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

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variables <strong>of</strong> pr<strong>of</strong>iciency level, gender, nationality, and teaching pedagogy (e.g., Chen,<br />

1990; Clennell, 1994a, 1994b, 1995; Dornyei & Scott, 1995a, 1995b; Kocoglu, 1997;<br />

Littlemore, 2001; Yoshida-Morise, 1998).<br />

From <strong>the</strong> 2000s, more important scholars emerged in <strong>the</strong> field <strong>of</strong><br />

communication strategies (e.g., Ansarin & Syal, 2000; Littlemore, 2003; Rababah,<br />

2002a, 2002b, 2002c, 2002d). Ansarin and Syal (2000) based <strong>the</strong>ir work on <strong>the</strong><br />

teachability issue <strong>of</strong> communication strategies and <strong>of</strong>fered several strategy training<br />

approaches. Rababah’s (2002c, 2003) study discussed different definitions,<br />

taxonomies, and teaching pedagogies <strong>of</strong> communication strategies. Littlemore’s<br />

(2003) study examined communication strategies from linguistic perspectives. She<br />

classified communication strategies in<strong>to</strong> substitution strategies, reconceptualization<br />

strategies, and functional strategies.<br />

Generally speaking, in <strong>the</strong> late 20 th century and early 21 st century, <strong>the</strong> scholars<br />

<strong>of</strong> this field not only promoted <strong>the</strong> use <strong>of</strong> communication strategies, but <strong>the</strong>y also<br />

defined <strong>the</strong> strategies (e.g., Dornyei & Scott, 1997; Faerch & Kasper, 1983c;<br />

Rababah, 2002c). Although <strong>the</strong>y interpreted <strong>the</strong> communication strategies in different<br />

ways, <strong>the</strong> definitions were similar.<br />

Faerch and Kasper (1983c) recognized communication strategies as<br />

“potentially conscious plans for solving what <strong>to</strong> an individual presents itself as a<br />

problem in reaching a particular communicative goal” (p. 36). They believed that <strong>the</strong><br />

major types <strong>of</strong> communication strategies should be divided <strong>by</strong> human being’s<br />

reduction and achievement behavior. The reduction behaviors changed <strong>the</strong> goal <strong>of</strong><br />

expressing, and <strong>the</strong> achievement behaviors helped <strong>to</strong> develop an alternative plan <strong>to</strong><br />

express original intended meaning (Faerch & Kasper, 1983c).<br />

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