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

message some instead of totally abandoning expressing the message. Tarone, Cohen,
and Dumas (1983) illustrated this strategy as “the learner evades the communication
of content for which the appropriate target language rules and forms are not available,
by talking about related concepts which may presuppose the desired content” (p. 10).
Yoshida-Morise (1998) explained the meaning replacement strategy as follows,
“learners may reduce the scope of the message, resulting in rather general or vague
meanings with the context” (p. 209). Namely, the learners were suggested to apply
the skills of replacing and borrowing meanings instead of totally giving up
expressing the intended meaning to their interlocutors.
The second set, achievement strategies as well as compensatory strategies
were discussed fully by Faerch and Kasper (1983c). They encouraged students to
express their intended meaning concisely without abandoning their attempts of
expressing it or leading to their intended meaning of a vague expression. The fourth
strategy of this study was called the interlanguage-based strategy. In Faerch and
Kasper’s definition, the interlanguage-based strategies involved skills of
“generalization,” “paraphrase,” “word coinage,” and “restructuring” (Faerch &
Kasper, 1983c). The following are the explanations of these four interlanguage-based
strategies.
First, “generalization” suggested a learner to use generalized interlanguage
words, such as “animal” for rabbit, or “vegetable” for pea, as substituted items to
convey the intended meaning. Second, “paraphrase” meant generating forms of
descriptions, circumlocutions, and exemplification. For example, the learner should
simply describe “interest” as some more money after saving it in a bank for a longer
time. Third, “word coinage” recommended non-native speakers to construct a totally
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