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

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corresponding to the speakers’ first language structure, was not applicable for Taiwanese EFL speakers. Taiwanese speakers had restrictions in searching for similar rules and structures in English because Mandarin, Taiwanese, and Hakka (also spoken in Taiwan) were three languages from a Chinese origin, which were different from the Germanic, Greek, and Latin origins of English. inter/intralingual transferring strategy was more relevant to speakers whose languages belonged to the same origins as English. Finally, the nonlinguistic strategies used to support the verbal strategies could be applied less by Chinese people because of their Chinese conservative and introverted personalities. In a word, code switching and interlingual transferring would make the speeches generated too foreign and non-native like. The language created might surprise or confuse the intercultural interlocutors from different language backgrounds. inter/intralingual transferring was not applicable for Chinese speakers whose languages had very little common spellings and structures like English. Additionally, the nonlinguistic strategies were not introduced to students because the researchers assumed that the Taiwanese learners might not apply them. Taiwanese English speakers might not feel accustomed to using body language during talking. In a word, the five adopted communication strategies were selected according to Taiwanese students’ language backgrounds and cultural characteristics. 33
CHAPTER III METHODOLOGY Qualitative Study This research study was conducted using a naturalistic inquiry to explore the perceptions of participants during their learning of five communication strategies. The pure qualitative research method was selected in this study for two reasons. One, it assisted the researcher in collecting accurate facts and testing the theory in a rigorous way (Glaser & Strauss, 1999). Two, this method would have less manipulation on subjects and a greater level of respect for them (Smith, 1983; 1986). This study was conducted using various naturalistic inquiry methods. They were qualitative methods of open-ended questions (Carey, Morgan & Oxtoby, 1996; Patton, 1990; Schuman & Presser, 1996), case study (Denzin, 2001; Lincoln & Guba, 1985; Patton, 1990, Stake, 1994), member check (Denzin & Lincoln, 1994; Holstein & Bubrium, 1995; Schwandt, 2001), video taping (Lincoln & Guba, 1985; Richards, 2005), triangulation (Denzin, 1978a, 1978b; Schwandt, 2001), prolonged engagement (Denzin & Lincoln, 1994; Lincoln & Guba, 1985), law protection (Denzin & Lincoln, 1994), analytic procedures (Dey, 2004; Glasser & Strauss, 1999; Marshall & Rossman, 1999), thick description (Clifford, 1990; Denzin, 2001; Denzin & Lincoln, 1994), open coding (Dey, 2004; Glasser & Strauss, 1999; Strauss & Corbin, 1990), and constant comparison analysis (Dey, 2004; Glaser & Strauss, 1999). Furthermore, this chapter explicitly introduced significant qualitative issues of credibility, conformability, trustworthiness, confidentiality, data collection, data analysis, and reliability that were emphasized by various scholars of qualitative inquiry (Guba & Lincoln, 1981, 1989; Lincoln & Guba, 1985; Schwandt, 2001). 34
Page 1 and 2: A CASE STUDY OF SEVEN TAIWANESE ENG
Page 3 and 4: ABSTRACT A Case Study of Seven Taiw
Page 5 and 6: DEDICATION This dissertation is ded
Page 7 and 8: TABLE OF CONTENTS vii Page ABSTRACT
Page 9 and 10: CHAPTER Page Constant Comparison An
Page 11 and 12: CHAPTER Page Conclusions………
Page 13 and 14: LIST OF FIGURES xiii Page Figure 4.
Page 15 and 16: opportunity to practice communicati
Page 17 and 18: communication strategies, since hum
Page 19 and 20: skills associated with the five com
Page 21 and 22: 2. Strategy: “Procedures used in
Page 23 and 24: presents the findings regarding the
Page 25 and 26: In 1972, Selinker and Savignon repo
Page 27 and 28: Faerch and Kasper’s (1983a) class
Page 29 and 30: variables of proficiency level, gen
Page 31 and 32: language speakers’ brain. He indi
Page 33 and 34: Psychological Analysis of Second-La
Page 35 and 36: second or foreign language, through
Page 37 and 38: subjects’ communication strategie
Page 39 and 40: (1995) provided six suggestions how
Page 41 and 42: explored whether the communication
Page 43 and 44: and adjusting meanings, five of the
Page 45: new interlanguage word such as an
Page 49 and 50: makers of the curriculum design at
Page 51 and 52: The significance of Tunghai Univers
Page 53 and 54: 1) Participants considered themselv
Page 55 and 56: His mother tongues were Taiwanese (
Page 57 and 58: communication strategies in the ill
Page 59 and 60: Procedures Data Collection 1) Resea
Page 61 and 62: (1985), 90 minutes was the most app
Page 63 and 64: that was described thickly and inte
Page 65 and 66: The constant-comparison coding meth
Page 67 and 68: open-ended questions because they w
Page 69 and 70: According to Denzin and Lincoln (19
Page 71 and 72: Conformability According to Schwand
Page 73 and 74: Trustworthiness According to Lincol
Page 75 and 76: training process, the data were col
Page 77 and 78: at the students’ after-class time
Page 79 and 80: their various personal beliefs and
Page 81 and 82: in this study was comparison analys
Page 83 and 84: certain topic: Topic avoidance was
Page 85 and 86: keep away from the wearisome topics
Page 87 and 88: Cheng Chih showed his disapproving
Page 89 and 90: Jiun Sheng, in his first interview,
Page 91 and 92: About the topic avoidance strategy,
Page 93 and 94: a polite child from when he was in
Page 95 and 96: Ling Mei Fang seemed that we did no
Page 97 and 98:
not signal the others about our baf
Page 99 and 100:
(すみません= I am sorry.) when
Page 101 and 102:
deemed that it was necessary to lea
Page 103 and 104:
Abandonment strategy saved my face
Page 105 and 106:
I couldn’t detect whether classma
Page 107 and 108:
in a fluent and voluble way. Ling M
Page 109 and 110:
Tien Long perceived that difficult
Page 111 and 112:
teacher requested that she should k
Page 113 and 114:
certain people with whom to talk. J
Page 115 and 116:
Research Question Three What Do Tai
Page 117 and 118:
eplaced words. In the second interv
Page 119 and 120:
In the second interview, Tien Long
Page 121 and 122:
meaning beyond doubt. I preferred t
Page 123 and 124:
The communication would not be stop
Page 125 and 126:
eplacement strategy was not easy fo
Page 127 and 128:
Jiun Sheng Chang Jiun Sheng thought
Page 129 and 130:
frequently. He explained that the l
Page 131 and 132:
straightforwardly. If they have bee
Page 133 and 134:
I felt “generation” was like lo
Page 135 and 136:
imagination. If I would like to say
Page 137 and 138:
Cheng Chih believed that “word co
Page 139 and 140:
is a carbon lacking an electron. An
Page 141 and 142:
would exemplify horse and donkey by
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class to demonstrate for the resear
Page 145 and 146:
After five weeks of training, Tien
Page 147 and 148:
failure of expression through using
Page 149 and 150:
In the interview, Ling Mei perceive
Page 151 and 152:
The language created through “wor
Page 153 and 154:
not predict for our interlocutors t
Page 155 and 156:
142 vague. I perceived that at leas
Page 157 and 158:
FIGURE 4.4. Perceptions of the Inte
Page 159 and 160:
asked me what our home assignments
Page 161 and 162:
Cheng Chih conveyed, when doing a c
Page 163 and 164:
this happened very frequently, I pe
Page 165 and 166:
Cooperation upgraded your English p
Page 167 and 168:
other the others when using the “
Page 169 and 170:
In the first interview, Ling Mei me
Page 171 and 172:
FIGURE 4.5. Perceptions of the Coop
Page 173 and 174:
CHAPTER V THEMES This study was des
Page 175 and 176:
way of interacting. Similarly, in L
Page 177 and 178:
proficiency English learners. Sung
Page 179 and 180:
found. Students reflected that the
Page 181 and 182:
deconstructed Chinese characters an
Page 183 and 184:
FIGURE 5.4. Themes Associated with
Page 185 and 186:
the cooperation strategy with the i
Page 187 and 188:
FIGURE 5.6. Major Themes Retrieved
Page 189 and 190:
impressions about each skill in fiv
Page 191 and 192:
finally would be able to attain the
Page 193 and 194:
ackgrounds and gender difference in
Page 195 and 196:
herself. The above examples provide
Page 197 and 198:
of their clearly marked foreigner r
Page 199 and 200:
contributed to reducing students’
Page 201 and 202:
key word in their intended content
Page 203 and 204:
application of communication strate
Page 205 and 206:
through communication strategies an
Page 207 and 208:
study, based on the students’ per
Page 209 and 210:
ehavior impeding his/her own promot
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such as interlanguage patterns in c
Page 213 and 214:
communication (pp. 2-27). Harlow, U
Page 215 and 216:
Strategies in interlanguage communi
Page 217 and 218:
Guba, E. G., & Lincoln, Y. S. (1989
Page 219 and 220:
I, 163-174. McKay, S. L. (2002). Te
Page 221 and 222:
http://www.colostate.edu/Depts/Spee
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September, 3, 2006, from, http://ww
Page 225 and 226:
Reduction Strategies: Topic Avoidan
Page 227 and 228:
IV. Lexical A :Do you think that gi
Page 229 and 230:
Apparent Avoidance, caused by lack
Page 231 and 232:
1.2 Reduction Strategy: Message Aba
Page 233 and 234:
Abandon unknown process of religion
Page 235 and 236:
Do not preserve the topic or concep
Page 237 and 238:
3. L2-based strategies: A: I am goi
Page 239 and 240:
Example of meaning replacement: vag
Page 241 and 242:
II. Paraphrase: Describe, Exemplifi
Page 243 and 244:
III. Word Coinage: Make Up a New Wo
Page 245 and 246:
Achievement Strategies: Cooperation
Page 247 and 248:
4.Learners signal their interlocuto
Page 249 and 250:
Week Two Conversation Questions Wha
Page 251 and 252:
Week Four Conversation Questions Cr
Page 253 and 254:
APPENDIX H Consent Form (In English
Page 255 and 256:
APPENDIX I 同意書 (Consent form
Page 257 and 258:
APPENDIX K 錄影帶授權書 (Vide
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