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

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2) Students had mixed views about “message abandonment” (2.) that ranged from a neutral position to appropriate and inappropriate usages. 3) In the meaning replacement strategy (3.), most of the students believed that it was convenient to have access to getting to know their interlocutor’s intended meaning. 4) In the second achievement set, four students perceived it was useful, but three students provided their vague attitudes with various suggestions for usage. For the interlanguage strategy (4.), six students noticed it offered a function of enhancing their comprehensibility in English communication, and one student had a neutral attitude. The data revealed students had sufficient and complex perceptions about “word-coinage.” 5) In the cooperation strategy (5.), six students believed it assisted them to achieve the purpose of learning, but two of seven students believed it was losing face when appealing for help. 6) The constant method of analysis revealed eight themes associated with topic avoidance (1.), message abandonment (2.), meaning replacement (3.), interlanguage (4.), and cooperation (5.) strategies, were mentioned by seven participants. They were comprehension, politeness, intentionality, native language, face-saving (losing-face), interlanguage system, time-saving, and keywords. iv
DEDICATION This dissertation is dedicated to my loving parents, Min Syong Lin, and Jhan Ling Chou. I appreciate their economic support and encouragement over the past 10 years, since I decided to devote myself to the academic field of teaching English as a second language. Dedication also is extended to my sisters and brothers-in-law, Helen Hui Wen Lin and Peter Jhen Peng, and Diane Hui Hwa Lin and Michael Hui Fong Liu, who made international telephone calls to me and reported to me what was going on in my hometown. This dissertation is dedicated to my lovely niece and nephew, Freeda Yi Ru Liu and Yorge You Cheng Liu. Their beautiful and innocent faces that were enjoyed on web-cam inspired my study in Texas. I anticipate that my dissertation also will motivate them in their studies at school. This dissertation is dedicated lovingly to Dr. Dennie L. Smith, and all of my classmates and teachers in the Department of Teaching, Learning, and Culture. Their support enabled me to study extremely hard. I thank all of my brothers and sisters in Our Saviour’s Lutheran Church, who were concerned about my progress toward my Ph.D. when I went to them on Sundays. They invited me to visit their lovely houses and relax on the weekends during my stressful studying in College Station. Thank you, Pastor Erich Schaefer, Ms. Joan Logan, Ms. Margie Boyd, Ms. Joyce Nelson, Dr. John Fackler and Naomi Fackler, Dr. Werner Rose and Beverly Rose, Dr. Carol Rach, Dr. Laurine William Marlow, Dr. Joel Lovell and Anni Lovell, and Dr. Su Beall. Thank you all for loving me. The success of this dissertation and the honor of my doctoral degree should belong not only to me, but to all of you. v
Page 1 and 2: A CASE STUDY OF SEVEN TAIWANESE ENG
Page 3: ABSTRACT A Case Study of Seven Taiw
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 and 46: new interlanguage word such as an
Page 47 and 48: CHAPTER III METHODOLOGY Qualitative
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
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training process, the data were col
Page 77 and 78:
at the students’ after-class time
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their various personal beliefs and
Page 81 and 82:
in this study was comparison analys
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certain topic: Topic avoidance was
Page 85 and 86:
keep away from the wearisome topics
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Cheng Chih showed his disapproving
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Jiun Sheng, in his first interview,
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About the topic avoidance strategy,
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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
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(すみません= I am sorry.) when
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deemed that it was necessary to lea
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Abandonment strategy saved my face
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I couldn’t detect whether classma
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in a fluent and voluble way. Ling M
Page 109 and 110:
Tien Long perceived that difficult
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teacher requested that she should k
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certain people with whom to talk. J
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Research Question Three What Do Tai
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eplaced words. In the second interv
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In the second interview, Tien Long
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meaning beyond doubt. I preferred t
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The communication would not be stop
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eplacement strategy was not easy fo
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Jiun Sheng Chang Jiun Sheng thought
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frequently. He explained that the l
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straightforwardly. If they have bee
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I felt “generation” was like lo
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imagination. If I would like to say
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Cheng Chih believed that “word co
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is a carbon lacking an electron. An
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would exemplify horse and donkey by
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class to demonstrate for the resear
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After five weeks of training, Tien
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failure of expression through using
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In the interview, Ling Mei perceive
Page 151 and 152:
The language created through “wor
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not predict for our interlocutors t
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142 vague. I perceived that at leas
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FIGURE 4.4. Perceptions of the Inte
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asked me what our home assignments
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Cheng Chih conveyed, when doing a c
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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
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way of interacting. Similarly, in L
Page 177 and 178:
proficiency English learners. Sung
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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
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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
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through communication strategies an
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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
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communication (pp. 2-27). Harlow, U
Page 215 and 216:
Strategies in interlanguage communi
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Guba, E. G., & Lincoln, Y. S. (1989
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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
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1.2 Reduction Strategy: Message Aba
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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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