A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...
A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...
A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...
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Blum-Kulka & Levens<strong>to</strong>n, 1983; Corder, 1983; Dechert, 1983; Raupach, 1983;<br />
Tarone, 1983; Tarone, Cohen & Dumas, 1983; Wagner, 1983). Faerch and Kasper<br />
(1983c) argued that non-native speakers should be conscious <strong>of</strong> <strong>the</strong> potential troubles<br />
in communication, and deliberate how <strong>to</strong> utilize communication strategies <strong>to</strong> reach a<br />
goal <strong>of</strong> expressing meanings with <strong>the</strong>ir limited linguistic competence. That is <strong>to</strong> say,<br />
<strong>the</strong> limited pr<strong>of</strong>iciency speakers had <strong>to</strong> estimate what sort <strong>of</strong> communicative goal<br />
<strong>the</strong>y were able <strong>to</strong> accomplish <strong>by</strong> examining how sufficient <strong>the</strong>ir linguistic resources<br />
were accessible in mind. Faerch and Kasper (1983c) fur<strong>the</strong>r stated that “learners<br />
should be made aware <strong>of</strong> <strong>the</strong> communicative problems <strong>the</strong>y might encounter, and <strong>of</strong><br />
<strong>the</strong> devices <strong>the</strong>y can use in order <strong>to</strong> solve <strong>the</strong>m” (p. 32).<br />
In this study, <strong>the</strong> selected taxonomy <strong>of</strong> Faerch and Kasper (1983c) was based<br />
on a perspective <strong>of</strong> human being’s reduction and achievement behaviors. They could<br />
be found in copious numbers <strong>of</strong> studies in <strong>the</strong> past (e.g., Bialys<strong>to</strong>k, 1983; Chen, 1990;<br />
Corrales, 1989; Tarone, Frauenfelder & Selinker, 1976). Also, <strong>the</strong>y were mentioned<br />
and emphasized repeatedly <strong>by</strong> more recent communication strategy scholars (e.g.,<br />
Andrioti, 2005; Kocoglu, 1997; Rababah, 2002c).<br />
According <strong>to</strong> Faerch and Kasper (1983), <strong>the</strong> reduction and achievement<br />
strategies <strong>of</strong>fered functions <strong>of</strong> moni<strong>to</strong>ring communication and simplifying <strong>the</strong><br />
utterances for foreign language learners who were limited in <strong>the</strong>ir vocabulary and<br />
grammar application. The reduction strategies assisted learners <strong>to</strong> express meaning<br />
efficiently without lingering around a difficult <strong>to</strong>pic or an arduous expression.<br />
Contrastingly, <strong>the</strong> achievement strategies assisted learners <strong>to</strong> apply <strong>the</strong> ideas <strong>of</strong> using<br />
interlanguage and try <strong>to</strong> achieve intended meanings in English communication.<br />
Among nine strategies suggested <strong>by</strong> Faerch and Kasper (1983c) for altering<br />
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