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

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Jian Guo, Tien Long, Pei Pei) provided their opinions about how an appropriate topic could be selected to prevent changing topics all the time. Sung Ru Liu In Sung Ru’s first interview, she stated that she could not accept changing topics, but in the second interview, she changed her viewpoint. After practicing using this strategy for 10 weeks, she believed that topic avoidance might be inevitable when the communication became mind-numbing. In contrast, she also addressed that changing the topic outright might not be an effective way to make the communication thought-provoking. Therefore, she advised that the main topic should be upheld, but the detailed topics could be switched. Sung Ru changed her mind as noted below: Changing topics after all was necessary for me. I felt it was a better idea if I did not change the main topic but just modified the topic to one that was related to the main topic. In class discussion, we were talking about “Love and Marriage.” My teacher guided us to talk about some love stories in the movie, love stories in fairy tales, love stories about online dating, or lyrics of love songs. We were told that we could change different types of love stories but remain in the primary topic of “Love and Marriage.” Therefore, I believed it would be a better way to change the topic, which did not confuse my interlocutors because of a sudden change in topics. In the second interview, Sung Ru commented more about topic avoidance strategy. Also, she suggested that being patient was obligatory when encountering trouble in a 69
certain topic: Topic avoidance was a useful strategy, but it could not be a permanent solution for solving listening difficulty in my English communication. It was not a good idea that I changed the ongoing topic too easily when I did not understand what my group member was talking about. I should unriddle my problem of listening obstruction by patience. When I kept silent, I should try to figure out what the others were talking about. More aggressively, I should inquire them to teach me about things I did not know instead of declining the topic directly. Sung Ru focused on “keeping silent” and provided her aspect of opposing it in both interviews. She believed that “keeping silent” might cause misinterpretation or embarrassment during in-class communication, so she felt she would not use it too readily. In my learning experience of communication strategy, I recognized that there were two functions in the strategy of topic avoidance in my English communication while practicing strategies in class. First, when talking in a group, I would use this strategy to pretend that I conceived what had been discussed. Second, in pair discussion, I would use this strategy to give hint that I was bored during communication. I would make my face very serious without smiling in order to make clear that I was not fond of the topics. I did not feel I would be able to hint to the others that I did not like the topic when 70
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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
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Faerch and Kasper’s (1983a) class
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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 and 78: at the students’ after-class time
Page 79 and 80: their various personal beliefs and
Page 81: in this study was comparison analys
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
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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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