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

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APPENDIX J Video Tape Release Form (In English) Consent to be taped I voluntarily agree to be videotaped during the experiment being conducted by Grace Hui Chin Lin. I understand that the tapes will be used only for research purpose in English as a Foreign Language education. Only Grace Hui Chin Lin and Dr. Patricia J. Larke have access to the taped data. These tapes will be identified by title of “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 A UNIVERSITY IN TAIWAN”. The tapes will be kept for five years and stored in the Department of Teaching, Learning and Culture, Texas A&M University. After qualitative data are collected the tapes will be erased. The video taping will take place from February, 2006 to May, 2006 in Tunghai University in Taiwan. Two interviews between the researcher and seven participants (volunteers) for 90 minutes each will be video taped as EFL research data. The participants can not ask for video tape to be turned off after being taped. Participants’ unwilling to be video taped will affect participation. Signature of the Subject_________________________________ Date: __________ Signature of Investigator________________________________ Date: __________ 243
APPENDIX K 錄影帶授權書 (Video Tape Release Form in Mandarin) 同意被錄影我自願同意在教學實驗過程中,被研究員林慧菁和林慧文錄影。我理解此錄影帶將僅僅使用於英語教育的研究目的。只有研究員林慧菁的指導教授:培特麗霞.姐.拉克博士能有擁有此錄影資料。此錄影帶的標題為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。錄影帶將被保存5 年,並且、儲存在德州農工大學教學,學習與文化系。在影像資料轉型為文字敘述之後,錄影帶將被洗掉。錄影程序將從2006年2月開始進行,一直到2006年5月,地點位於台灣.台中的東海大學外文系、大一英語共同科的教室。在兩次為時90 分鐘錄影,研究人員和7 個參加者(志願者)之間採訪與回答,將會被用為英語教學、對話溝通策略研究之依據。在參加者(志願者)被錄影之後,不能要求退還錄影帶。參加者(志願者) 中途不願意被錄影將影響研究參與的權利。參與者簽名‥ ________________________________日期‥ _ _ _ _ _ _ _ _ _ _ _ 研究員簽名‥ ________________________________日期‥ _ _ _ _ _ _ _ _ _ _ _ 244
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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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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 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: APPENDIX I 同意書 (Consent form
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