential. The records of this study will be kept private. The advisor of the researcher is Dr. Patricia J. Larke, a professor at Texas A&M University in U. S., America. Dr. Larke will have access to the records if she needs to use the video on tape for educational purposes. Her ways of contact is plarke@tamu.edu, phone number: 979 693-0330. Moreover, the consent forms will be filed in the collaborator’s, Douglas S. Jarvie, locked storage at Tunghai University in Taiwan, 886 4-2359-0253, ext. 37, 38. My decision whether or not to participate will not affect my current or future relations with Tunghai University. If I decide to participate, I am free to refuse to answer any of the questions that may make me uncomfortable. I can withdraw at any time with my relations with the university. I can contact Grace Hui Chin Lin by (04) 728-3321 (Taiwan)/ (979) 260-4690 (USA) with my questions about this study. This research study has been reviewed by the Institutional Review Board-Human 240
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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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contributed to reducing students’
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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 and 250: Week Two Conversation Questions Wha
Page 251: Week Four Conversation Questions Cr
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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