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

knowledge. According to Yoshida-Morise (1998), the frequency order of strategy
application was as follows: Level 1 second language learners use them for 54%,
Level 2 second language learners use them for 28%, Level 3 second language
learners use them for 27%, and Level 4 second language learners use them for 29%.
Iranian scholars of communication strategies, Ansarin and Syal (2000)
conducted important quantitative-empirical study in a University of Iran, which
applied statistical method to count the strategy applying frequency in an interview
after training. In this study, they discovered that Iranian language learners tended to
use more conceptual analysis strategies; on the other hand, they used less cooperation
strategy. In this study, Ansarin and Syal implied that the story telling tasks were quite
suitable for teaching communication strategies. Two tasks of the “picture-based story
telling” and the “retell stories in English” were applied for training and interview
processes (Ansarin & Syal, 2000, p. 74).
One year later, Margolis’ (2001) study which cooperated with 72 first year
college students in Seoul, Korea identified compensation strategies that his subjects
tended to utilize most and least. In addition, he investigated “the relationships
between strategies and test scores, gender, and age” (p. 173). Margolis’ findings
showed that “female students had a tendency to guess incorrectly more than males,
which may mean that they have a tendency to guess more than males…the older a
person is, the more likely they were to employ the guessing strategy” (p. 171).
Furthermore, he revealed that “Participant in this study were found to most employ
help seeking compensation strategies and to least employ a combination of strategies
that included using circumlocution, coining words, and gesturing” (p. 173).
Later, Rababah conducted two studies in Jordan in 2002. One of the studies
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