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

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