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

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among the participants’ responses, the collected data, and the research results. Lincoln and Guba (1985) identified to “video recording” and “written field notes” were two of the best ways to ensure research conformability in qualitative data collecting methods because the videotaped raw data and the written findings could be preserved, reviewed, and examined by the field workers if any doubt in the findings was found. Additionally, through the process of videotaping, this study became authentic. The reason was that not a spoken word, facial expression, or body language could be ignored in videotapes. The following two reasons explained why qualitative data collected this way were more conformable than the data collected by the other methods. When compared with an email interview, using a video recorder made students narrate their feelings without too much consideration, like when composing and writing answers through an email, which contributed to elicit students’ true feelings of communication strategies. When compared with the standardized survey interview, videotaping allowed the learners to convey their perceptions from various personal views and broader perspectives by responding freely rather than being limited within many uniform questions. When compared with the interview in public, the interview in a private room raised the accuracy of data. Because no other classmate was in the same room when students were interviewed, the students’ statements could not be misled or influenced. That is, everything they expressed would be consistent with what they considered. Therefore, through two interviews, the researchers intended to collect multi-patterns of students’ perceptions and displayed the qualitative data of students’ diverse views more completely and conformably with their real reflections for 5 learned communication strategies. 59
Trustworthiness According to Lincoln and Guba (1985), “Trustworthiness consists of four components: credibility, transferability, dependability, and confirmability” (p. 381). In order to demonstrate the trustworthiness in this qualitative study, this study was conducted through qualitative methods of triangulation and prolonged engagement. Triangulation Denzin (1978a, 1978b) mentioned that there were five types of triangulation: methodological triangulation, data triangulation, investigator triangulation, theoretical triangulation, and multiple triangulation. Through the triangulation methods of the case study, open-ended interview, videotaping and data transcribing, multiple investigators, and multiple theoretical perspectives, this study established its trustworthiness. First, the transferability in this study was high because this study was conducted through case study, which was a type of methodological triangulation according to Denzin (1978a, 1978b), case studies typically are based on two or more methods of data collection…, whether the case study is descriptive, explanatory, or is concerned with rigorous tests of received ideas, the use of multiple sources of evidence and, very often, multiple investigators makes the case study one of the most powerful research designs. As Tellis (1997) argued, case study was known as a triangulated research strategy. This study applied multiple qualitative methodologies in order to collect qualitative data, including five open-ended questions, videotaping, face-to-face interview, DVD transformation, data transcribing and coding. These methods enhanced the transferability for this study because the data, including the 60
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A CASE STUDY OF SEVEN TAIWANESE ENG
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ABSTRACT A Case Study of Seven Taiw
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DEDICATION This dissertation is ded
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TABLE OF CONTENTS vii Page ABSTRACT
Page 9 and 10:
CHAPTER Page Constant Comparison An
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CHAPTER Page Conclusions………
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LIST OF FIGURES xiii Page Figure 4.
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opportunity to practice communicati
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communication strategies, since hum
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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: Conformability According to Schwand
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
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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
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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
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Cooperation upgraded your English p
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other the others when using the “
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In the first interview, Ling Mei me
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FIGURE 4.5. Perceptions of the Coop
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CHAPTER V THEMES This study was des
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way of interacting. Similarly, in L
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proficiency English learners. Sung
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found. Students reflected that the
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deconstructed Chinese characters an
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FIGURE 5.4. Themes Associated with
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the cooperation strategy with the i
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FIGURE 5.6. Major Themes Retrieved
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impressions about each skill in fiv
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finally would be able to attain the
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ackgrounds and gender difference in
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herself. The above examples provide
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of their clearly marked foreigner r
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contributed to reducing students’
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key word in their intended content
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application of communication strate
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through communication strategies an
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study, based on the students’ per
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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
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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
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http://www.colostate.edu/Depts/Spee
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September, 3, 2006, from, http://ww
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Reduction Strategies: Topic Avoidan
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IV. Lexical A :Do you think that gi
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Apparent Avoidance, caused by lack
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1.2 Reduction Strategy: Message Aba
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Abandon unknown process of religion
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Do not preserve the topic or concep
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3. L2-based strategies: A: I am goi
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Example of meaning replacement: vag
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II. Paraphrase: Describe, Exemplifi
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III. Word Coinage: Make Up a New Wo
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Achievement Strategies: Cooperation
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4.Learners signal their interlocuto
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Week Two Conversation Questions Wha
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Week Four Conversation Questions Cr
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APPENDIX H Consent Form (In English
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APPENDIX I 同意書 (Consent form
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APPENDIX K 錄影帶授權書 (Vide
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