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

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Subjects in Research, Texas A&M University. For research-related problems or questions regarding subjects’ rights, I can contact the Institutional Review Board through Ms. Angelia M. Raines, Director of Research Compliance, and Office of the Vice President for Research at (979) 458-4067, araines@vprmail.tamu.edu I have read the above information. I have asked questions and have received answers to my satisfaction. I have been given a copy of this consent document for my records. By signing this document, I consent to participate in the study. Signature of the Subject: _______________________________ Date: ___________ Signature of investigator: _______________________________ Date: ___________ 241
APPENDIX I 同意書 (Consent form in Mandarin) (研究主題: 七位大一英文共同科外國語言學習者於臺灣某大學學習五種英語溝通策略之個案研究) 我被要求參加學術研究的活動,主題為英語溝通策略。我被選擇成為可能的參與者。在課程中我將被教如何使用5 種英語溝通策略,並且答應願意接受採訪。這項學術研究的目的,是為了了解台灣外國語言學習者,學習5 種英語溝通策略的感受。如果我同意參加此項學術研究,在我被訓練之後,我將被要求談論:我各人對5 種英語溝通策略的感想。我將會在10 周內,30次20分鐘的課堂上,學習5 種英語溝通策略, 並且在5 和10 周的訓練點之後,被錄影訪問90 分鐘兩次。參與項學術研究活動的好處是:這5 種英語溝通策略,可能有助於提升我的英語溝通能力,並且,我將得到免費的學習材料。我所冒的風險是:我於被訪問時可能覺得不舒服,並且,我可能覺的英語溝通策略對我的溝通能力沒有助益。這項研究是機密的。錄影帶及相關的資料將被妥善地保存。研究人員如果有需要為教育目的,使用錄影帶及相關的研究資料,在美國農工大學的培特麗霞. 姐.拉克將能有管道接觸到錄影帶及相關記錄。她的溝通方式:電子郵件 plarke@tamu.edu , 電話 979 693 0330 。同意書將被儲存於東海大學,研究合作者趙偉辦公室的儲藏櫃裡(TEL: 886 4-2359-0253) 。我是否參加的決定,將不影響我與東海大學目前的、或者將來的關係。如果我決定參加,我往後仍隨時可以自由地拒絕,或者、我可以拒絕回答任何讓我覺得不舒服的問題。我與東海大學的關係,不會因此而改變。另外我也可以隨時離開此研究的合作關係。關於這項研究的任何相關問題,我將透過電話, (04) 728-3321(台灣)/ (979) 260-4690(美國),與主要研究員:林慧菁溝通。此項研究將會被德克薩斯、農工大學的評論董事會、人文學科人員所監督。有關研究的問題,或者任何關於參預者權利的問題, 我可以與校方董事會,研究部主任:安琪拉.雷恩斯女士聯繫, 她的電話是 (979) 458-4067。電子郵件地址是aines@vprmail.tamu.edu 我已經詳讀上述的訊息。我已經問過問題,而且收到了使我滿意的答案。我已經有這一份同意參與的文件資料。透過簽署這份資料,我決定同意參加此項學術研究的活動。參與者簽名‥ ________________________________日期‥ __ _ _ _ _ _ _ _ _ 研究員簽名‥ ________________________________日期‥ _ _ _ _ _ _ _ _ _ 242
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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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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 and 250: Week Two Conversation Questions Wha
Page 251 and 252: Week Four Conversation Questions Cr
Page 253: APPENDIX H Consent Form (In English
Page 257 and 258: APPENDIX K 錄影帶授權書 (Vide
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