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

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the respondents assisted the researchers in disclosing more accurately how the respondents felt when learning the communication strategies, and how they valued the skills in the 5 communication strategies. Face-to-Face Interview in Privacy In order to ensure confidentiality, students had been asked to feel free to express their comments and feedback on learning and applying communication strategies through face-to-face interviews in an isolated coffee room provided by the Department of Language and Literature for teachers and students to practice English communication. In this conversation coffee room, a set of couches and a round table with a lamp and three chairs provided space where teachers and students interacted in English comfortably and privately. According to a questionnaire of 5 open-ended questions associated with students’ reactions while learning the communication strategies, students should feel more emancipated when giving opinions openly in privacy. In other words, through the face-to-face interview with individuals, the confidentiality of this study was increased because the students deeply expressed their feedback from the learning experiences and answered questions in an isolated room in a relaxing way. Assumptions of the Study 1. The researcher assumed that the students detected the foreign-talk characteristics of the speech production generated through communication strategies and that the students had some comments on this kind of foreign-like language. 2. The students might perceive that the communication strategies were effective in raising their strategic competence, but the training might not be necessary due to 65
their various personal beliefs and attitudes. Limitations of the Study 1. The data results might not echo the whole population of Taiwanese university EFL learners because this study had been conducted in only one class of freshmen, whose English levels were slightly higher than the average. 2. The data results reflected only students’ feelings of learning five communication strategies in Faerch and Kasper’s (1983c) taxonomy, which did not represent all the other important taxonomies in the field of communication strategies. 3. The participants might not be able to express their perceptions honestly. 66
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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
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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
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2. Strategy: “Procedures used in
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presents the findings regarding the
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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
Page 75 and 76: training process, the data were col
Page 77: at the students’ after-class time
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
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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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