PHD Dissertation in Mandarin

..
I-V
...1
..1
...2
.2
........3
...4
....6
..7
......8
.....8
..9
....11

12
....13
15
70, 80 16
....17
.....20
..21
.25
..26
30
....34
...35
35
. . . 3 5
....36
.......36
.......37
...37
....38
...39
...39
. . . . . . 4 0
40
II

Faerch Kasper ....41
....41
....41
.......42
...42
...43
...43
...44
....44
....45
.......45
........46
....47
.47
...48
..............50
....51
.......51
......51
....52
III

..53
........53
....55
...56
........56
...57
...57
......57
..58
....59
....59
..60
.76
..86
.......98
..125
....139
..139
IV

140
142
.144
..147
..150
.152
....155
.....157
..157
.......159
..........160
...164
.......165
....167
.....168
..169
..170
..171
..171
.172
173
..174
..175
..175
..176
.....177
.....188
A .188
B ..188
C ....189
D ..190
.231
........263
VI
Transtation Edition of A Case Study about Communication Strategies
Q:
(Communication Strategies) ?
A: Communication strategies are potentially conscious plans for
solving what to an individual presents itself as a problem in
reaching a particular communicative goal. (Faerch & Kasper,
1983, p. 36)
----------------------------------------------------------------------------------------------------------------
(Globalization)
(Adult English Learners)
(Communicative Competence)
(International/Global Organizations)
(World Health Organization/ WHO)(World
Heath Association/ WHA) (United Nation/ UN)
(Communicative/ Oral Proficiency)
(Communicative Competences)
(Reading Proficiency)
(Oral Competences)
1
(Assessment/ Evaluation)
(Grammar/Structure)
(Vocabulary) (Writing )
(Writing/Reading Proficiencies)
(Oral Competences)
(Teaching English as a Second/ Foreign Language,
TESL/TEFL) (Linguistics)
(Communication Strategies)
(Adult ESL/EFL
Learners)
Dell Hymes 1972Hymes Canale ( 1980, 1983) Swain (1980)
(Grammatical)
(Sociolinguistics) (Discourse) (Strategic)
(Language Communicative Competence)
(Strategic Competence)
(Strategic Competence)
2
(Communication Strategy)
(Foreign Language)
(Comprehensibility) (Ansarin & Syal, 2000 Bialystok, 1990
Faerch & Kasper, 1983, 1984) (Communication Strategy)
(Overcome Communicative Obstacle)
(Andrioti2005)(Interlocutors)
(Rababah, 2000, 2003)(Communication Strategy)
Faerch Kasper (1983)
(Sub-conscious Plans)
(Qualitative Study)
(Expanding) (Limited
Linguistics Knowledge) (Global
Village)
(Global Interactions)
2005
3
(Communication Strategy) (Compensate)
(Linguistics Knowledge) (Communication
Strategy)
(Interactions)
(Non-native Like) (Tarone, 1980; Faerch & Kasper,
1984)
(Non-native Like Language
Production) (Face Problem)
4
(Perceptions)
(Face)
(Psychological Status) (Attitude)
(Perception) (Thinking Processes)
? ?
(Feelings) (Belief) ?
(Feelings)
(Humanized) (e.g., Alsop & Watts, 2000;
Heaton, 1951; Rogers, 1972) Alsop Watts (2000)
(Affective Interference) Alsop Watts (2000)
(132)
(Basic
Psychological Needs) (Important Factor in Successful

Learning)
5
(Learning Motivations)
(Connell
& Wellborn, 1991; Skinner & Belmont, 1993; Skinner, Wellborn & Connell, 1990)
(University of
Southern California, Los Angeles, U. S. A.) Stephen Krashen (1982)
( Affective Factors) (Confidence)
(Anxiety) (Second Language Acquisition)
(Krashen, 1982, 6) Stephen Krashen
(Krashen, 1982, 6)
( Humanized )
(Theoretical Foundations)
(Face Saving)
(Non-native Like Language) (Discussion Issues)(Faerch & Kasper,
6
1984Tarone, 1980)
(Freshman English for
Non-Majors Courses/ FENM) (Learners & Strategy Users )
(Perceptions)(Attitudes)
(Believes) (
Faerch and Kasper (1984)
(Confidential)
61) Tarone (1980)
(Foreign-like, Informality & Inappropriateness)
(Case Study)(Language Communication Strategies)
(Face-Saving)
(Informality) (Inappropriateness)
7
(Stretegies-Based Instructions)
(Patterns of Conceptions)
(Intrinsic & Extrinsic Motivations)
(Willingness)
(Perceptions) ?
(Feedbacks and Reflections) (Patterns of Conceptions)
? (Communication Strategies)
; (Communication
Strategies)
(Globalization)
(Communication
Strategy)
(e.g., Bialystok 1983, 1990; Dornyei & Scott, 1997; Ogane, 1998;
Rababah, 2002)
(e.g., Ansarin & Syal, 2000; Dornyei, 1995; Kocoglu, 1997; Rababah, 2002;
Yoshida-Morise, 1998)
8
(Non-native Like)
(Perceptions) (Qualitative Study Reports)
Faerch Kasper (1984) Tarone (1980)
(Issue of Saving Face ) (Foreign-Like Language)
(Psychological Levels)
(Attitudes) (Perceptions)
(Strategic Learners and Users)
Douglas S. Jarvie Faerch Kasper (1983)
(Perceptions)
(Communication Strategies )
9

Faerch Kasper
(Perceptions)
(Qualitative Data)
(Qualitative Analysis)
(English
Communication Strategies)
1. (Topic Avoidance Strategy)
2. (Message Abandonment Strategy)
3. (Meaning Replacement Strategy)
4. (Interlanguage Strategy)
5. (Cooperation Strategy)
10
(Communication
Strategies)
(Language Communication Strategies)
(Strategy Learners and Users)
(Interactive Discussion Activities)
(Cognizant Formats) (Perspectives)
(Linguistics) (Sociolinguistics) (Psychology)
(TESL/TEFL)
(Neutral/ Impartial) (Non-Misleading)
(Feedback/Reflection)
11
(Interlanguage Communications)
Fearch Kasper (1984) Tarone (1980) (Face)
(Foreign-Like)
(Curriculum) (Instruction)
(Administration)
( Communication Strategy)
(Faerch & Kasper, 1983, 36)
(Strategy)
(Richards, Platt & Platt, 1998, 444)
(Topic Avoidance)
(Background Knowledge)
( Keep Silence) (Signal/Hint)
(Vowels)
12
(Consonants) (Tarone, Cohen & Dumas, 1983; Corder, 1983; Faerch &
Kasper, 1983; Tarone, Frauenfelder & Selinker, 1976)
(Message Abandonment)
(Corder, 1983; Faerch & Kasper,
1983; Tarone, Cohen & Dumas, 1983)
(Meaning Replacement)
(Semantic Avoidance)/
/(Blum-Kulka &
Levenston, 1983; Corder, 1983; Faerch & Kasper, 1983; Tarone, Cohn & Dumas, 1983;
Tarone, Frauenfelder & Selinker, 1976)
(Interlanguage Strategies) (Generalize)
(Blum-Kulka & Levenston 1983; Faerch & Kasper, 1983)
(Paraphrase) (Faerch &Kasper, 1983 Tarone, 19771983)
/ (Word Coinage) (Faerch & Kasper, 1983)
(Restructuring) (Alterchtsen, Henriksen &
Faerch, 1980; Bialystok, 1990; Faerch & Kasper, 1983) tree nut
acorn () motor cykel
13
() airball ()"My tummy
is empty" "hungry" ()
(Cooperation Strategy)
(Second Language/ L2)
(Blum-Kulka & Levenston, 1983; Corder, 1978; Faerch & Kasper, 1983;
Tarone, Cohen & Dumas, 1983; Tarone, Frauenfelder & Selinker, 1976)
(Interlocutors) (Colloquial Use)
(Schmoozers)(Lott, 1993)
(Field of Communication Strategies)
(Qualitative Methodology)
(Research Methodologies)
14
(Qualitative Study) (Data Collection)
(Data Analysis) (Assumptions and Hypotheses)
(Limitations)
(Results)
(Themes)(Discussions) (Summary)
Q: (Communication Strategies)
?
A: For more than forty five years, in the communication strategy
history, Selinker (1972) was a pioneer who had a great deal of
influence on the next researchers of the communication strategy
field. (Lin, 2007, p. 11)
--------------------------------------------------------------------------------------------------------------
(Definitions) (Communication Strategies)
(Teaching English as a Second/Foreign Languages) (Linguistics)
15
(Discourse Patterns)
(Strategic Languages)
(Linguistics)
(Sociolinguistics) (Psycho-Linguistics)
(Teaching English)
(Linguists)
(Sociolinguists)
(Psycho-Linguists)

(Teaching English)
(Basic Level) (Intermediate Level)
(Native-Like) (Level of Understanding) (Level of
Fluency)
(Classification/ Taxonomy)
(Taxonomies of Communication Strategies)
16
(Kendall, Jarvie, Lin, & Purcell, 2005)
Faerch Kasper
Prof. Douglas S. Jarvie (1)
(Topic Avoidance) (2) (Message Abandonment) (3) (Meaning
Replacement) (4) (Interlanguage) (5)(Cooperation)
(Communication Strategies) Selinker (1972)
Selinker (1972) (Interlanguage)
(Interlanguage) Selinker (1972)
(Interlanguage)
(Interlanguage/Communication Strategies)
Selinker (1972)
(Mother Tongue) (By-Products)
(Linguistics
Accumulation)
17
Selinker (1972)
(Bi-Products of Languages)
Selinker (1972) (Linguistics) (Teaching
English as a Second/Foreign Languages)
(Non-Native Speakers)
(Consciously) (Bi-Products of Languages)
(Sub-consciously)
Selinker (1972) (Bi-Products of Languages)
(Communication Strategies) Selinker (1972)
(Interlanguage)
(Universal Structures)
(Alternative Patterns of Communication)
(Strategic Communication) Selinker (1972)
Selinker (1972) (Bi-Products of
Languages)(Oral Training)
18
(Study of Categorization) (Applying
Demonstration)
1972Selinker Savignon (C. S. Training
Approach) Selinker Savignon (1972)
(Training Process)
(Strategy Application)
Varadi (1973) Tarone (1979) Selinker (1972)
Varadi (1973) Tarone (1979)
Varadi
(1973) Tarone (1979)
(C. S. Taxonomy Systems) Kendall, Jarvie, Lin Purcell (2005) An
Overview of Communication Strategies
1978Tarone
(286)
19
(Paraphrase) (Approximation)(Word-Coinage)
(Circumlocution)(Literal Translation)
(Language Switch) (Appeal for Assistance) (Mime)
( 1. Topic Avoidance 2. Message
Abandonment) (Tarone, 1978)
Tarone (1978) (1) Pipe for water pipe (
/Approximation) Air ball for balloon (/Word Coinage)(3) She
is, uh, smoking something. I dont know what its name is. Thats uh, Persian, and we use
Turkey, a lot of (/Circumlocutions)(4) He invites him to drink, for they toast one
another (/Translation)(5) Tritil for caterpillar(/Code Switching)
(6) What is this? What called? (/Appealing for Assistance)(7) Not to talk about
concepts for which the Target Language (TL) item or structure is not known (Topic
Avoidance/)(8) Talk about a concept but is unable to continue and stops in
mid-utterance. (Topic Avoidance/)(Tarone, 1981286 -287 )
Tarone Paribakht (1985)
Paribakht
(Linguistics Approach)
(Contextual Approach) (Conceptual Approach)
(Mime Approach) (135-38)
20
70, 80
(Communication
Strategies) (Communication Strategies)
(Definitions) (Communication Strategies)
(e.g., Selinker1972 Tarone1979 Varadi1973)
(Definitions)
(Methodologies of Categorizing) (e.g., Bialystok, 1983; Corder,
1983; Faerch & Kasper, 1983, 1984; Haastrup & Phillipson, 1983; Tarone, 1980, 1981;
Varadi, 1980, 1983)
Varadi (1983)Corder (1983) Faerch Kasper (1983)
(Manipulating Meaning Goal) (Manipulating Forms)
(59) (Manipulating Meaning
Goal)
(Manipulating Forms) (Target
Langauges) (Accuracy of Intended
Meaning)
Varadi (1980 1983 ) (Communication Strategies)
21
(Optimal-adjusted Meaning Set)
(Adjusted
Form)Corder (1983) (Communication
Strategies) ( Message Adjustment) (Resource
Expansion ) (19)
Faerch Kasper
(1983) (Communication Strategies)
( Reduction Strategies) ( Achievement
Strategies) (38)Faerch Kasper (1983) ( Reduction
Strategies) ( Achievement Strategies)
( Reduction
Strategies)
( Achievement Strategies)
Canale Swain (1980)
(Strategic Communicative Competences) Hymes (1972)
(Communicative Competence) (Communication
22
Strategies) (Teaching English as a Foreign Languages )
Canale Swain (1980)
Hymes (1972) (Communicative Competences)
(Sociolinguistics Competence)
(Grammatical Competence) (Discourse Competence)
(Strategic Communicative Competence)
Faerch Kasper (1983) (Strategic
Communicative Competence)
(Strategies in Interlanguage Communication) Faerch Kasper
(1983)
Faerch Kasper (1983) (Strategies in
Interlanguage Communication)
(Bialystok, 1983; Blum-Kulka & Levenson, 1983; Corder, 1983; Dechert, 1983; Faerch &
Kasper, 1983; Haastrup & Phillipson, 1983; Raupach, 1983; Tarone, 1983; Tarone, Cohen &
Dumas, 1983; Varadi, 1983; Wagner, 1983)
Faerch Kasper (1983) Canale Swain (1980)
(Communication Strategies) (e.g., Bialystok, 1983;
23
Canale, 1983; Faerch & Kasper, 1983, 1984; Kellerman, Bongaerts & Poulisse, 1987;
Kumaravadivelu, 1989; Paribakht, 1985; Tarone, 1980, 1981, 1983)
(Scholars of Teaching English
as a Foreign Languages ) (Linguists)
(Communication Strategies) Nijmegen University
(Bongaerts, Kellerman &
Bentlage, 1987; Kellerman, Bongaerts & Poulisse, 1987; Kellerman, Ammerlaan, Bongaerts
& Poulisse, 1990; Poulisse, 1987)
Bialystok (1998) : (Communication
Strategies: A Psychological Analysis of Second Language Use) Bialystok
(1998) Corder (1977, 1978, 1983), Faerch Kasper (1983a, 1983b),
Kellerman (1978, 1984, 1987), Paribakht (1982, 1985), Poulisse (1987, 1989), Tarone (1977,
1979, 1980, 1981), Varadi (1980), Bialystok
(1998) Bialystok (1998)
24
(Empirical Study) (Conceptual)
(Strategy Application) (Variables)
(Variables) (Proficiency
Level), (Gender) (Nationality) (Training
Pedagogy) (e.g., Chen, 1990; Clennell, 1994, 1995; Dornyei & Scott, 1995a, 1995b;
Kocoglu, 1997; Yoshida-Morise, 1998) Dornyei Scott (1997)
(Dornyei & Scott, 1997)
(e.g., Dornyei & Scott, 1997;
Faerch & Kasper, 1983; Rababah, 2002) Ansarin Syal (2000)
( Teachability)
Rababah (2002, 2003)
Rababah (2002)
Rababah (2002)
25
(L1 Strategies)
(L2 Strategies)Rababah (2002)
Rababah (2002) (24-27) 2005Kendall, Jarvie,
LinPurcell
Littlemore (2003) (Linguistics)
(Substitution Strategies)
(Reconceptualization Strategies) (Functional Strategies)
(e.g., Dornyei & Scott, 1997; Faerch & Kasper, 1983;
Rababah, 2002)
(36)
(Reduction) (Achievement)
(Achievement)
26
(Target Language, L2) (Faerch &
Kasper, 1983)
Bialystok (1990)Cohen (1998) Dornyei Scott (1997)
Faerch Kasper (1983, 1984) Gass Selinker (1994)Kumaravadivelu (1989)
Selinker (1972) Weimann Daly (1994)
(Psycho-linguistics)
Selinker (1972)
( Latent Structure) (211)
Lenneberg (1967)
Lenneberg (1967)
(Latent Structure) (a)
(b) (c)
(Maturational Stages)
27
(Realized Structure) (211 -12)
(Native-Like)
(Interlanguage)
Faerch Kasper
(1983)
Faerch Kasper
Faerch Kasper (1983) (Communication Strategies)
(Conscious Plan) ( x ) Faerch Kasper (1983)
(47) Faerch Kasper (1983)
(Problem-Orientedness) (Consciousness)
28
Kumaravadivelu (1989)
(Psychological Processes Underlying Lexical Simplification)
(Overgeneralization) (Creative Transfer)
(Cultural Relativity)
(Morphological) (Syntactic)
Bialystok (1990)
(48)
(Communication Strategies, A Psychological analysis of Second-Language
Use) Bialystok (1990) (Consciousness)
(Intentionality) (4-5)
Bialystok (1990)
(Consciousness/Awareness)
29
(Consciousness/Awareness) (122)
Bialystok
(5)
1994Gass Selinker
(A Tendency to Automate High Frequency Elements)
(Routine) Gass
Selinker (1994) (Sub-concious)
(Fossilized Way)
Gass Selinker (1994)
(Automatically) (Subcounsciously)
(Consciousness/Awareness)(Subconsciously) Weimann Daly
(1994) Gass Selinker (1994) Weimann Daly
(1994) (ix
) (Communication Strategies)
30
Gass Selinker (1994)
(Communication Strategies) (Consciously)
(Automatically) Dornyei Scott (1997)
Dornyei Scott (1997)
(184)
Cohen (1998) (Concious)
(4)
(With Consciousness)
(Without Consciousness) (Lin, 2009)
31
(Communication Strategies) (With Consciousness)
(Subconsciousness)
(Automatic Reflections)
(Lin, 2009) (Communication
Strategies)
Bialystok (1983)Tarone (1983) Faerch Kasper (1984)Paribakht (1985)Poulisse
(1987) Corrales (1989) 1983 Bialystok
Bialystok
(First Language Based Strategies)
32
(Second Language Based Strategies)
Bialystok
1984 Tarone (Natural Input)
Tarone
Faerch Kasper (1984) (Advanced
English Learner )
(Face)
(Advanced English Learner )
(Non-native Speakers)
(Advanced English Learners )
(Face-Losing Issue)
Paribakht (1985) 1981
(Typology)
(Communication
33
Strategies)
(134)
Paribakht (1985) (Implications)
Paribakht (1985)
Poulisse (1987) Nijmegen
(Quantitative- Empirical Study/Statistical Study)
150)
(1990)Stewart Pearson (1995) Dornyei (1995)
Kocoglu (1997) Yoshida-Morise (1998)
34
Ansarin & Syal (2000) Margolis (2001) Rababah (2002)
Littlemore (2003)
(1990)
(1997)
(171)
1995 Stewart Pearson
(Role Play)
Steward Pearson (1995)
(Appeal for Assistance)
(Appreciation) (Literal Translation)
(Self-repair ) (Communication Strategies)
(Native Speakers) (Non-native Speakers)
(Repetition) (Clarification) (Confirmation)
(Language Switch) Stewart Pearson (1995)
(17)
35
Dornyei (1995) (Teachability)
(Topic Description)
(Cartoon Description) (Definition Formulation)
TOEIC(Writing Activities of the Test of English for International
Communication) (Integrative Writing)
(Recording ) (Transcribing)
(Analysis of Variance, ANOVA)
(79)
(Oral Proficiency) (Circumlocation)
(79) Dornyei (1995)
Dornyei (1995) (Teachability)
(80)
36
Kocoglu (1997)
Kocoglu
(Native Speakers)
Kocoglu (1997)
(Native Speakers)
(4)
Yoshida-Morise (1998)
Poulisse Rababah
Yoshida-Morise (1998) ()
Yoshida Morise (1998)
54 % 28 %
27 % 29 %
Ansarin Syal (2000)
(Conceptual Analysis Strategies)
(Cooperation Strategies)Ansarin
Syal (Story Telling)
37
(Picture-based Story Telling) (Retell
Stories in English) (Ansarin & Syal, 2000,
74)
Margolis (2001)
(Test Scores)
(Genders) (Ages) (173) Margolis
(171)
(Circumlocution) (Coining Words) (Gesturing)
(173)
Rababah 2002
Rababah (2002)
(20)
(Rababah, 2002, 21)Rababah
Rababah (2002)
(Communication Strategies) (
21)
38
Littlemore 2003
Littlemore (2003)
(Speech Productions/Language Productions)
(Substitution Strategies)
(Substitution Plus Strategies)

(Reconceptualization
Strategies) (Functional Reduction Strategies)Littlemore (2003)
(Reconceptualization Strategies)
(Componential
Analysis) (12)
(Strategies in Interlanguage Communication)
Faerch Kasper (1983) Faerch
Kasper (Communication Strategies) (e.g., Blum-Kulka
& Levenston, 1983; Corder, 1983; Dechert, 1983; Raupach, 1983; Tarone, 1983; Tarone,
Cohen & Dumas, 1983; Wagner, 1983) Faerch Kasper (1983c)
39
Faerch
Kasper (1983)
(32)
(e.g.,
Bialystok, 1983; Chen, 1990; Corrales, 1989; Tarone, Frauenfelder & Selinker, 1976)
(e.g., Andrioti, 2005;
Kocoglu, 1997; Rababah, 2002)
Faerch Kasper (1983) (Reduction) (Achievement)
(Monitoring) (Simplifying)
(Reduction Strategies)
(Achievement Strategies)
(Interlanguage) (Circumlocution)
(Trnslation) (Interpretations) (Explination)
(Word Coinage) (Colloboration)
Faerch Kasper (1983) (Communication Strategies)
(Reduction
40
Strategies) (Topic Avoidance)
(Message Abandonment) (Meaning
Replacement) Faerch Kasper (1983) (Achievement Strategies)
(Interlanguage Strategy)
Tarone, Cohen Dumas Faerch Kasper (1983)
(Strategies in Interlanguage Communication)
(Topic Avoidance)
(Tarone, Cohen & Dumas, 10)
Tarone (Reduction Strategies)
(Message Abandonment Strategy)
(63)
(Meaning Replacement Strategies)(Semantic
Avoidance Strategy) (Faerch & Kasper, 198344)
41
TaroneCohen Dumas (1983)
(10) Yoshida-Morise (1998)
(Meaning Replacement Strategies)
(209)
(Exchanging) (Borrowning)
Faerch Kasper (Achievement Strategies)
(Compensatory Strategies) (1983)
(Interlanguage Strategies) Faerch Kasper
(Interlanguage Strategies) (Generalization)
(Paraphrase)(Word-coinage) (Restructuring)
(Interlanguage Strategies) (Faerch & Kasper1983)
(Generalization)
(Descriptions)
(Circumlocutions) (Exemplification)
42
(Word Coinage)
Airball Ballon(Paraphrase)
(Appealing Strategy)
(Corder, 1978; Tarone, Cohen & Dumas, 1983; Tarone, Frauenfelder & Selinker, 1976)
Faerch Kasper (Achievement Strategies)
(Code-
Switching) (Interlingual
Transferring) (Interlanguage)
/ (Inter/intralingual
Transferring)
43
()
()
(Non- Linguistics )
(Code- Switching) (Interlingual Transferring)
(Foreign Like)
/(Inter/intralingual Transferring)
(Non-Verbal
Interactions)
Q: ?
A: The conventional processes are tape speech productions, transcribe
the language, code the data, analyze the data, and then reveal the
results. (Lin, 2007)
----------------------------------------------------------------------------------------------------------------
(Naturalistic Inquiry)
44
(Pure Qualitative Study)
(Glaser & Strauss, 1999)
(Smith, 1983, 1986)
(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) (Lincoln &
Guba, 1985; Richards, 2005) (Triangulation) (Denzin, 1978a, 1978b;
Schwandt, 2001)(Prolonged Engagement) (Denzin & Lincoln, 1994;
Lincoln & Guba, 1985) (Denzin & Lincoln, 1994)
(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)
(Constant Comparison Analysis) (Dey, 2004; Glaser & Strauss, 1999)
(Credibility) ( Conformability)
(Trustworthiness) (Confidentiality) (Data
Collection) (Data Analysis) (Reliability)
45
(Guba & Lincoln, 1981, 1989; Lincoln & Guba, 1985;
Schwandt, 2001)
Patton (1990)
(Naturalistic Inquiries)
(Patton, 1990,
40)
(Naturalistic Inquiries) Denzin (1971)
(101)
(Denzin & Lincoln,
1994)
(Emerson, 2004, 458)
46
Denzin Lincoln (1994)
(555)
(Qualitative)
(Qualitiatve Research Methodologies)
(Perceptions)
47
William P. Fenn Thomas W. Graham
Richard Nixon 1955
(Freshman English for Non-Majors)
48
()
Rababah (2002) Rababah (2002)
(20042005)
(Freshmen English for Non-Majors)
49
(1)
(2)
(Holo-Taiwanese) (Min Dialect)(Hakka Dialect)
(Chinese)(Mandarin/Official Language)
(3)
(4) 2006()
50
(5)
(6) 20052006
(7)
(N = 7)
(1)
(Native-like)
(60%) (40%)
(2) ()
(50%) (50%)
()
51
(80%)
(20%)
(3)
(90%) (10%)
(4)
(50%) (50%)
(5)
(99%) (1%)
52
(6)
(50%) (50%)
(7)
(70%) (30%)
(1)
(2) (DVD)
(3)
(4)
Faerch Kasper
53
(Criterion/Measure Standard)
Faerch Kasper
(1983)
DVD (Iinstruments of Training Materials)
(Achievement Strategies) (Reduction
Strategies) Faerch Kasper (1983) (Strategies in
Interlangauge Communication)
(Ansarin & Syal, 2000; Bialystok, 1983, 1990; Chen, 1990; Corder, 1983; Corrales, 1989;
Dornyei & Scott, 1997; Kocoglu, 1997; Ogane, 1998; Rababah, 2002; Yoshida-Morise, 1998)
(Charity)(What if)
(Love, Date and Marriage) (Crime) (Health)
(The internet
Journal, 2005)
54
(Iinstruments of Interviews)
(Open-ended Questions)
(Open-ended Questions) (Credible)
(Elicit and
Extract) (Schuman & Presser, 1996)
(Reliable)
(Fieldworkers) (Conformability
Checkable) (Lincoln & Guba, 1985)
(1) Camtasia
(2)
55
Douglas S. Jarvie
(3)
(4)
(5) (Member Check)
(6)
(7)
(8)
(9)
(10) (Member Check)
56
(Conceptualized)
Lincoln &
Guba (1985)
Seidman
(1985) Seidman
Seidman
57
(Seidman, 1985, 13)
(Qualitative)
(Triangulation) (Qualitative
Investigation) ()
Marshall and Rossmans (1999)
Denzin
and Lincoln (1994, 1998), Strauss and Corbin (1990), Glaser and Strauss (1999)
(Thick Description)
(Open-Coding) (Compare and Contrast)
Marshall Rossman (1999)

(a) (b) (c) (d)
(e) (f) (152)
58
Dey (2004) Glasser and Strauss (1999)
(Compare and Contrast)
(Thick Descriptions)
Denzin
(Performative Writing )(Denzin, 2001100)
(Denzin, 2001, 99)
(Thick Interpretations)
(Local Theory)(326) (Thick Descriptions)
59
Clifford (1990) (Thick Descriptions)
Denzin and Lincoln (1994) (Thick Descriptions)
Glaser Strauss (1999)
(Open-Coding)
Strauss Corbin (1990) (Open-Coding)
(61) Dey (2004)
(Open-Coding)
(85)
60
(Open-Coding)
(Open-Coding)
(Open-Coding)
(Constant Comparison
Analysis) Dey (2004)
61
(88)
(Constant
Comparison Analysis)
Glaser and Strauss (1999) (Constant Comparison Analysis)
Glaser and Strauss (1999)
(1) (2) (3)
(4) (105)
Guba and Lincoln (1989) (Credibility)
Schwandt (2001)
62
(164)
(Open-ended Question)
(Case Study)
(Credibility)
Schuman and Presser (1996) (Open-ended Question)
( 81
) (Open-ended Question)
(Open-ended Question)
(Carey, Morgan &
Oxtoby, 1996, 1) (Open-ended
Questions)
Patton (1990) (Open-ended Questions)
(Open-ended
Questions) : (296)
63
Patton (1990) (Open-ended Questions)
(297)
(Case Study) (Credibility)
(Integrity)(Validity) (Accuracy) (Patton, 1990, 49
) (Yin, 1989, 14
(Case Study)
(Lincoln & Guba, 1985, 214)
(Case Study)
Lincoln Guba
64
(Case Study)
(Lincoln & Guba, 1985,
217)
(Credibility) (Case Study)
(Guba & Lincoln, 1981, 307-71)
(Patton, 1990, 384
) (Case Study)
(Case Study)
(Credibility)
Stake (1994)
(237)
(Case Study)
65
Schwandt (2001) (Member Check)
Denzin
Lincoln (1994) (Member Check)
(Credibility)
(Denzin & Lincoln, 1994, 216)
(Member Check)
(Member Check)
Holstein Bubrium (1995)
(Member Check)
66
(Member Check)
2006
(Member Check)
(Peer Debriefing)
(Lincoln & Guba, 1985)
(Texas A&M University, College Station/Department of
Teaching, Learning and Culture) (Linguistics)
(English as a Second Language)
67
Schwandt (2001)
( 164 )
(Comformability) (Camtasia Studio)
(Power Point)
(Computer Assisted Language Learning)
(DVD Notebook) (DVD
Notebook)
Faerch Kasper
Richards (2005)
(50)
(Reliability through Checking Consistency in Data)
(Reliability) Lincoln Guba (1985) (Videotaping)
(Field Notes) (Reliability)
68
(Videotaping) (Field Notes)
(Credibility)
(Individuals Perspectives)
(Multiple-Forms)
69
Lincoln Guba (1985) (Trustworthiness)
(381)
(Trustworthiness)(Triangulation)
(Prolonged Engagement)
Denzin (1978a1978 b) (Triangulation)
(Methodological Triangulation)
(Data Triangulation)

(Investigator Triangulation) (Theoretical Triangulation)
(Multiple Triangulation)
(Transferability)
(Case Study) Denzin (1978) (Case Study)
(Methodological Triangulation)(Case
Study)
(Case Study)
()
(Case Study) (63
70
Tellis (1997) (Case Study)
(Triangulation)
DVD
(Transferability)
/ (Verbal/Non-verbal Languages)
()
(Transferability)
(Dependability)
(Methodological Triangulations)
Schwandt (2001) (Dependability)
(164
) (Logical Procedures)
(Transformat)
71
(Triangulation)
(Conformability)
(Conformability)
(Assertation) (Findings)(Interpretation)
(Schwandt, 2001, 164)
(Triangulation)
(Conformability)(Triangulation)
(Miles & Huberman, 1994)
(Conformability) (Theoretical
Triangulation) Denzin (1970)
(Theoretical Triangulation) Denzin (1978)
(Theoretical Triangulation)
72
(Homogenious)(Pilot Study)
(Lincoln & Guba, 1985)
(Long Term Study)
73
(Conceptualized)
(Themes)
(Confidentiality)
(Patton, 1990, 355)
(Consent Form)
(Confidentiality)
(Institutional Review Board) (Consent Form)
(Pseudonym)
74
(393
) (Confidentiality)
(Institutional Review Board
Consent Form)(I. R. B. Consent Form)
( Mother Tongue)
(Level of
75
Freedom and Confidentiality)
(Confidentiality)
(1) (Assume)
(2)
(1) (Limitations)
76
(2) Faerch Kasper (1983)
(Classification) (Perceptions)
(3) (Face)
(Perceptions)
Q:
77
?
A: Even though several students held their ambiguous positions
toward some strategies, most Taiwanese university students
expressed that communication strategies are applicable and useful
in enhancing their communicative competence (Lin, 2007).
----------------------------------------------------------------------------------------------------------------
(Qualitative) (Research Methodologies)
(Perceptions)
(Qualitative Data) (Coding) (Conceptualizing)
(Themes of Study)(Perceptuions)
(Conceptualizing)
(Curriculum Designers) (Policies Administrators)
78
(Visable and Audible Qualitative
Data )
(Transcribe) (Code)(Identify)
(Interpret)
(Comparison Analysis)
(Common
Themes)
(Code) (Inductive reason) (Comparison Analize)
(Conceptualize)
(Study Results)
(Aviodance
Strategies)
(Aviodance Strategies)
79
(Keeping Silence)
) (Aviodance Strategies)
(Change Topics)
(Perceptions)
(Changing Topic)
Douglas S. Jarvie
80
(Topic Avoidance)
81
(Keeping Silent)
(Keeping Silent)
82
(Topic Avoidance)
(Keep Silent)
(Topic Avoidance) :
83
84
(NBA)
(Crime)
(Keep Silence)
(Keep Silence)(Topic
Avoidance )
(Change Topics)
85
I sorry, Excuse me.
Pardon me.
(Keep Silence)
(Topic Avoidance)
86
(Change Topics)
(Topic Avoidance)
87
(Keep Silence)
88
(Keep Silence)
(Topic Avoidance)
(Keep Silence)
(Language Acquisition)
89

Matthew
Lien
90
(Keep Silence)
91
(Topic Avoidance)
(Keep Silence)
(Topic Avoidance)(Keep Silence)
(Topic Avoidance)
92
(Keep Silence)
(Keep Silence)
93
(Topic Avoidance)
(Topic Avoidance)
(Keep Silence)
(Topic Avoidance)
(Topic Avoidance)
94
Excuse me. I am sorry.
(Keep Silence)
//
95
(Member Check)
(Topic Avoidance )
96
(Keep Silence)
(Change Topics)
Sumimasen,
97
Sumimasen

Necessary
Inevitable Stimulant
Interlocutors
Interlocutors
Gradually
K.S: impolite K. S.: no signal
K.S: impolite

Useful
Necessary
Privacy
98 Gradual
Tricks Privacy Interlocutors
K. S.: No
K. S.: Feeling Polite words
4.1
(Topic Avoidance)
(Topic Avoidance)
(Keep Silence)4.1
(Topic Avoidance)
(Topic Avoidance)
99
(Message
Abandonment)
(Freedom) (Face)
100
(Message
Abandonment) (Face)
101
(Message
Abandonment)
()
102
103
104
Flat
105
()
Flat Flat
Flat Flat Flat
(Message
Abandonment) (Message
Abandonment)
106
107
108
Restroom
109
Seafood
110

Free Cast away
block Right interlocutors
Saving
Saving time
Deny
Surviving Struggling
Key word

Key word
Select
Conversation Key word Select topic
No blank t d
Dictionary Saving time/ clear Clear doubt
4.2
111
(Message
Abandonment)
(Message Abandonment) 4.2
(Key Words)
112
(Perception)
Car Drink
Fill Gasoline Tank, House Palace.
113
Chateau
119,
Oinn Oinn
Heart Engine,
114
Temple Church
(Meaning
Replacement)
Red Haired Barbarian Fort
115
(1629) (1644)
Red Hair Barbarian
Village
City Hall of Dutch Colony Ministry of
Spanish Settler Red Hair
400
116
Taiwanese Folk Village
Taiwan Aboriginals Cultural Reservation
Taiwanese Folk Village
Get Along
Get Together Get Along
117
(Interlanguges)
(Meaning Replacmenet)
(Interlanguges) (Meaning Replacmenet)
118
(Meaning
Replacmenet)
119
120
121
Mummy Dead Kings Body
()
Mummy Preserved Body
122
Pyramid.
Pyramid Kings Tomb
Pyramid
123
()
(Meaning Replacmenet) (Interlangauges)
(Generalization)
(Generalization)
Fruit
124
(Meaning
Replacmenet)
125
Glass
Highball Glass Whiskey Glass Glass

High level
Closer word Slang
Slang Grammar/
Indistinct
Pronunciation
Surviving language
Not easy
126
Generalization

4.3
()
()
127
(Interlangauges)
(Interlangauges)
(Interlangauges)
People
Mountain People Sea.
128
word-coinage
word-coinage
(Interlangauges)
129
paragraph
Dachshund
Its legs are shorter and it has a longer body.
Generalization
Restructuring
(Generalization) (Word Coinage)
130
Generalization
Food Chemistry Food Preservation
Manufactured Food,
Word Coinage
(Interlanguages)
(Interlanguages)
131
(Interlanguages)
(Interlanguages)
Interlanguage
restructuring .It is played by hand,
It is also a kind of carved wooden figure and
traditional ancient fashion.
Taiwanese Opera
The actors need to make up and it is not played by
hand.
(Interlanguages)
132
Interlanguage
(Interlanguage)
paraphrase
Jade Mountain
It is the highest mountain of Taiwan.
(Generalization)
Generalization
Kiwi Pitaya
133
(Word
Coinage)
Sofa. Pan
pan.
pao pan.
134
Lime Tomato, (Tamado)
Benz
(Interlanguage)
( )
( )
Interlanguage
135
Formosa ()
Benz
(Word Coinage)
Balloon Airball
Lightball Lightball
136
Electric ball Lightball
Glasses Eye Lens
Curtains Window Cloth.
Video Camera
Catch Picutre Machine ()
137
(Interlanguage)
(Code-switching) (
) (Interlanguage) Shu-shi
Dim-sum
(Interlanguage)
(Paraphrase)
138
Paraphrase
Paraphrase
Plum (Prune)
It is a kind of fruit as big as a playing marble, its green and tastes sour. It can be
applied to brew wine. Many people like to preserve them with sugar and salt.
Eagle
It is able to fly and spiral, and it is an invader with wings. It is
a symbol for America.
Paraphrase
Positive ion of carbon
Negatron
139
(Circumlocuation)
()
XY
(Word Coinage)
(Paraphrase)
140
()
(Member Check) (
)(Interlanguages)
(Interlanguages)
(Interlanguages)
141
Interlanguage
(Interlanguages)
(Paraphrase)
(Exemplification) (Generalization) (Word
Coinage)
(Interlanguage) (Paraphrase)
Paraphrase Generalization
( Regnum Kingdom Divisio Division Classis Class
Ordo Order Familia Family Genus Genus Species Species)
Pharaphrase Exemplify Generalization
Family
142
(Exemplification)
(Interlangues)
(Generalization)
Generalization
143
(Word
Coinage)
Word Coinage
Word Coinage
144
(Interlanguage)
(Interlanguages)
(Interlanguages)
(Interlanguages)
(Paraphrase)
(Restructuring)
(Exemplification)
(Word Coinage) (Language Productions)
(Generalization)
145
Oyster Noodle,
Oamishua Fried Stinky To-Fu Cho Do Fu
Word
Coinage
Water Celery
Empty Stem
Vegetable Water
Celery Empty Stem Vegetable
(Personality) (Word Coinage)
146
(Paraphrase)
(Paraphrase)
Paraphrase
Exemplification Describing
147
(Feedbacks)
(Paraphrase)
Paraphrase
(Restructuring)
Restructuring
148
(Interlanguages)
Diamond
Substane that was composed with the polymer of several carbon atoms.
Atom The smallest unit in a
chemical compound.
(Word Coinage)
Interlanguage Word Coinage
Oyster Noodle
149
Oyster Noodle
Stinky TofuLong Time No See
(Word Coinage) (Paraphrase )
(Word Coinage)
Word Coinage
Word Coinage
Paraphrase
150
Paraphrase
(Word Coinage)
(Generalization)
Generalization Interlanguage
Generalization Interlanguage
(Interlanguage)
(Interlanguage)
151
(Word Coinage)
(Generalization)
(Exemplification)
Generalization
Koala
Circumlocution
Generalization
Whale
(Paraphrase)
152
(Interlanguage )
People Moiuntain
People Sea. Long Time No Sea.
153
(Interlanguages)
Interlanguage
Interlanguage
Morning Nine Night Five.
People Mountain People Sea.
(Word Coinage)
154
Word Coinage
Think three times before you do it.
: Look before you
leap.
Interlanguage
Word Coinage
(Generalization)
(Exemplification) :
Generalization
155
Exemplification
Exemplification
Generalized word
Carrot
It is a kind of vegetable.
It is red which rabbit likes.
Hammer
Tool for knocking nail. Tool
(Paraphrase)
(Perceptions)
Word Coinage
Generalization
156
Paraphrase
Paraphrase
(Restructuring) (Topic
Avoidance)
Restructuring
(Interlangauges)
(Paraphrase)
157
Paraphrase
Paraphrase
(Generalization)
(Paraphrase)
Generalization Paraphrase
158
(Interlanguages)
(Interlanguages)
(Interlanguages)
(Paraphrase)
Paraphrase
(Generalization)
Generalization
Animal
159
(Word Coinage)
(Mars Languages)
Record Sound Tape Word Coinage
Mars Languages
ORZ
(Restructuring)
Restructuring
160
(Interlanguages)
(Interlanguage) (Mars Languages)
Interlanguages
161

Introducing culture
Culture
Paraphrase: lecture
Humor/Courage Tsang Jei
Describe/ x, y axis
Spread

Face/public

Introducing Culture
Skills used
Words not in
Cooperative Tsang Jei
Brave/ creative
Paraphrase/scientific Culture
4.4
(Interlanguage) (Cooperation)
(Interlangauges)
(Interlangauge)
(Generalization)(Paraphrase) (Word
Coinage)(Restructuring)
162
(Interlangauges)
(Interlangauges)
(Backgrounds of Languages and Cultures)
(Strategy Application)
(Strategic Langauges)
(Cooperation)
(Cooperation)
(Cooperation)
163
(Cooperation)
(Perceptions)
(Cooperation)
164
(Cooperation) (Perceptions)
(Cooperation)
(Comprehension Checks)
(Cooperation)
165
(Cooperation)
(Perceptions)
166
(Cooperation)
(Cooperation)
(Face)
(Cooperation)
167
(Cooperation)
(Cooperation)
168
169
(Cooperation)
(Cooperation)
Interlanguage
(Cooperation)
Interlanguage
Interlanguage
170
Cooperation
Cooperation
Interlanguage
Interlanguage
Cooperation
(Cooperation)
171
(Cooperation)
(Vague
Meanings)
(Cooperation)
172
(Cooperation)
(Cooperation)
Cooperation
173
(Cooperation)
(Cooperation)
Prof. Jarvie
(Cooperation)
(Cooperation)
174
(Cooperation)
(Cooperation)
(Cooperation)
(Moivation)
(Face Problem)
175
(Cooperation)
(Cooperation)
176
(Cooperation)
(Cooperation)
177
(Learning Feedbacks)
(Cooperation)
(Cooperation)

178 Check comprehension Face/Gender
Learning/Friends
Learning/not losing face
4.5
(Cooperation)
()
(Cooperation)
179
(Cooperation)
(Perceptions from Leanring)
(Freshman
English for Non-majors Programs of Department of Foreign Languages and Literature,
Tung Hai Univeristy)
(Cooperation)
180
Q: ?
A: Students perceptions of strategic application were related to the
themes of comprehensibility, intentionality, politeness, first
language, face-saving, Interlanguage system, time-saving, and
key-words. (Lin, 2007, p. 160)
----------------------------------------------------------------------------------------------------------------
(Communication
Strategies) (Perceptions)
(Comprehensibility)
(Intentionality)(Politeness) (Mother Tongue/ First
Language) (Face-saving) (Interlanguage System)
(Time Saving) (Key Word)
(Instructors) (Curriculum)
181
(Language Learners) (Policies Makers and
Administrators) (Strategy Trainers)
(Qualitative Statements)(Themes)
(Conceptualized)
(Qualitative Statements)
(Catogory)
(Conceptalize)
(Academic Field)
182
(Topic Avoidance )
(Keeping Silence) (Keeping
Silence)
(Politeness)
183
?(I am so sorry I have to change the topic.)
(I apologize I am not familiar with this topic.)
(Topic Avoidance )
Leech (1983)
(Principles of Politeness)
5.1 (Topic Avoidance )
(Appropriately)
184
(Keeping Silence)
(Privacy) 5.1
1.(Politeness)2.
(Verbally and Directly) 3.
(Privacy)
Topic Avoidance

Politeness &
Appropriateness

Verbally & Directly
Privacy
5.1
185
(Time-saving)
(Perceptions) (Saving Face)
(Interlocutors)
(Interlocutors)
(Restructuring Strategy)
(Abandonment Strategy)
Douglas S.
Jarvie
(Systematic
Correlation) Douglas S. Jarvie
(High Level Lexis Item)
(Face)
186
(Face)
(Face)
(Perceptions)
(Key Words) (Key
Words)
(Key Words)
(Key Words)
5.2
(Time Saving )(Saving
Face)(Key Words(
187
Message
Abandonment
Time Saving

Face Saving
Key Word

5.2
(Comprehensibility)
(Intentionality)
(Respondent Conditioning/Automatic Reaction)()
(Language Productions)
(Cultural and Linguistics Backgrounds)
188
(Meaning Replacement )
(Language Patterns)
(Daily Life) (Slang)
(Language Productions) (Chinese Idioms)
(Interlanguage)
(Intentionality)
(Message Abandonemnt
Strategy)
Prof. Douglas S Jarvie
(Replacement
Strategy) (Abandonment Strategy)
189
(Intention) (Replacement Strategy)
(Respondent Conditioning/Automatic Reaction)
(Meaning Replacement Strategy)
(alternative Language Productions)
(Perspectives)
(Mother Tongue)
(Meaning Replacement )
(Meaning Replacement
Strategy)
(Comprehensibility)
190
(Oral
Communication) (Strategic
Communication)
(Interlanguage)(Comprehensibility)
(Intensibility) (Perspectives)
(Oral Trainers)
Meaning

Replacement

Interlanguage
Comprehensibility
Intentionality

Individuals views of

interpretation
191
5.3
5.4
(Interlanguage) (Mother Tongue)
(Intentionality) (Interlanguage)
(Local Cultures and Customes)
(Interlanguage)
(Personality)
(Interlanguage)
(Mother Tongue)
(Interlanguage) (Oral Translations)
(Localism)
(Deconstructed)
(Word-coinage)
(Interlanguage)
192
(Interlanguage)(Interlanguage)
(Interllocutors)
(Deep Understanding) (Chinese
Literature and Lingustics)
(Interlanguage)
(Intentionality)
(Interlanguage)
(Language Community) (Non-native
Speakers) (Interlanguage)
193
(Intentionality)
Chinglish Singalish Taiwanlish
(oral interpretation)
(Interlanguage) (Interlanguage)
(Interlanguage)
(Mother Tongue)
(Cultural Issues)(Interlanguage)
(Personalities)
Interlanguage

Native Language
Intentionality
194
Cultural Orientation
5.4
( Face-saving) (Friendship Improvement) (Function
of the Strategy) 5.5
(Common Perceptions)
(Cooperation)
(Face-saving)
(Face)
(Occupational Field) (Face)
(Emotional of
Embarrasment)
(Role of
Male)
195
(Sense of Humor)
(Cooperation)
(Face)
(Cooperation)
(Face)
(Cooperation) (Seminar)(Group
Discussion) (Brain Storming)
(Cooperation)
(Interlanguage)
(Cooperation) (Cooperation)
196
(Simplified)
(Cooperation)
(Interlanguage) (Mother Tongue)
(Alternative Langauge Productions) (Cooperation)
(Ambiguous Meaning ) (Reconfirm)
Cooperation

Face-saving
Friendship

Functions of this
strategy

5.5
(Conceptualize) (Major Themes)
197
(Study Results)
(Language Acquisition)(Teaching
English as Foreign/Second Language)(Linguistics)
(Bialystok,1990; Faerch & Kasper, 1983c; 1984; Kocoglu, 1998; Krashen, 1988;
Leech, 1983; MacIntyre, Clement, Dornyei & Noels, 1998; Rababah, 2002a, 2002b, 2002c,
2002d, 2003d; Siennicki, 2000; Tarone, 1983; Vygotsky, 1987; Wannaruk, 2006; Watts, Ide
& Ehlih, 1992; Watzel, 1998; Yoshida-Morise, 1998)
(Faerch & Kasper, 1983; Tarone, 1980)
(Non-native Like)
(Face)
(Face-saving) (Native Language)
(Teaching English as Foreign/Second Language)
(Linguistics)
(Comprehensibility) (Politeness)
(Intentionality) (Mother tongue)
(Face-saving Issue) (Interlanguage System) (Time
Saving) (Key Word) 5. 6
198
(Major Themes)
(Major Themes)
199
Major Themes
5.6
200
Q:
?
A: English educators of communication strategies should respect
the learners perceptions and choices of learning, and use
communication strategies, instead of forcing students to accept all
the alternative methods of English communication.
(Lin, 2007, p. 175)
-----------------------------------------------------------------------------------------------------------
(Neutural Spirit)
(Humanized)
(Non-native Speakers)
201
(Strategic Communicative Competence)
(Perceptions)
(Course Designer)
(Perceptions) (Teaching English as Second/ Foreign
Langauge) (Linguistics) (Field Workers)
(Pedagogies)
FaerchKapser (1983)
(12)
Krashen (1982)
(Langauge Acquisition)
(Motivation of Studying)
202
(Policy Makers and Excutors)
(Willingness)
(Intentionality)
203
(Bias and Abnormal
Outliers)
(Politeness) (Intentionality)
(Influence from First Language) (Face-saving)
(Teachability (Bialystok1990 Dornyei
1995 Faerch &Kasper19831984 Selinker1972 Vygotsky1987 Wannaruk
2006)
(Interlanguage System) (Affective Filter) (Time Saving)
(Key Word)
204
(Topic Avoidance)
(Meaning Replacement) (Interlanguage)
(Cooperation)
Vygosky (1987)
(50)
Tarone (1983)
(Tarone19833)
(Interactions)
(Interlocutors)
205
(Non-native Like)
(Interlanguage)
(Mother Tongue/ First Language)
(Topic Avoidance)
(Keeping Silence)
206
(551-479)
Brown Levinson (1987) Leech (1983 )
Leech (1983)
(Pragmatics)
Brown Levinson (1987)
207
(Potential Face Threatening Situations)
Watt, Ide Ehlih (1992)
Watt, Ide Ehlih(1992)
Watt, Ide Ehlih (1992)
Leech (1983)
Leech (1983)
(Replacement Strategy)
Faerch Kasper (1983) (Intentionality) Faerch
Kasper (1983) (Intentionality)
(5
208
) Faerch Kasper (1983) (Intentionality)
(Intentionality) (Implication)
(Systematic Relation) (5)
(Intentionality)
(Comprehension ) (Face Saving)
(Process of Struggling) (Time Saving)
(Intentionality)
(Intentionality)
(Backgrounds of Languages and Cultures)
(Intentionality)
(Intentionality)
209
(Interlanguage)
(Interlanguage)
(Cooperation)
(Interlanguage)
(Non-native Like) (Interlanguage)
(Intentionality)
(Interlanguage)
(Intentionality)
(Interlanguage)
210
Faerch Kasper (1983) (Intentionality)
(Intentionality)
(Interlanguage)
(Intentionality)
(Interlanguage)
(Homogenous)
(Interlanguage) (Intentionality)
(Fossilized)
ChinglishSinglish Taiwanlish
(Interlanguage)
(Regularlly Systematic
Correlation)
(Inadequate Time)
211
(Ideology)
(Intentionality)
(Intentionality)
(Abandonment)
FaerchKasper (1983)
(Intentionality)
(Intentionality)
212
(Intentionality)
(Intentionality)
(Linguistics Accumulation)
(Dialects)
(Interlanguage)
Selinker
(1972) Selinker
(Interlanguage) Selinker (1972)

(Non-native Speaker)
(Interlanguage) (Target
Langauge) (
227)
213
Tarone (1980) Communication Strategies,
Foreinger Talk, and Repair in Interlangauge (Interlanguage)
(Target Language) (Native Speakers) (Non-native
Speakers) (Interlanguage)
(Universal Aspect)
(422)
(Reflective Machanism)
(Mother Tongue) (Speech
Content) (Philosophy)
(Linguistics)(Paralle)
(Samantic) (Concurrent)
(Interlanguage)
(Discourse Content)
214
(Interlanguage)
Bialystok (1983, 1990)
Bialystok (1990)
(Receivers)
Interlanguage
(101)Bialystok(Interlanguage)
(Interlanguage) (Bialystok,1983; Selinker, 1972)
(Faerch & Kasper, 1984)
(Interlanguage)
(Foreigner Rolers)
(Clearly Marked)
215
(Covertly) (61)
(Active Communication)
(Professional Domain) (Asian Setting)
(Discourse Patterns)
(Cooperation)
(Speech Markers Reflecting the Social Relationships)
(Face)
(Abandonment) (Cooperation)
(Face-saving)
216
Wetzel
(1988) Siennicki (2000) Wetzel (1988)
Are the Powerless Communication Strategies the
Japanese Norm
(Silent Protest)(We) (You)
Siennicki (2000)
(Interactions)
(Power and Identity of Gender)
(Oral Communication) (Male
Characteristics) (Face Issue)
(Oral Communication)
217
(Gender) (Role and Status)
(Wetzel1988560)
Krashen (1988) (Hypotheses of
Language Acquisition) (Affective Filter)
Krashen (1982)
(Input)
218
(Language Acquistion)
(Interlanguage)
219
(Key Words) (Key Words)
(Key Words)
(Key Words)
toilet sea food
(Key Words)
(Willingness to communicate/WTC) MacIntyre,
Clement, Dornyei Noels (1998) (Key Words)
(Willingness to Communicate/WTC)
MacIntyre, Clement, Dornyei Noels (1998)
(Key Words) MacIntyre, Clement, DornyeiNoels (1998)
(547)
220
(Key Word)
(Gender)(Level)
(Nationality) (Pedagogy)
(Dornyei, 1995; Kocoglu, 1997; Rababah, 2002, 1998 ; Yoshida-Morise)
(Psychological Level) ( Humanity)
(Curriculum Designers)
(Input)
(Democratic Education)
(Teaching and Learning)
221
(University of Southern California)
Krashen (1982)
(56)
(Alternative
Communication)
(Mentality)
(Education Philosophy)
David Crystal (1997)
McKay (2002)
222
(Qualitative Study)
(Qualitative Study)
(Intentionality)
1. (Variables in Strategic
Application)
2. (Acceptance Level of Interlangauges) 3.
(Pedagogies) 4.
(Correlation between Level and Application)5. (Genders
Impacts on Applications) 6.
223
(Attitudes of
Instruction)
(Population)
(1)
(2) (Variables)
(Characteristical)
(Community
Cultures)
(Homogenous) ?
224
(Non-native Like)
(Central Issue) (Localized
Oral Communication) Tarone (1983)
(Core Issue)
(Chen,1990; Littlemore, 2003; Rababah, 2002; Yoshida-Morise, 1998)
(Apposite Equilibrium)
? (Non-native
Likeness) (Protential Obstacle)
(Non-native Like Language)
225
(Pidginized)
(Ansarine & Syal, 2000;
Dornyei, 1995; Rababah, 2002; Wannaruk, 2006)
Ansarine Syal (2000) Wannaruk (2006)
(Story Telling) (Picture Describing)
(Face-to-Face Conversation) (Writing)
Rababah (2002c)
Dornyei (1995)
(Immerse) (Target Language)
226
(Frequencies of Application) (Corrales,1989;
Rababah,2002; Wannaruk,2006; Yoshida-Morise,1998)
(Topic Avoidance)
(Homogenous)
(Homogenous)
227
(Habits of Applications )
(Gender)
(Congenital and Acquired)
(Wetzel, 1988)
(Diverse Needs)
(Gender)
(Application Habits)
(Gender) (Oral Learners)
(Correlation) (Gender)
228
(Communicative Behaviours)
(Gender)
(Gender)
(Syllabi)
(Polarized)
(White-collar
Workers) (Working Classes)
(Supervisors)
(Cooperation)
/?
229
(Occupational Capabilities) (Confrontations)
(Limitation of Application) ?
(Interlanguage)
(Interlanguage)
(Idioms)
(Translations and Interpretations)
(Typical Patterns)
People Mountain People Sea.
Long Time No See. Think three times before you do
it. (Directly Translate)
(Philosophies of Life) (Ideas of Living)
230
(Idioms)
(Interlanguage)
(Interlanguage) (Language
Productions)
(Interlanguage)
(Interlanguage) (Belonging) (Identity)
(Loanwords)
(Interlanguage)
(Traditions and Cultures) (Idioms) (Philosophic
Theories)(Local Characteristics)
(Interlanguage)
(Native Cultures)
(Overseas Imports)
(Pronunciations of Foreign Langauges)
Sofa Safa Pan Pan
231
(Varieties) (Phonological Reduction)
(Code-switching) (Formal Reduction of the
Pronunciation ) (Overseas Imports)
(Interlanguage)
(Interlanguage)
(Interlanguage)
(Interlanguage)
(Historical and Cultural Backgrounds)

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A (Instrument of Interview)
General Question:
What are your perceptions about learning five communication strategies?
Specific Questions:
1. What do you perceive in learning the topic avoidance strategy?
242
2. What do you perceive in learning the message abandonment strategy?
3. What do you perceive in learning the meaning replacement strategy?
4. What do you perceive in learning the interlanguage-based strategy?
5. What do you perceive in learning the cooperation strategy?
B (Consent form in Mandarin)
10 30205
5 10 90
plarke@tamu.edu
979 693 0330
243
(TEL: 886 4-2359-0253)
(04) 728-3321()/ (979)
260-4690()
(979) 458-4067
aines@vprmail.tamu.edu
________________________________ _ _ _ _ _ _ _ _ _ _ _
________________________________ _ _ _ _ _ _ _ _ _ _ _
C (Video Tape Release Form in Mandarin)
244
2006220065
90 7
()
()()
________________________________ _ _ _ _ _ _ _ _ _ _ _
________________________________ _ _ _ _ _ _ _ _ _ _ _
Definitions of Communication strategies

1. A systematic attempt by the learner to express or decode meaning in the target
language (TL), in situations where the appropriate systematic TL rules have not been formed
(Tarone, Cohen and Dumas 1983).
2. A conscious attempt to communicate the learners thought when the Interlanguage
structures are inadequate to convey that thought (Varadi, 1983).
3. Sascha Felix has pointed out that the real issue with communication strategies is to
determine how the learner utilizes his limited knowledge to cope with various
245
communication situations.
4. Communication strategies relate to a mutual attempt of two interlocutors to agree on a
meaning in situations where requisite meaning structures do not seen to be shared. (Meaning
structures here would include both linguistic structures and sociolinguistic rule structures).
Communication strategies, viewed from this perspective, may be seen as attempts to bridge
the gap between the linguistic knowledge of the second language learner, and the linguistic
knowledge of the target language interlocutor in real communication situations. ( Tarone,
1983)
5. Approximation, mine and circumlocution may be used to bridge this gap. Message
abandonment and avoidance may be used where the gap is perceived as unbridgeable.
( Tarone, 1983)
6. The following criteria characterize a communication strategy:
i. A speaker desires to communicate a meaning X to a listener;
ii. The speaker believes the linguistic or sociolinguistic structure desired to communicate
meaning X is unavailable, or is not shared with the listener;
iii. Speaker choose to:
(a) Avoid- not attempt to communicate meaning X; or attempt alternate means to
communicate meaning X. The speaker stops trying alternatives when it seems clear to the
speaker that there is shared meaning.
7. Communication strategies are revealed through linguistic analyses of the learners
Interlanguage. These strategies indicate the extend to which the learners utterances in the
target language are affective by the native language, the procedures used to express concepts
for which target language words are unknown (Tarone, 1977), the extent to which and the
manner un which the lexicon of the intended meaning is simplified.
1.1 Reduction Strategies: Topic Avoidance

1. Change topic
2. No verbal response
3. Avoid encountering difficulty:
i. Phonological: To avoid using certain sounds, like/l/ and /r/ in E.g., pollution problems.
ii. Motivation of avoidance: Given the choice of two words or phrases sufficiently
synonymous to be equally acceptable in many contexts, the learner will prefer the one he
finds easier to pronounce. For example the Hebrew word ziza shick; (appal) will be
replaced by hifhid (frighten); hikhhis (deny) will be replaced by amar selo (say that.not).
iii. Morphological: Avoiding talking about what happened yesterday.
The leaner will prefer regular to irregular verbs whose forms he is not sure of. Of the two
verbs which can translate express- bite and hibia- the second is easier to conjugate in the
past, perhaps because of its similarity to the common verb higia, and thus preferred.
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(Similarly, one of us suspects that in his French, he prefers penser in the past; though quiet
happy to sue croire in the present.)
iv. Syntactic: Avoiding talk of a hypothetical nature and conditional clauses.
Note:
1. Topic Avoidance is the attempt to totally evade communication about topics which
require the use of target language rules or forms which the learner does not yet know very
well. Topic avoidance may take the form of either a change of topic or no verbal response at
all. For example a learner may move away form a discussion about pollution problems if the
pronunciation of /r/ and /l/ cause problems, or avoid a discussion of what happened the
previous day because it calls for the past tense inflection. Likewise, the learner may avoid
discussions of an abstract or theoretical nature die to an uncertainty as to the appropriate
syntactic constructions or the appropriate technical vocabulary.
2. Topic avoidance- the learner simply tries not to talk about concepts for which the TL
(target langue: English) item or structure is not known.
3. Avoidance: Common to all cases of lexical simplification is the attempt to express
Meaning while avoiding certain lexical items. But the term avoidance obviously applies
with different degrees of appropriateness to the different contexts discussed. It is most
appropriate for the teacher, who knows what he is avoiding, and least appropriate for the
translator, where avoidance is created by lexical voids in the target language. As for learners,
some are in the position of teachers and some in the position of translators, depending on the
extent of their knowledge of the target language vocabulary.
4. Two basic types of avoidance can therefore be distinguished:
i. Apparent avoidance, caused by lack of vocabulary, whether in language learning or in
translation.
ii. True avoidance, practiced by advanced language learners, teachers and editors of
simplified texts.
Yoshida-Morise (1998):
Remaining silent or changing an intended goal completely is a strategy of topic avoidance. In

Excerpt 1, for example, S5 stops talking and the NS in response change the topic.
NS: Why did you decide Spanish?
S5: Spanish. Ah.there is no reason, but my parents recommend to take a Spanish course
because now Spanish is popular, so I just took it. (Laugh)
NS: Spanish is popular in Japanese schools?
S5: Ummumnot. I dont think so, (laugh) but
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NS: Okay. Tell me a little bit about your trip to the States and where you went.
(Avoid a topic that interlocutors can not easily continue with little mutual comprehension.
The listener rarely responses to speaker, when there is very little mutual comprehension. The
topic needs to be changed in time. )
Questions- Qualitative
How do you think about topic avoidance strategy? What are the advantage and disadvantage
of using topic avoidance strategy? How do you value it? (Reflection of learning)
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1.2 Reduction Strategy: Message Abandonment

1. Tarone (1983) refines this strategy by distinguishing between topic avoidance and
message abandonment. For the former, specific topics or words are avoided to the best of the
learners ability. Learners, that is, manage to prevent the occurrence of topics that are certain
to present difficulties. For the latter, learners stumble into a topic that is too difficult and
simply give up and go on a different one.( instead of totally give up communication) In this
case, one might say that the learner should have avoided the topic altogether since no real
effort was made to conquer the problem.
2. This can be also be used in connection with a retrieval problem in the execution phase.
3. Yoshida-Morise (1998): Learners sometimes abandon their attempt to express an
intended meaning in the middle of the sentence rather than employ an alternative strategy.
Message abandonment may also be used when problems occur in retrieving certain items in a
constructed verbal plan. An example of this strategy can be seen in Excerpt 2, in which S5
attempts to explain crater but cannot achieve her goal.
NS: Ump... Why is it called Crater Lake?
S5: Why. Called?
NS: Why is it called Crater Lake?
S5: AhIm not sure but...the...maybe in the first umcrater means the ahI dont know
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how to explain.
4. Alter the topic to a totally new one. Do not preserve the topic or concept that does not
stir mutual interest and motivation of continuing. Signal the interlocutors that the concept will
be abandon by saying: I dont know how to explain or Forget about this, Mum. (another
concept starts)
How do you think about message abandonment strategy? What are the advantage and
disadvantage of using topic avoidance strategy? How do you value it? (Reflections of
learning)
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1.3 Reduction Strategy: Meaning Replacement (Semantic Avoidance)

1. The distinction between topic avoidance and meaning replacement is as arbitrary as
the distinction between what constitutes concepts belonging to one and the same topic and
concepts belonging to different topics. (Faerch and Kasper, 1983)
2. Here the learner, when confronted by a planning or retrieval problem, operates within
the intended propositional content and preserves the topic but refers to it by means of a
more general expression.
3. When a leaner confronts by a planning or retrieval operates within the intended
propositional content and preserved the topic and concept but refers to it by means of a more
general expression.
4. L2-based strategies: Semantic contiguity is defined as the use of a single lexical item
which shares certain semantic features with the target item. In our task, for example, tabouret
(stool) was frequently replaced by chaise (chair) or table (table), and horologe (clock) by
montre (watch). In these cases the learner was selecting a word which provided an
approximate translation of the unknown concept by referring to a similar but known item.
(Ellen Bialystok, 1983)
5. Use cut instead of chop, slice, and dice. Use cook instead of stew, back,
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fry. Maintain the concept but use simpler words.

6. Learners change their intended message slightly rather than abandoning. Learners may
reduce the scope of the message, resulting in rather general or vague meanings within the
context. The follows demonstrate such semantic reduction.
S6: What kind of cost is this and...This is the ah... and ahactually, they... do the ah...
same...application...and...they do the, actually they do the, they do the same thing...abroad.
NS: Uh huh.
S6: And I check their... On the...just on the paper.
How do you think about meaning replacement strategy? (Reflection of learning)
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Mind Map of the First Set: Reduction Strategies
Use
simpler 3. Meaning Replacement
abstract Semantic Avoidance
1. Topic Avoidance Maintain

(Hide the speeches Reduction the concept
Use general
that the competences Strategies and topic
abstract
are limited)
expression
Change
Avoid
topic
difficulty
in 2. Message Abandonment
pronunci (A Big Change during Talking)
250
ation,
tense,
No verbal
response
Do not give up
communication
but give up an
original concept
(content ideas are
2.1 Achievement Strategies

1. Code switching:
i. This applies code switching: In communication in which foreign languages are involved
there always exists the possibility of switching from L2 to either L1 or another foreign
language. The extent to which this is done depends on the interactants analysis of the
communicative situation. Thus in the foreign language classroom, learners frequently share
the L1 with their teacher, which enables them to code switch extensively between L2 and L1.
(Faerch and Kasper, 1983) Code switching (or language switch, Tarone 1977; Corder 1978;
Blum-Kulka & Levenston, 1983; Corder, 1983; Tarone, 1983) may involve varying stretches
of discourse from single words to complete turns. When code switching affects single words
only, as in example (1), the strategy is sometimes refereed to as borrowing (Corder 1978,
1983)
E.g., Do you want to have some ah-Zinsen or do you want to have some more..
(Zinsen German for interests)
ii. It can be termed as borrowing (Tarone, 1998)
Literal translation- the learner translates word for word from the native language (e.g. He
invites him to drink, for they toast one another) (feel hot- toast)
Language switch- the learner uses the native language (NL) term without bothering to
translate (e.g. balloon for bal loom, tritil for catermippar) (use native language directly
without translating it)
Appeal for assistance- the learner asks for the correct term (e.g., what is this? What called?)
Mime (non verbal language) - the learner uses non-verbal strategies in place of a lexical item
or action (e.g. clapping ones hands to illustrate applause)
3. (Blum-Kulka & Levenston, 1983) some kinds of borrowing may also be classified as
transfer, though for learners a careful distinction must be made here between transfer and
language switch. If a leaner, attempting to communicate in the second langue, uses a term
form his mother tongue and makes not attempt to adjust the morphology or the phonology, he
251
is employing the strategy we have labeled language switch. This is always likely to
happen when the word in question originated in the second language, was borrowed into the
learners first language with a changed meaning, and is then translated back by the
unsuspecting Israeli student of English, e.g. I took a tramp from Jerusalem to Tel Aviv
(English tramp is used in Hebrew in the sense of life free ride). The same effect may be
produced through processes akin to loan-translation, e.g. when a Hebrew speaker translates
lason hara word by word as bad language, not knowing that the correct English term for
lason hara is slander.
4. ( Blum-Kulka and Levenston, 1983) Between pairs of languages more closely related
than English and Hebrew, the existence of cognates, real and apparent, is a well-known
source for errors of transfer.
French Leaner, First Language: English
E.g. Quand tu as quelque chose qui est stuck. Quand on a une bouteille du jus ou quelque
chose et puis on veut ouvrir la petite chose qui est usr la bouteille.
[Translation: When you have something that is stuck. When you have a bottle of juice or
something and then you want to open the little thing that is on the bottle. ]
E.g. swing: Cues une sorte de, tu peux dire, chaise que quand tu move. Des fois cest sur
des arbres.
[Translation: Its a kind of, you could say, chair for when you move. Sometimes it is in the
trees. ]
E.g., childs care seat: Cest une chaise pour bebe que tu mets dans la voiture pour tu sois
safe, sauf.
[Translation: its a chair for a baby that you put in a car to keep you safe.]
E.g., can opener: Cest pour lestu ouvres lesIl y a une magnet.
[Translation: Its for the you open the There is a magnet.]
E.g., record player: Tu mets un record sur.
[Translation: You put a record on it.]
E.g., ca nopener: Cest un object que tutu ouvres des, tins, des boites en metal.
[its something that you you open the, tines, the metal boxes.]
2. Employing Interlanguage:
Definition of Interlanguage: (in Longman ESL dictionary): the type of langue produced
by second and foreign-language learners who are in the process of leaning a language. Or, in
the language learning, learners errors are caused by several different processes. These
include:
252
a. Borrowing patterns from the mother tongue.

b. Extending patterns from the target language. E.g., by analogy.
c. Expressing meanings using the words and grammar which are already known. In
Interlanguage, the learners produces using these processes differs from both the mother
tongue and the Target Language. It is sometimes called an Interlanguage, or is said to result
from the learners Interlanguage system or approximate system.
Example:
Lexical substitution: substitution of words that share coordinate semantic features

E.g., My father is .president (=principal) of eh.junior high school.
Generalization: substitution of words that are super ordinate to indented meanings
E.g., EhI went (=sailed) to: uhMikuni port to Oki island, ah!
(Faerch & Kasper, 1983) By generalization learners solve problems in the planning phase by
filling the gaps in their plans with Interlanguage items which they would not normally use
in such contexts.
Exemplification: substation of words those are subordinate in relation to intended meanings.
Describe and narrate for a word which is not learned yet.
E.g., So, it is good way for the sport ahsports ahpeople to aheat ah...bread or rice or
spaghettisomething like that. (carbohydrates)
Converting:
E.g., balloon: gas ball, air ball, air ring, luft ball, lufi, lifi
E.g., clothes-line: string, strong string, lace, lace for wet clothes
E.g., ghost: old man, an awful, ugly man, ugly sir, awful man, awful body, Jack in the box,
man with a big head. (Varadi, 1983)
Communication strategies are related to the analysts, not the learners, point of view: it is
irrelevant whether a specific item produced by a learner is in accordance with the learners
Interlangauge system or not, as long as it is erroneous compared to the product of a
communication strategy according to Tarone, Cohen and Dumas (1983).
IL based strategies: Fearch and Kasper 1983
The following samples of leaner language contain words which it can be difficult to explain
within an Interlanguage analysis: babysitter in (1), durance in (2), men (3), and sprog in the
following
253
L: every Monday I erm-er I, babysitter-

NS: aha
L: babysitter
NS: yer-
L: is that right-
NS: yer you er- youre a babysitter and you go babysitting- sprog
(PIF)
NS: I dont know if you can learn much in three days

L: why notjust I think its not a a a question of the durance---
L: I think I better like to maybe (laugh) I really dont know men maybe I better like to live
there than er-
(PIF)
L: I think that erm when you are going to speak a erm erm-erm a sprog
NS: yeah a language yeah
As the word babysitter is a correct English word, it would be fairly obvious to consider
it part of learners Interlanguage vocabulary if it occurs in their Interlanguage performance.
This, however, is not necessarily the case, as illustrated by (1): the learner appeals to her
interlocutor for information about the word- which happens to be the most widely used
Danish word for babysitter. Consequently, there exists the possibility that the learner in (1)
does not have babysitter as part of her Interlanguage vocabulary but uses it as a strategy in
order to communicate her intended meaning.
In (2), one might be tempted to establish a (non-existing as seen from a L2 point of
view) lexeme durance (meaning duration) as part of the learners Interlanguage. But the
word could also be described as an ad hoc form, created by the learner in order to fill a
perceived gap in her Interlanguage vocabulary (c.f. the pauses before and after the word).
The word men (Danish for but) in (3) occurs without any indication of the learner being
uncertain about using the word, in contradistinction to sprog (Danish for language) in (4),
which is preceded by a series of hesitations and pauses. One would therefore be more ready
to characterize men as automatic rule application than sprog, the usage of which seems to be
254
connected with some uncertainty by the leaner. But this does not mean that men is necessarily
part of the learners Interlanguage system- an alternative (and more likely) explanation is that
men is a slip, produced because of it being highly automatized when the learners L1.
On the basis of these examples, we obtain the following possibilities for analyzing
language learner data:
(a) The data have been produced on the basis of the learners Interlanguage system;
(b) The data have been produced on the basis of a system different from the relevant
Interlanguage system and more highly automatized than this (typically the L1 system);
(c) The data have been produced as a result of the leaner having made use of a
communication strategy.
As the learners Interlanguage system is the result of various learning strategies, one
of which is Interlingual transfer, it may contain elements which are similar to the learners L1
system. Observing a distinction when analyzing Interlanguage performance data between
such elements
(a) And elements which are brought about by the spontaneous transfer of highly automatized
L1 rules
(b) It is no easy matter. Although this is an important, and still largely unresolved, issue in
cotemporary Interlanguage research we shall largely ignore it in this paper and concentrate on
the distinction between on the one hand (a) and (b), on the other hand (c).
i. (Faerch and Kasper, 1983): Precisely to what extent the presence of such features in L1
speech is considered acceptable would be necessary information for establishing a criterion
for fluency in Interlanguage performance. It will therefore be difficult to specify which
occurrences of performance features in Interlanguage production are identical with or similar
to L1 production, and which are Interlanguage specific.
ii. The follows shows the Interlanguage strategy used by Germany English leaner: (Fearch
and Kasper, 1983) , which is indicated by a drawl.
NS: What did you say you need this for?
L: for the univers-versfor the University of Bochum- you know- I want to study.
iii. Occasionally, the retrieval strategy itself surface in the performance, as in the following
example, in which the learner retrieves the word examination via his L1:
NS: what did you say you do with this form- you take it back to the university in Germany?
L: yes well I think I need it for my erm- Examen (German pronunciation) examination you
know
iv. The following excerpt illustrates co-occurrences of different performance features which
can be used as strategy markers by the analyst:
NS: do you learn German at school-
a b
L: not me- Im st Im stop- stopped to learn Germany er than I gi er then I was - in
255
c
seven ten class- because Im no er very bad to English and my my teacher said- if I-
learn Germany er will I when I speak with the Englaender will I er speak German Germany-
and English the same time.
Analysis of Discourse:
In (a) there is an unfilled pause followed by two false starts, both of which are retraced
(though to different degrees). The learners problem is caused by her starting off with a L1
based form of the verb phrase (Danish present perfect jeg er holdt op, literally Im stopped).
The learner manages to find the necessary verb form, and we would classify the strategy used
as one of retrieval.
In (b), the problem is gain caused by the learner starting off on a Danish- based form of
the verb phrase (da jeg GIK I syvende klasse-when I went to seventh class). After an
unfilled pause followed by a filled pause the leaner retraces the conjunction and the subject
and corrects the verb to was. We can image two reasons why the learner did not use went (the
formal equivalent to Danish gik):
(1) She had difficulty finding the correct form.
(2) She did not feel confident enough transferring the Danish verb because she considered the
expression ga I x klasse (go to x class) specifically Danish. Whichever is the case, the
learner makes use of a formal reduction strategy.
The restructuring in (c) is less clearly marked by performance features than is the case
with (a) and (b) after one filled pause the learner exchanges the negation (no-not, Danish ikke)
for the modifier very, and continues with a negative adjective (instead of the positive
adjective which would have had to follow no).
Apparently the learner found it easy in this case to come up with an appropriate strategy
for finishing her sentence.
i. Examples of strategy markers in connection with other achievement strategies
( non-verbal) are contained in the following excerpt:
NS: how do you go to school
L: .sometimes I take my er-er- whats it called- er-er- my cykel-er (laugh) knallert er
(laught).
NS: what does it look like-L: you know er Puch- kn Puch- ( laugh ) you know so- er some
people er have er a cykel ( laugh) erno I cant explain it- you know some people have a
car and some people have a er bicycle and some people have a er- erm- a cykel there is a
m motor.
NS: oh a bicycle with a motor-
(PIF; knallert Danish for moped)
256
The example contains most of the performance features discussed in the previous
sections: unfilled and filled pauses, gambits (whats it called, you know), and self-repairs,
retraced and unretraced. The sequence of strategies adopted by the learner is one frequently
found among beginning learners: L1-based strategies (borrowing, Interlingual transfer),
followed by IL-based strategies (description, exemplification) (c.f. the contribution by
Haastrup and Phillipson in this volume).
That learners repair on a communication strategy by means of anther communication
strategy by (11), can often be observed in Interlanguage in IL data: in fact, co-occurrences of
what may be interpreted as the product of communication strategies aimed at solving one and
the same problem may be used as one way of identifying strategic planning on the basis of
performance data. This is also seen in the following example:
L: you give me- I think the medicine you have me was too strong or the erm- you gave
me too much of the medicine- because now I have some pimples they are reddish and they
itch very much. (Standard English: I think the medicine you gave me was too strong, you
gave me too much of the medicine for the dosage was too high)
ii. The learner uses rising intonation through the extract, hereby appealing to her
interlocutor to signal whether she has understood what the learner is trying to say. This
appealing for up taking is also signaled Para linguistically, the leaner frequently looking at
her interlocutor in an enquiring manner.
A different pattern of stress and intonation is seen in the following examples:
E.g. L: I need- I need this money which I would I would get if if I could could care for
him.
E.g.: L: give me your hand I am very (laugh) very angry to cross the street.
Optional reading: In (13) and (14), the lexical items which are produced as a result of
the learner using a communication strategy receive main stress and falling intonation. As
there is a general tendency in the Bochum data for learners to overuse rising intonation
( possibly in order to mark for uncertainty, cf. Kasper 1981) it is rather surprising at first sight
to find heavy falls on several items which are otherwise marked as the product of
communication strategies.
iii. The segment(s) following the slips, however, may be the result of a communication
strategy if the leaner experiences a problem in repairing on the slip, in particular in the case
of L1-based slips, as in the following example:
NS: What is your job at the library?
L: I shall put eller er hvad hedder det (giggles) I shall put the books on the hill her hvad
hedder det.
NS: err yeah shelve
(PIF; eller, Danish for or; hvad hedder det, Danish for whats it called; hill= hylde,
Danish for shelf
257
Questions Qualitative
How do you think about approximation strategy? What are the advantaged and
disadvantage of using it? How do you value this strategy by comparing and contrasting with
the other ones you had learned? (Reflection of learning)
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2.1 Achievement Strategies: Restructuring (Repeat and echo the same idea in a topic or
concept)
1. (Yoshida-Morise, 1998) Learners change their plans in the middle of the sentence upon
realizing their limitations and try to construct an alternative plan (Faerch and Kasper, 1983).
Excerpt 5 seems to show that S4 has restructured the sentence because she identified the
incorrect use of more or lacked an appropriate lexical item that could follow the word more in
order to express her intention.
258
NS: Why why did you NOT decide to go to Hawaii like everyone else?
S4: AhIve ever been to Hawaii...so..But so ah...many Japanese there.
NS: of course, the number of Japanese who are going to Canada for their honeymoon is
increasing too. So you may not be alone.
S4: But Hawaii is more but Canada is...bigger than Hawaii.
2. One problematic aspect of restructuring strategies is distinguishing them from reduction
strategies (Bialystok), as illustrated below.
S11: Ah! I was born in A prefecture, and... I have... I had been here until I was 19, and... I...
my gra-.. my. university was situated in B, so I spent I had spen- I have spent four years
in B. (two sentences with the same meaning/ construct a new sentence to convey the same
meaning)
In this excerpt S11 may have started to say a sentence only to change his intended goal. Or he
may have simply changed the structure of the sentence so that he could successfully express
the intended meaning.
As long as the speakers turn continues and the language use is relevant in context, such
cases are considered an attempt by the learner to continue his or her speech, which is,
restructuring strategies.
(3) Restructuring: A restructuring strategy is used whenever the learner realizes that he
cannot complete a local plan which he has already begun realizing and develops an
alternative local plan which enables him to communicate his intended message without
reduction ( c.f., message abandonment, which can be considered the reductional parallel to
restructuring).
4. Exemplification
i. E.g., If something is er doesnt work?
ii. E.g., I have to look after a machine if something is er doesnt work I have to well its not
difficult because theres only three buttons. (Haastrup and Phillpson, 1983)
iii. E.g., I came down from twenty degrees- er I dont know how you say twe it was twenty
degrees hot you know.
iv. E.g., So suddenly you have to plan your- all your whole day you know
5. Most of the strategies we shall discuss relate to problems in the planning phase, some to
retrieval problems in the execution phase. And restructuring is for resolving problems in both
the planning and the execution phase. (Faerch & Kasper, 1983)
Question- Qualitative
How do you think about restructuring strategy? What are the advantage and disadvantage of
using it? Compare and contrast to the other strategies learned. How do you value this strategy?
(Reflection of learning)
259
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2.2 Achievement Strategies: Cooperation

1. As pointed out by Tarone (1983), the interactional aspect of communication is of
considerable significance for a discussion of communication strategies. She therefore
proposes a definition of communication strategies. She therefore proposes a definition of
communication strategy which make(s) it clear that the term related to a mutual attempt of
two interlocutors to agree on a meaning in situations where requisite meaning structures do
260
not seem to be shared. That conversations between learners and native speakers often
contain a fair amount of metalinguistic communication is a well-known fact, discussed, e.g.,
by Faerch and Kasper (1983).
2. We do not find it feasible to restrict our definition of communication strategies in the
way suggested by Tarone (1983); although problems in interaction are necessarily share
problems and can be solved by joint efforts, they originate in either of the interactants, and it
is up to him to decide whether to attempt a solution himself, e.g. by using a psycholinguistic
achievement strategy, or to signal his problem to his interlocutor to get the problem solved on
a cooperative basis.
3. If the individual decides to try to solve his problem himself and he succeeds in
communicating his intended meaning to his interlocutor, the interactants clearly do not reach
a state of mutually attemptingto agree on a meaning. If, however, the individual does not
succeed in communicating his intended meaning by using a non-cooperative strategy, this
may function as a problem indication, leading to a cooperative solution.
4. If the learner decides to signal to his interlocutor that he is experiencing a communicative
problem and that he needs assistance, he makes use of the cooperative communication
strategy of appealing (Corder 1978; Blum-Kulka & Levenston, 1983; Corder, 1983; Tarone
1983, Cohen & Dumas, 1983). Appeals, which can be characterized as self-initiated other-
repairs, can be direct, or indirect.
5. Learners signal their interlocutor for help in solving communication problems by asking
for an L2 usage that they do not know or by indicating that they can not explain.
E.g., Umm Its very hard for me to answer. (Request for understanding)
Although this may not be an intended outcome, unsuccessful speech may also result in a
cooperative strategy as in the following example, due to the fact that in such cases,
interlocutors tend to be drawn into assisting learners.
E.g.,
NS: whats Bunkyo-ku.
S8: Bun-
NS: Oh, thats thats ah
S8: Tokyo no (Japanese no= of)
NS: Geographical area?
S8: ya.
5. E.g., Cooperative strategies: What do you call it?
6. Under cooperative strategies, there are two types: one occurs when the leaner has a
production problem and asks for help in finding a lexical item; the other involves the learner
acknowledging that he/she has a reception problem and appealing to the speaker for
clarification. (Haastrup & Phillipson, 1983).
E.g., How to say.? Do you mean.? Is .what you are talking about?
261
Question- Qualitative
How do you think about cooperation strategy? How much it benefits your communication
competence compared to the five ones you learned? What are the advantage and disadvantage
of learning this strategy? (Reflections of learning)
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Mind Map of the Second Set: Achievement Strategies
Share problems
3. Cooperation and resolve the
(Appeal for problems by joint
262
assistance) efforts
1. Approximation
(based on translation
theory)
Mutually
Achievement attempt to Signal to interlocutor
Code Employing Strategies agree on a a communicative
switching Interlanguage problem is
(Borrowing (Lexical experiencing and that
, literal subsitition, he needs assistance
translation, generalization,
use L1 exemplification,
chunk)
2. Restructuring (Repeat and echo the

same idea in a topic or concept)
Realize
Simply change the
encountering
structure of the Resolve problems in
limitations and try
sentence and both the planning and
to construct an
successfully express the execution phase
alternative plan
the intended meaning.
Lexicon facilitation
1. Balloon:
i. Paraphrase Bag or envelope filled with air or with gas lighter than air
263
i. Word coinage by Tarone: Air ball

2. Amphibian:
i. Paraphrase Like frog and toad or snake
ii. Animals that live both on land and in water
3. Tadpoles:
i. Word coinage: Baby frog, five-week frog
ii. A very young frog or toad when it still lives under water and has gills, a tail and no legs.
4. Generalization strategy:
i. Use Monkey to generalize apes and monkeys:
Marmoset Rhesus Monkey Gibbon Chimpanzee Orangutan Gorilla
Baboon
ii. Use Bird to generalize different types of birds:
Swallow Swift Nightingale Great tit Kingfisher Robin Sparrow Crow
Cuckoo Pigeon
iii. Use Large wild animal to generalize different types:
Camel Bison Llama Kangaroo Hyena Hyena Rhinoceros Reindeer
Giraffe Zebra Antelope
5. Paraphrase: Slug: Like a gum, like a snail without a shell, moves very
slowly.
6. Generalization: Use a kind of Mollusc to generalize Whelk Slug Cuttlefish
Limpet conch Octopus Squid
7. Generalization: Use a kind of Tool or Implement to generalize:Spanner Axe
Pincers Pliers Wrench File Hammer Handle for pick-axe or mattock
Pick-axe Mattock Spade Shovel Fork Mallet Chisel Screwdriver
Awl Bradawl Trowel Hacksaw Chopper Hoe Rake Shears Plane
Sickle Gimlet Auger
264
8. Generalization: Use Vegetables to generalize: Cabbage Vegetables Lettuce
Cauliflower Spinach
Exercise: Look at the following pictures and describe them through communication
strategies. You can use any strategy you have learned to express what you have seen in the
pictures. You might talk about a certain item, as ask your partners which item you are talking
about. You can describe the items function, form, shape, place, or color,etc, and make your
partners realize what you are mentioning.
How to express Cheerleader

when you dont know this word?
Talk about the characteristics of a
cheerleader. E.g., S/he is the person
who applauded firstly in a team.
(Paraphrase) E.g., Cheerleader for
cheering a sport-team up.
(Word-coinage)
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How to express Trailer when

you dont know this word? Talk
about its differences from a car or a
trunk. E.g., It is another part behind
something, usually a car, a trunk, or
a person. The function for it is for
carry something, such as a food
trailer or an agriculture trailer.
(Paraphrase) E.g., A tiny car being
towed. (Interlanguage)
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266
How to express Pet when

you dont know this word?
Describe the purposes of pets. E.g.,
It is usually a dog or a cat, staying
home with an owner. (Paraphrase)
E.g., Treasured animal.
(Word-coinage)
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How to express Saddle when

you dont know this word? Talk about
what a saddle is used for. E.g., It is
used for riding a cattle or a horse.
(Paraphrase) E.g., A pad.
(Generalization)
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267
How to express A conductors

baton when you dont know this
word?
E.g., Rod (Generalization)
E.g., Leaders Rod (Replacement)
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How to express Horses

hoofs when you dont know this
word? Talk about the position of a
hoof. E.g., It is at the end of a
horses leg. (Paraphrase)
E.g., Foot (Generalization)
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Demonstrations for Strategic Interactions
268
Discussion Topic for three groups of five: What is your career goal in the future? What would
you like to living for in the future?
Group I:
L: Are your career plans and your major in the same area? (Restructuring: area=field =
range= domain = realm) as my major?
L: I want to say something about myself. Yes, of course, I major in international trade now.
This is my first time I have a choice for study. So, in the future, I hope that my job is related
to commerce, because this is what I am good at. Sam, how about you?
S: My major is economic that it can help me to know how the markets work. And, I want to
be a businessman in the future. So, I think the theory can help me to be a businessman in the
future.
D: Why not business? Why Economic, Why not business?
S: Economic has some theories . I can learn how business works. And, for example, why
the (an economic term) the can explain how ..( Restructuring :
explanation for that term) ( Sam, could you tell me what this is about? Thank you so much)
A: OK!I think I want to work in a company in commercial area, so I major in economic. I
think economic is very interesting and useful. . Ah,...in the future, I also want to learn
international business, because I want to work in the foreign company to be.. a manager.
Jane, ..How about you?
J: In my senior high school, I always prepared to apply economic. And, Economic is my
interesting (Approximation: interlanguage). And, I want to be a chair worker (Replacement,
semantic avoidance for field worker and manager).
L: Whats chair worker? ( Cooperation: asking for clarification for ambiguous express)
J: Just like a manager. .Field worker, just like manager. (Restructuring for chair worker)
Economic is my interest.
L: OK.
D: Wait! Wait! Economic is your interest?
J: Yes?
D: Thats very strange. I like movie. I like to go to be a (?) (?) . You like economic?
J: Learninglearning economic for studying commercial is very interesting.
Graces feedback: do you mean commerce or commercial: TV & broadcasting
advertisement?, if you mean commerce and trade and said commercial then. Then, it is
interlanguage (error)
Graces Suggestion: 1. if the error was caused by pronunciation difficulty, use other thesaurus
like financial, trade, marketing etc. As a business major, you can find several exact words
to replace or destruct the meanings you need. 2, if you do mean TV advertisement or
broadcasting, then you are correct and perfect in expressing it.)
D: Thats strange.
269
L: OK, the next question, do you hope that your spouse is in the same career as you? Why?
Sunny: I expect my spouse has the same career with me. I think we will have the same topic
in the same career,. .in the vocation range (Approximation for area, career, and field),
children together, in the vocation range, ..we.have .( Sunny, I cant hear you, could
you speak more loudly? )
Sam: I dont think so. I think making money is mens job. (Replacement for responsibility,
mission, and task)
L: Do you think your occupation with?
S: . This is just my view. I think, to my wife,. I dont like her to be too tired, because she
will have children in the future. I hope that she will take good care of my children. So, I
think .
D: So, she shouldnt be too tired because of work. She should take good care of your
children?
S: Maybe, I can hire a person (Approximation: for baby sitter).to help her.
D: So, she will be bored because of nothing to do?
S: No, if she wants to ahI also can make her to work. (Approximation for let and
allow her to work) I dont like we have the same career. ..Because, I think two guys can
have the same career, and we will have the same topic to discuss at home. I dont like. I
think that job is job. And, home is home.
L: So, you want your wife to be a housewife in her whole life?
S: Its OK, if she likes to work, I will respect her.
L: Jessie.
Jessie: ...Same career we can help each other. So, I think it is fine,
whatever
L: One idea that you hope in the future.
M: .I want to use my major and this talent (Replacement: major= talent) to make
money.
L: How about you? Meg.
M: , ., so I think it is enough. .. a certain like of job.
L: Sunny, whats your dream?
S: Money...money is not very important. Someone say, Money is nothing. However, if you
have no money, you can do nothing. So, I hope that I will earn lot of money in the future. I
major in international business. So, I I will develop in this way. International
business, I can learn how to get money in the future (right?), (suggestion for using topic
avoidance if ch sound is too difficult) .do business in the future. .The most
important, I want to explore the oriental business ..
D: Why does everybody always say that Money is not important at all, but I want to make a
lot of money?
270
L: How about you? Douglas.

D: I. like money, but I only want to make enough money for my life time. So, I dont
really want to make a lot of money. Only enough to do what I want to do. When I am dead,
no money back.
L: And, of course, without money, you cant spend and buy things.
D: But, I dont need a loooooot of money.
S: Just enough money?
D: Just enough money. Just enough not to worry about life. Like, .who said
it.Claire.Just enough money, Well. I will control money and not let money control me.
L: If you just want to earn enough money, can you study hard? (Replacement for do you have
motivation for study?) Or, can you work hard? Or, Can you study hard? (Restructuring) You
know what I mean? No? Would you be able to earn enough money? (Restructuring)
D: I never work for money. I never do anything for money.
L: OK, Sam, how is your opinion?
S: Money is the most useful way to help somebody. They need help.. No money no
food, nono healthI really want to help them. But, I am too young to help themMoney
is the most useful way to help someone, so., thats my dream...I hope one day my dream
will come true.
L: Jane, whats your dream?
Jane: After I graduate from my major.I want toI will study abroad in the...To
learn...Why I say my dream.Maybe I want to be a professor. ..
D: That is a dream or plan? That sounds like a plan not a dream.
J: Mum.
D: You plan to go abroad to study. You plan to be a professor. Its not a dream.
J: And, my dream is to be .Ah...Or.a manger in .a foreign company or ..to be ..a
profe.professorprofessor.
D: Where? Taiwan University? Tunghai University?
J: Maybe..
L: Jessie.
J: I hope that I can do something .But now I choose accounting ahI am interested in
accounting. .I think. in the future.I hope I can choose interestchoose thedomain I
have interested in
L: Your dream is to be an accouter (Avoidance, Simplified pattern of accountant)?
J: .. I will try to pass the accounting exam. I want to be an accouter.
L: . Yes, I had heard about that, .And, my dream is that my plan ahis after
graduating.I want to study abroad, .this what I can make.and after that I want to
work in an international trade company. AndOf course, I also want to work in my fathers
company and help him manage his company. Because, I think Mmmthat is my family. I
271
should help them if I am good at international trade. .When I know more about that.
(Restructuring for good at that)...So, thats my dream. And, I will make it .. Come true.
D: You are a girl, your father will let you join his company.?
L: It doesnt matter.
D: Are you sure?
L: Mum (Nodding head: means Yes). (Approximation: code switching: nonverbal)
12:01
D: Your father is not like
L: He is very different.
Girls: Laugh (Meaning: positive.)
D: Mmm.
L: So, what about .do you worry about unemployment?
L: I think it is very similar topic.., Sunny, you say something about your thinking toward
that?
Sunny: I dont worry about that, so... .The problem (Replacement: reason) is that God
helps those who help themselves. I think that only lazy person in the world, there is no one is
stupid. if you try hard, I think you dont have to worry about employment.
L: Do you worry about the payment.
Sunny: MmmA little.
Everybody: Laugh
D: So, you think that you are not lazy, so you dont have to worry about that.
Sunny: I try to work hard.
D: So, you dontOnly lazy people are unemployed.
Sunny: Yes
L: OK, Meg.
Meg: I really worry about that problem. Because more and more accounting or factory move
to China or the other area. That the wages is better than in Taiwan.
D: Will you do to China?
Meg: ..NoI dont want. I dont want to.
D: Why?
Meg: Because it is
D: But there are a lot of businessman would say that they go to China, they take Taiwanese
workers, Taiwanese managers to China.
Meg: I know about that.I dont work fineI dont.I just dont what to go to
China.( Restructure: repeat the same idea for twice)
L: I think it is because their environment is different from Taiwan, if you if you want to go
to Mainland China? (Point to Trainer: Approximation/ nonverbal)
D: I have been in China
272
L: China.
D: I have been in China.
L : Noits Taiwan!
S: It is different!
Everybody: Laugh(Meaning: ask for explanation?)
D: I have been in China two times, but I do remember.. there. But I .
L: Do you like there?
D: It is OK, Similar noisy
L: You went to big city, not in a small town. It is different. I know some factories; they are
located in the country side. So, I think ..
D: But usually, business people have a good life. For example, they can hire a maid to
clean your house in the China, but in Taiwan it is expensive to get a maid.
L: So, do you want to have a maid? Taiwan is better life.
D: Taiwan has more freedom to think.
Everybody: Yeah
L: Sam, how about you?
Sam: It is just likeI think. There are many jobs wait for you to do. And, I also think, if you
have ability, you dont need to worry about that. If you have ability, I think many bosses will
hire you to work at his company. (Work for him), and
L: Jane, do you agree with Sam?
Jane: Yes I dont have a job now, so I am not thinking about this question, Yeah... Most of
my families are public in (government?).I dont have to worry.
L: Jessie?
Jessie: I dont worry about this question. Because, I dont have a job, I family will take care
about me, and since it is really hard to find thatSo.Mmm..
L: If you get an accountant license of accountant. Will you worry about that?
Jessie: ..Yes, the money will find me.
L: Yes, the money will find you.
D: Yeah,the accounting is the easy to get a job.
L: But, accountant license is not easy to get.
D: Yeah, thats still very easy.
L & J: No, it is easy! It is very hard. Tough. (Restructure: hard=tough)
Jessie: It is easier (Approximation/interlanguage) in American, but it is hard in Taiwan.
D: Accountant license is for a man to control a lot of people, so accountant can make more
money is economic thing, right? Economic, ..Controlso the price will be higher..
L: Just want an accountants signature, cost herAh.it costs160000.
D: 160000?
L: Yeah, just one accountant signature.
273
Everybody: Laugh..
D: So, if you pay 160000, you go to cram-school, but it is worthy, right? Go to the cram
school, and prepare for the test. It will be easier.
S: There are many people go to cram school. In Taiwan cram school is very much... do you
know street There are all cram school there, how many people can get a license in one
year? ., so not very easy to get a license.
L: It is not easy, do you think so?
D: I dont care. I think that if you get an accountant license, its like a handcuff to a life of
horrible boring.You get a license, you have to be an accountant .Forever and you will
never have freedom. (Restructuring: handcuff= not free)
Jessie: An accountant teacher also has accountant license, and he is teaching in .
L: I think it is very important problem. Because.now, I am just a freshman. I dont worry
about that. So, it is a big problem in our society. After graduating from schoolfind a
jobbecause I need to live a life, I want to take money home for my mother after graduating
from my major.
D: OK, thats it. (Time proceeded for 20 minutes)
Group II.
Rick: Today, our topic is about the future. Everybody know that, right?
I think that I will start with the first question. The first question is that what career are you
preparing for? Well, I am preparing forI am trying to be a businessman in the future. Or,
maybe, I want to work in the government, work in the ministry of bank department. And,
thats what I am preparing for. And, why have I chosen this career? Because this career is
quiet connect with the thing (Replacement for subject, profession, and major) that I am
studying right now. And, I think I will do this career in the future. Yes.And, lets listen
about Eva.
Eva: I want to be a jeweler.
Rick: What (why)? (Cooperation: ask for clarification)
Eva: Jeweler, a person who sells jewel.
Vicky: Why?
Eva: Because, when I was a children (Approximation: Interlanguage), my parents were
business as jewelers, and I thought Jewel is very interesting as a career.
S: Because jeweler makes money?
Eva: Yeah.
Everybody: Laugh.(Time proceeded for 21minutes and 47 seconds )
Rick: OK, Thank you for Evas answer, and listen to Deby.
Deby: Well, I want to work at an international firm.. and do business with
foreigners, And, why .my major is business administration, and what I learn is
administration, the relation between people and people. ( Restructuring) So, I hope
274
that what I work for in the future have to be related to what I have studied. (Time proceeded
for 22 minutes: 25 seconds)
Rick: Mmm,OK, and Vicky?
Vicky: I am preparing for.banker. Because
Rick: Whats that? Banker.Working in the bank. (Cooperation: ask for explanation)
Vicky: Yes, a person who works in a bank. Yeah
Everybody: And, why?
Vicky: Because, I think this career is safer than the other career.
Rick: OK
Vicky: I want to have...Life
D: Do you have to have a university degree to be a banker? Ahin America, you dont have
to have a university degree to be a banker. And, you can just go to a bank and get a job.
Vicky: My major is economic.
D: Yeah...?
Vicky: I learn to pass the national examination in the future.
D: To work in a bank, you have to pass the exam.
Rick: You dont need to go to university degree.
D: Yeah, but you have to pass the exam.
Rick: Yes, yes. OK, lets go to the next question and the next question is
Everybody: Laugh (Nonverbal/Approximation: means for Rickys embarrass caused by
skipping Avril)
Rick: Oh, sorry. I am so sorry. I am sorry.
Avril: I also want to go into the international business. Or, open a coffee shop like Star Bucks.
D: Why Star Bucks, and why not your own independent coffee shop? (Restructuring for
personal & individual)
Avril: I like start bucks international firm.
Rick: OK, lets go to next question. And, the next question has .somesomething common
with the first question. Are you career plan and your major in the same area?
And, and, thats for me. I just answered the first question, and I think I will answer for the
second one, too. AndMmm, yes, I think it is in the same area for me. I
think businessman. My major is economic and economic is all about business, right? Yes
(Sound of agreement. )
D: You all agree that economic is going into business, similar, so, why dont you just study
business, why study economic?
Ricky: Mmm, because economic .you should study a lot (Replacement for broader), not
only business.
Vicky: Yeah, very ahbroad. (Restructuring)
D: Broader,more,. broader( Restructuring)
275
Ricky: And, Vicky agrees with this? Yes...

Vicky: Yeah.
Ricky: And, how about Avril?
Avril: Yes I think that my career will be in the same area as my major, .my major is
business administration. And we learned a lot of business things (Replacement for business
issues), like accounting, economic, and management (Restructuring for business
issues) MmmI want to go to into the business firm, so I think it is the same area.
Ricky: OK, I think that Debby had answered this question. Yes, she agreed with she will work
in the same area. Yes?
(Debby nodded his head means agreement/ Approximation: nonverbal)
Ricky: And, how about you? Eva?
Eva: Mmm.., yes.
Ricky: Do you agree?
Eva: Yeah, I am majoring in administration, and the jewel is in the same area.
D: But jewelry?
Eva: I can learn how to create a company.
D: You dont want to make jewelry, but you want to have a company that sells jewelry. So,
like a shop.
Eva: Yeah.
Ricky: OK.the next question is, do you hope your spouse has the same career as you? And,
why? Spouse is the other half of your life. Like husband or wife. (Restructuring) And, for
me.I think that .Mmmshe doesnt have to have the same career as me. But, if she
thinks she wants to be the same as meI think it is OK. Because, I think my wife, she can
have a chance to choose what she wants to do. And, she can go for her interest, and she
doesnt have to depend on me. And...thats what I think about. OK And, how about Debby?
Debby: I think whether he is in the same area as me or not, it is both OK. If his job is the
same as me, w can work together. But, if it is not the same, we can...he can learn something
from me and . So, I think it is both OK.
Ricky: Very good, and, Eva?
Eva: I dont want my husband to have the same career as me, because if we have different
career, we can learn different things from each other. (Time proceeded for 28 minutes and 36
minutes)
Ricky: OhOK, but you dont want him to run your jewelry business? No?
D: Most Jewelry shop is managed by husband and wife together. But, who will help you if
you would like to do it along? Who will help you?
Ricky: You dont need a partner?
D: And, you Mom and Dad were together. So, who will help you when you are along?
Eva: MmmmI . Work along.
276
Ricky: OK, and Vicky?

Vicky I think I dont care...his career. Yeah...MmmI hope that he can take care of me.
D: What do you mean take care of? Do you mean he has to be rich?
Vicky: Yeah (Laugh...: Non-verbal)
D: He takes care of you, so you dont have to work.
Vicky: Mmmm
D: So, you just want to be a housewife.
Vicky: So, I dont know how to explain. Mmm.. I dont care what he does. I hope he is a
progressive man.
D: Progressive man, modern man. (Restructuring)
Vicky: Yeah,
Ricky: OK.Yeah, and Avril.
Avril: I think it is not important for me. I think if we work in the same area, we can have
common things to talk about and help each other. But, if he does not have the same area as
me, I think I can learn different things from him.
D:
Everybody: Laugh.
Avril: There are a lot of things.
D: There are a lot of things in common.
Avril: Some people said that we look like each other.
Ricky: Thats funSo, the forth question is quiet important I think. Do you worry about
unemployment? And why? I think that, of course, I worry about unemployment, because
these days, if you dont study hard, and if you dont beyou dont try very hard, you really
cant get a good job. And, people want to get job that they have high salary, and if the salary
is too low, they dont want to have that job. so, it happen everyday, and it is really
worse,its getting worse and worse. Of course, I am worry about it. Thats what I think about.
And, Vicky, what do you think about? (Time proceeded for 32 minutes and 51 minutes)
Vicky: MmmI worry about unemployment. Because.the economic is not booming.
Ricky: Whats Booming? (Cooperation: ask for clarification for booming)
D: When economic is booming whats happening?
Vicky: Mmm..Boomingthe business is not veryHigh.
D: But, according to the newspaper yesterday, the job market in Taiwan was good. The
economic was getting better. Yeahand, the newspaper was talking about the new jobs, good
economy, you should read it. ..
Ricky: Youve finished? Ok, Avril.
Avril: Yes, I worry about it, because in Taiwan, there are a lot of people studies in business,
like economic, accounting (Restructuring) ...The same. And, I think everyone has a lot of
talent. And, I...I think I dont have a lot of talent than others, so I worry about if I can Yes,.
277
I worry about that.

D: You need to worry about developing your talent, thats right?
Avril: Yeah.
Ricky: And, Debby?
Debby: I worry about that. (Time proceeded for 34 minutes and 57 seconds) Because, I think..
That economic in Taiwan is like always unstable.., sometime it is slow, ..Sometime.it is
quick. .so,
If I dont have a job, I cant feed myself. (Replacement for maintain my own life
expense).So, I think find a job is really important. And, I am worry about unemployment.
D: Which is more important? Finding a good job or finding a good husband?
Debby: ...Job.
D: Job! You can trust job.
Debby: Yes, you can trust job.
(Laugh)
Ricky: OK.And, Eva?
Eva: Jewry business is effected by economic. If people do not have job, they dont have
money to buy it.
D: You should study in economic. Because that I had read, if there is a lot of unemployment
in bad economic, people buy gold.
Eva: OhYeah
Aril: Wedding ...Everyone has wedding and they have to buy Jewry .
D: So, Jeweler is a good job in a bad economy?
Eva: Yeah.
Ricky: So, you dont need to worry about unemployment?
Eva: yeah (Laugh: Non-verbal)
Ricky: OK and the fifth question is what are your hope and dream in the future? And, for me,
my hope and dream in the future is ..First, I want to graduate from university very
smoothly. Yes
D: Thats your dream?
Ricky: Yeah,, thats my hope.
D: Wait that should be a plan. Your dream or hope should be above that.
Ricky: WellI am not very sure that if I can . (Laugh: Non-verbal)
D: So, you think passing from a university is just a dream.
Ricky: Not really (Laugh: Non-verbal)
Ricky: It is a part of my plan and, I hope that I will achieve my plan. You understand.
D: Because I think you should dream higher. Ok, thats fine. (Laugh: Non-verbal)
Ricky: And, I think that I am going to study abroad, I think. I hope, yes. And, I hope that after
that, I can find a good job. Yes. That quiet important, I think.
278
D: Thats still a plan, not a dream. A plan... (Time proceeded for 38 minutes and 57 seconds)
Ricky: Oh, dream. I think that the biggest dream for me is that I want to travel around the
world. Yes, and, I want to live in England. Yes.
D: Thats a plan, because youd already lived there. (Time proceeded for 38 minutes and 18
seconds)
Ricky: Oh...Mmm... Forfor the rest of my life. Yes, thats my dream.
Girl: Why England?
Ricky: Because I have been in England so much time, and . (Laugh: Non-verbal)
Grace: Do you have a dream that is about a position which is very high in England, like to be
an ambassador in England? You will need an occupation (Replacement for position) in
England, right? Do you have any dream about a position in England?
D: Yeah, dream occupation. What will you do in England?
Ricky: I think it is possible. Because., the stock system is not very good, it very bad. In
England, the stock market is really really good. There are stock schools..And they will
train you..in kindergartenif you are good player, you can make a lot of money. And, I
will be a good carrier. .yeah, that is a dream. I think it is possible.
Group III:
Cindy: Fang, what career are you preparing for?
Fang: Mmm, I...
Cindy: So, you like to interact with your company?
Fang: Yeah.
Cindy: Tina, what career are you preparing for?
Tina: Mmm... I think... Maybe I want to be a business woman, because I want to open my eye
view, (Replacement for open my eyes) and learn more different cultures.
Cindy: Joy, and you?
Joy: I want to be a businessman, because I want to earn a lot of money and establish a
company of my own.
Cindy: What kind of company do you want to establish?
Joy: International Trade Company.
Cindy: What career are you preparing for?
Joseph: I want to be businessman of international trade, because my father is a businessman,
he, and I am interested in it. He can teach me make much money.
Cindy: So, do you want to open a company by yourself?
Joseph: Yes. Yes.
Cindy: Are your career plan and your major in the same area?
Joy: Yes, I study in business administration.
Cindy: Ok...
D: So, what does that mean? How is that related to having a company and
279
administration?
Joy: I want to be a business and business administration teaches us to be a businessman.
Cindy: Ok, Tina, and you?
Tina: Mmm... I think maybe
Cindy: Ok, are your career plan and your major in the same area?
Tina: I think. no. I think career mustnt against everyones interest. So, I want to follow my
interest.
Cindy: Ok, so, it depends on everyone, right?
Tina: Yeah
D: Wait, I dont understand, you said you want to be a business person, and you study
business right? So, this should be related. But you said not related. It is not the same. You
said your job should be your interest. Business is your interest?
Tina: I dont think so.
D: Why did you study business?
Tina: Why? I dont knowI like..now, I am studying in business..
Cindy: OkFang are your career and major in the same area?
Fang: I think yes, becausemarket. And related to you and your major..between you
and youre
Cindy: And, Joseph, are your career plan and youre major in the same area?
Joseph: Because, my major is management, we learn many theories in university. ., but, I
think experience is more important than theory So, how can you get your experience?
Joseph: You have to go to a company. You can learn much experience from a company. And,
learn different things from your university.
Cindy: You can learn many different things from a company. And, Mmm...Fang, do you hope
your spouse has a same career as you? Why?
Fang: I think we have the same job, or it will become boring. (Topic avoidance: would) We
have the same job, we can share our experience. And
Cindy: I agree with Fang, I think in the future . I think it is very foreign life. I like
that.We are working in the different areas. The same and, maybe he can teach me about
his work, or share his different experience. And you? Tina? Do you hope that you have the
same career?
Tina: Mmm.Yeah.
Cindy: Ok, do you hope that your spouse has the same career as you? Why?
Tina: Yes we have thatyou had given me question.
D: Really, what did you say?
Tina: I said..
Cindy: I had given you the question.
Tina: Yeah.Mmm
280
Cindy: OK, Joy, do you hope that your spouse has the same career as you? Why?
Joy: If my wife works with me together. (Approximation: Interlanguage) We can know each
other.
Cindy: Joseph, do you worry about unemployment? Why?
Joseph: Yeah, because from my job, I can make money. And, I .
D: Hey, you said your Dad has a business; you are going to work for him. You cant lose your
job. You said your Dad is a businessman, right?
Joseph: He tells me that I can work for him.
D& Cindy: Oh
Cindy: Work for yourself. You dont want to take money from your parents, so .
Joseph: I cant.
Cindy: Fang Do you worry about unemployment? Why?
Fang: Yes, it will become a big problem. (Topic Avoidance: might, would) Many millionaires
hire people from out to work. (Approximation: overseas) . (Not loud enough, Grace cant
hear you.)
D: Out, but that is OK, whats wrong with that?
Fang: clean house, or do something toso, I.
Cindy: Tina, do you worry about unemployment? Why?
Tina: Yes, because I without a job, I will have no money. And, then I will .in my life, and I
will start to worry about .
Cindy: Joy, do you worry about unemployment? Why.
Joy: No, because I am a student now. I think study is the most important thing now.
Cindy: So, you dont worry about it.
D: But, what about in the future, though.
Joy: I will study harder. I think I can do it.
Cindy: OK. Tina what are your hopes and dream in the future.
Tina: If I have enough money, Mum... I think I will like go abroad and continue my study. I
think..package
D: backpack, take a backpack. Walk around the world.
Tina: MumYeah, yeah.
D: Where, where are you going to go?
Tina: Around the world, anywhere.
D: Like where?
Tina: Like many
D: A mountain.
Tina: I want to go to Northern Europe.
D: Northern Europe.
Tina: Mmm..
281
Cindy: Joseph, What are your hope and dream in the future?
Joseph: I want to graduate, and I will buy a big house. .
Cindy: Do you want to tell us about your fathers company? OK.
D: I think that your Dad thinks that you are greedy. You just want to be rich. So, your
DadAnd, you can work in his company, because you just want to be rich. How are
you going to be rich?
Cindy: Study harder or work harder.
Joseph: Work harder.
Cindy: Joy, what are your hope and dream in the future?
Joy: I want to have my own company. And, travel all country in the world. I want to buy
an island and ...enjoy life with my wife.
Cindy: They sound good.
D: Where is the island, Taiwan?
Joy: Mmm
D: In pacific somewhere? Or in Indian Ocean?
Joy: Mmm
Cindy: Fang, what are your hope and dream in the future?
Fang: I hope I can travel around the world. .And, I hope I can buy a house.
D: Buy a house, Where? In Taiwan?
Fang: Yeah, in Taiwan.
D: Where do you want to go in the world?
Fang: America or Australia....
Cindy: In the future, I hope...That I can have my own ... (Replacement for bakery and
tea house)
D: You mean like a bakery or like a tea house?
Cindy: Yeah Like tea house.
D: A place, people stay there. (Restructuring)
Cindy: Yes
D: Like Rose house. (Restructuring)
Cindy: Yap. Rose house.
D: Like a Rose house.What do you call your bakery? Whats the name?
Cindy: MumI dont know. I think that I have to spend some time to think what its name is.
(Approximation: Interlanguage)
D: Is it going to be Western style or Chinese style.
Cindy: Maybe, Chinese style. (Time proceeded for 55 minutes and 29 seconds)
D: Chinese style.
Cindy: Joy, what will you like to be like in ten years? (Time proceeded for 55 minutes and 39
seconds)
282
Joy: I will keep my study, (Approximation: Interlanguage) and go abroad to study after
graduate. I want to be a doctor?
D: So, in twenty years, you are going to be finished, right? So, you will be a doctor?
Or, you will have business of your own right? You are not going to be a teacher. You are
going to be a businessman, right? So, why you want to be a doctor?
Joy: Maybe, it can make me (have) more knowledge (Approximation: Interlanguage) to
manage my family.
D: Twenty years, you will have family? (Time proceeded for 56 minutes and 28 seconds)
Joy: Girlfriend.
D: Only girl friend. No, children.
Cindy: Ok, what do you like to be like in ten years?
Joseph: I want to work in
D: What will you be doing? Will you have a job? Business?
Joseph: I want to have my own company.
D: Will you have family, wife, and children?
Joseph: MmmNo children.
D: No children. Only wife, no children. (Time proceeded for 57 minutes and 14 seconds)
Cindy: Tina, what is your life going to be like in ten years?
Tina: Mum.., I like to study, so I think I must be learning, learning business, learning
language, learning music, learning everything. (Time proceeded for 57 minutes and 30
seconds)
D: Even you are old; you will still be learning something.
Cindy: How about you?
Fang: Maybe, I will continue my study, and I will go to find a job that can make me study.
D: So, you will still be looking for a job in twenty years?
Fang: NoI hope I can find a better job, and make me have some income to do things I like.
D: Like what? With enough money?
Fang: Maybe.Maybe invest in the market.... do some researchwith
D: Will you have family?
Fang: No,
D: No, why?
Fang: I dont like kid.
D: Joseph doesnt like kid, either. Joy doesnt like kid, either. Tina, Tina.like kid
Tina: I will have children.
Cindy: I think I will go a broad and study. Also can learn many things from different
people. See things from different perspectives. (Time proceeded for one hour)
Demonstration through vocabularies associated with animals (zoology terms)
283
A parrot or parakeet
Reduction strategy:
Meaning replacement: a kind of tropical bird / a colorful bird that has bright color feathers
Achievement strategy:
Generalization: Bird/ Feathered friend
Paraphrase: A brightly colored bird that lives in temperate countries.
Word coinage: Tropical Talking Bird
Restructuring: I am petting .(dont know how to say parakeet).a kind of bird that has a
slender body, a long, pointed tail, and brightly colored feathers.
Sea gull
Reduction strategy:
Topic avoidance: keep silent, change to another topic
Message abandonment: Forget about this word. It is hard to explain. No, I dont know how to
describe.
Meaning replacement: It is a kind of white bird .
Generalization: Bird/ Feathered friend
Paraphrase: A bird with gray and white feathers. / A bird lives on or in the neighborhood of
bodies of water. / A bird has long wings and a thick, slightly hooked beak.
Word coinage: Ocean Bird/ Sea fowl
Restructuring: I went to Kenting and saw many many..( the speaker figure out that s/he
doesnt know how to say gull and stops for one or two seconds) .bird with gray and white
feathers above the ocean.
Leopard/panther
Reduction strategy:
Topic avoidance: Keep silent, change topics to the other wild animals
Message abandonment: It is a tricky word and I dont know how to describe it.
Meaning replacement: It is a mountain cat. / A natural cat in with beautiful spots on its fur.
Generalization: A great wild predator
Paraphrase: A large animal that belongs to the cat family./ A kind of wild animal that has
short fur and it is usually yellow or gray with black spots grouped in circles. A mountain cat
living in Africa, America, and southern Asia.
Word coinage: Spot predator
Restructuring: My sister is major in zoology. Recently, she is doing research for ..( the
284
speaker in the middle of speaking figure out that s/he doesnt make out how to say leopard,
but does not give up explaining his/her intended meaning ) a kind of animal similar as lion
or tiger, but it is smaller than lion or tiger. It has spot and it looks a little bit like cat.
Skunk
Reduction strategy:
Topic avoidance: No talking to react to skunk, saying this topic is beyond your knowledge,
you are not familiar with this animal.
Message abandonment: It is too difficult to describe
Meaning replacement: It is a kind of mammal that has bad-smell.
Generalization: Weasel (its family)
Paraphrase: An animal of the weasel family that has a bushy tail and black fur with white
stripes along its back./ An animal like mouse that can spray a strong, bad-smelling liquid
when frightened or attached.
Word coinage: Bad smell mouse. Stink mouse
Restructuring: I saw a ..( the speaker perceives that he is not able to say skunk, but keep
trying to achieve his intended meaning of skunk) saw a saw a( repeat saw a to gain
some time for thinking how to explain) type of rat that will attach people with its odor.
Sea lion
Reduction strategy:
Topic avoidance: keep quiet; no respond at all and with no reaction and interest to this topic
Message abandonment: It is hard to explain.
Meaning replacement: It is a breed of marine animal. A fat beach animal.
Generalization: Seal
Paraphrase: One of several large seals that are found in the Pacific Ocean.
Word coinage: Beach Lion
Restructuring: I went to Ocean animals area in the Zoo and observed... ( the speaker
murmurs in her/his own mouth for a while, Mummmm.) a kind of large seal that is black
and large seal of the North Pacific Ocean.
Hippopotamus/ Hippo
Reduction strategy:
Topic avoidance: No feedback when the interlocutors talks about Hippopotamus/ Hippo
285
Message abandonment: I dont feel like to illustrate this word. It is not easy for me to make it
clear.
Meaning replacement: A large river animal that eat grass and plants not meat
Generalization: Wild river animal/ Wild lake animal
Paraphrase: A very large, heavy animal that eats plants and lives near the river or lake.
Word coinage: River Horse/ Lake Cattle
Restructuring: Among all the wild animals in Africa, I like the ..( the interlocutor figures
out that s/he does not know this word in English, but still find a way to illustrate his/her
intended meaning)..I prefer prefer a kind of huge animal living near the rivers and lakes.
Peacock Peahen
Reduction strategy:
Topic avoidance: The hearer who does not know this word interacts with the other topics.
Message abandonment: It is hard to explain. It is boring to describe what it is.
Meaning replacement: Large male bird with long colorful tail.
Generalization: Color Pheasant
Paraphrase: Large male bird noted for its fine tail feathers ( peacock/male). A bird with shiny
blue feathers on its head, neck, and body. The peacocks tail has bright green and gold
feathers with spots like eyes on them. This kind of bird, when it raises its tail, its feathers
spread out like a fan.
Word coinage: Colorful wing bird.
Restructuring: When I was five years old, I saw ( the speaker does not know how to say
peacock) .the bird with the shiny blue body and spot shape feathered tails.. ..for the first
time, I was so surprised that there is such a beautiful bird on the globe.
Afghan Hound
Reduction strategy:
Topic avoidance: Keep silent, change to another topic.
Message abandonment: Anyway, one kind of dog.
Meaning replacement: A big brown long hair dog.
Generalization: Dog
Paraphrase: A kind of ancient hound named by a nation where this kind of dog was found.
Word coinage: Afghan hunter
Restructuring: Yesterday I took a walk with my friend in Tunghai Lake and found an elder
who took a . (the speaker stops for two second and ponders how to describe this kind of
dog).brown long hair 80
286
ound. Its origin is from a country in the Middle East.
287
A CASE STUDY
about
COMMUNICATION STRATEGIES
A Qualitative Research
by
Grace Hui Chin Lin
PhD Texas A&M University, College Station
MS University of Southern California

Thank you
Dept. of Foreign Languages and
Literautre,Tunghai University, Taichung:
Dr. James Sims ,

Prof. Douglas S. Jarvie,
and Dr. Jung Han Chen .
CHAPTER I
INTRODUCTION
Taiwanese intend to join global organizations, such as
the World Health Organization (WHO) and the United
Nations (UN).
The standard entrance examinations obviously

constrain the application of communicative language
teaching (Wei, 2005).
In Taiwan, the government changed the policy of

compulsory English education from eight years to ten
years in 2005 (Ministry of Education, 2005).

1
CHAPTER I
INTRODUCTION
Communication strategies are potentially conscious
plans for solving what to an individual presents itself as a
problem in reaching a particular communicative goal
(Faerch & Kasper, 1983).
Linguistic limited learners can use communication

strategies to resolve their linguistic problems and talk more
comprehensibly (Ansarin & Syal, 2000; Bialystok, 1990;
Faerch & Kasper, 1983, 1984; Rababah, 2000, 2003).

Communicative Competence
The term, communicative competence has been
credited to Hymes (1972).
Canale (1983) identifies four components of

communicative competence: grammatical,
sociolinguistic, discourse, and strategic competences.
To fulfill Taiwanese EFL learners increasing need of

using English to communicate in international
situations, this study focused on strategic competence.
English Education Policy

Taiwan government changed the policy of compulsory
English education from eight years to ten
years in 2005 (Ministry of Education, ROC, 2005).
Compared to younger generations, the current university

students' English ability to communicate in English might
not be as great.
The use of communication strategies might assist the adult

learners to compensate for their finite English knowledge,
and integrate their reading and writing abilities into
practical communication.

2
CHAPTER I
INTRODUCTION
Non-native like sounding speech, resulting in a loss of

face (Faerch & Kasper, 1984; Tarone, 1980).
Understanding students perceptions helps the educators

humanize their methods of education
(e.g., Alsop & Watts, 2000; Heaton, 1951; Rogers, 1972).
CHAPTER I
INTRODUCTION
Krashen (1982, 1983) also argues that emotional

factors, such as perceptions of confidence and
anxiety, are influential components in language
acquisition.
Chomsky (1975) acknowledges it is significant

that linguistics should discover some general
features of the universal language.

CHAPTER I
INTRODUCTION
Statement of the Problem : no existing empirical

studies reveal students perceptions for
Statement of Purpose: to find out how the

Taiwanese university EFL learners perceived about
learning the five communication strategies, and
students feedbacks on learning each skill.

3
CHAPTER I
INTRODUCTION
Research Questions : What are Taiwanese
university EFL learners Perceptions about
learning five communication strategies?
Significance of the Study: to reveal how students

value learning various skills in the
communication strategies and how their would
like their English language is developed.

CHAPTER I
INTRODUCTION
Topic avoidance strategy: The speakers should avoid some
topics, which are perceived as problematic, because of the
interlocutors shortage of background knowledge about that
topic.
Message abandonment strategy: The speakers should skip

difficult words during interactions, or reject to explain a
difficult word for their interlocutors.
Meaning replacement strategy: The speaker should use a

general expression to replace the meaning without
abandoning it altogether. The meaning generated can be
vaguely expressed.

CHAPTER I
INTRODUCTION
Interlanguage strategy: This strategy applies the

techniques to generalize, paraphrase,
coinage new words, and restructuring.
Cooperation strategy: Learners should signal

their interlocutor for help and solve
communication problems by requesting an L2
usage that they do not know or by indicating that
they cannot express the intended meaning.

4
CHAPTER II
LITERATURE REVIEW
Origins of Communication Strategy: Selinker (1972)
is the first scholar who concretely proposes the original
notion of communication strategy.
Researchers in the 1970s began their research by

creating definitions and then examining these
definitions, which were developed for communication
problems in language usage (e.g., Selinker, 1972; Tarone,
1977; Varadi, 1973).
CHAPTER II
LITERATURE REVIEW:
Researchers in the 1980s focused on

evolving a systematic series of
techniques in communication strategy
taxonomy.
(e.g., Bialystok, 1983; Corder, 1983;

Faerch & Kasper, 1983, 1984; Haastrup
& Phillipson, 1983; Varadi, 1980, 1983).

In the 1980s
Many scholars increased their interest on studying
Holland became a research center of
Nijmegen University ( Bongaerts et al, 1987;
Kellerman et al, 1987; Kellerman, Ammerlaan,
Bongaerts & Poulisse, 1990).
5
Studies in the 1990s
Bialystok: Communication Strategies: A
Psychological Analysis of Second Language Use.
Definitions and theories in this book: Corder

(1977, 1978, 1983), Tarone (1977, 1979, 1980,
1981), Faerch and Kasper ( 1983a, 1983b),
Kellerman (1978, 1984, 1987), Paribakht (1982,
1985), Poulisse (1987, 1989), Varadi (1980).

Studies in the 1990s
Many researchers investigated the relations between

strategy application and different variables of
proficiency level, gender, nationality, and
teaching pedagogy.
(Chen, 1990; Clennell, 1994; Dornyei & Scott,

1995a, 1995b; Kocoglu, 1997; Yoshida Morise,
1998).

Studies From 2000

Ansarin and Syal (2000) based their work on teachability
issue and offered several strategy training approaches.
Rababah (2002, 2003) discussed all the previous definitions

and taxonomies, provided his own, and suggested
pedagogies.
Littlemore examined French high school students

language productions through a perspective of Linguistics.
6
Earliest examples of strategies
The earliest examples of strategies were provided by
Tarone in 1978.
Her examples were offered with the existent

categorization at that time, which were paraphrase
(approximation, word coinage, and
circumlocution), borrowing (literal translation
and language switch), appeal for assistance,
mime, and avoidance (topic avoidance and
message abandonment) communication strategies.

Tarones example
(1) Pipe for water pipe (approximation)
(2) Airball for balloon (word coinage)
(3). She is, uh, smoking something. I dont know

whats its name. Thats uh, Persian, and we use Turkey, a
lot of. (circumlocution).
(4). He invites him to drink, for they toast one another.

(literal translation)
Tarones example
(5). tritil for caterpillar (language switch).
(6). What is this? What called? (appeal for assistance).
(7) not to talk about concepts for which the TL item

or structure is not known (topic avoidance).
(8) talk about a concept but is unable to continue and

stops in mid-utterance. (avoidance) (Tarone, 1981, p.
286-287)

7
CHAPTER II
LITERATURE REVIEW
Definitions in Late 20th Century and Early 21st Century:
1. Potentially conscious plans for solving what to an individual

presents itself as a problem in reaching a particular
communicative goal. (Faerch & Kasper, 1983)
2. Communication strategy is a method of problem-management in L2

communication that helps non-native speakers arrange difficult
meanings. (Dornyei & Scott, 1997)
3. Ways second language learners use to solve their communication

problems due to their limited linguistic resource. (Rababah, 2002)

CHAPTER II
LITERATURE REVIEW
Theoretical Base/Conceptual Framework:
Strategies in Interlanguage Communication, edited by
Faerch and Kasper (1983).
The reduction and achievement strategies offer functions

of monitoring communication and simplifying the
utterances for foreign language learners who are limited in
their vocabulary and grammar application.
They can be found in copious numbers of studies in the

past.

Psychological Status of Strategy

Application
Do Speaker use communication strategies
consciously or not?
Selinker (1972), Faerch and Kapser (1983, 1984),

Kumaravadivelu (1989), Bialystok (1990), Gass and
Selinker (1994), Weimann and Daly (1994),
Dornyei and Schott (1995a, 1995b), and Cohen
(1998) had studied for this controversy and offered
their different aspects upon this issue.

8
Selinker (1972) & Lenneberg (1967)
Selinker (1972) indicated the second language learners
might achieve native-speaker competence through
activating the latent language structure. (p. 211)
Unconsciously & Automatically
Lenneberg (1967): Later Structure (a) is a formulated

arrangement in the brain, (b) is a biological counterpart to
universal grammar, and (c) is transformed by the infant into
the realized structure of a particular grammar in accordance
with certain maturational stages. (p. 211-212)

Faerch and Kapser (1983)

There is a process of planning, which seems to be a phase
the learners should have their consciousness.
A Model displayed for demonstrate this processes: this

model of speech production indicated that the learners
should firstly detect their linguistic problem, secondly
retrieve items from relevant linguistic system, and
finally realize which item to apply in order to achieve
their communicative goal.
Faerch and Kasper: Conscious

Potentially conscious plans set up by the learner in order to
solve problems in communication.
The presence of consciousness depends on individual and

situation variables as well as on the linguistic material
and the psychological procedures. (p. 47)
That plans criteria of problem-orientedness and

consciousness are relevant criteria as seen from the
perspective of FL learning and teaching. (p. 2)

9
Kumaravadivelu (1989): Conscious
Processes in mind
Three processes were a process of overgeneralization, a

process of creative transfer, and a process of cultural
relativity.
In these three processes, the learners appear to access

simpler speech productions, to effect required
morphological and syntactic transformations, and to
operate in the mode and sequence of thought patterns
characteristic of their native culture.
Bialystok (1990)
The communication strategies might be applied through
the language learners consciousness or
intentionality.
(p. 4-5)
The conscious issue is hard to be research. Two reasons:
1. It is difficult to treat consciousness as a determining

variable, primarily because the conditions of
consciousness seem so elusive. (p.122)
2. There would be systematic relations between the use of

specific communication strategies and specific conditions of
the communicative situation. (p. 5)

Gass and Selinker (1994)
Different from most scholars in the field of

communications strategy, Gass and Selinker
(1994) emphasized the language learners should
apply Interlanguage strategies automatically or
subconsciously, instead of using them with a
high intention in mind.
10
Weimann and Daly (1994)
Similar as Gass and Selinkers (1994) theory
Some communication strategies are overlearned

and seem to drop from consciousness. (p. ix)
The application of an original or an intentional

strategy may finally become highly automated or
fossilized, because the individual who applies the
communication strategy has fully established the
concepts of the strategy application in mind.
Dornyei and Scott (1995a, 1995b)
One can be conscious of a language problem,

the intent/attempt to solve this problem, the
repertoire of potentially applicable
communication strategies, the way to a
communication strategy, the use of a less-
than-perfect stopgap device. (p. 184)
Cohen (1998) : Conscious
Those processes which are consciously

selected by learners and which many result in
action taken to enhance the learning or use
of a second or foreign language, though
storage, retention, recall, and application of
information about the language. (Cohen,
1998:4)
11
Conclusion for Conscious Issue
Most researchers of communication strategy
field argued the processes of strategy
application were either conscious or sub-
conscious.
During the training process of communication

strategy, the language learners should have
their consciousness and plan in mind, when
learning and practicing using communication
strategies.

Conclusion for Conscious Issue

Why unconscious:
After they were accustomed to the skills and usages in the
communication strategies, the concepts and mechanisms of
the communication strategies might have been outright
absorbed, so they would reflect which communication
strategy to use without considering for a long while as
before.
The reason was that the language learners might

automatically articulate their fossilized language of the
particular structures of communication strategies through
their sub-consciousness.

CHAPTER II
LITERATURE REVIEW
Code switching and Interlingual transferring: too
foreignized and non-native like.
Inter/intralingual transferring: not applicable for

Chinese speakers.
Nonlinguistic strategies : the researchers assume

that the Taiwanese learners might not apply them.

12
CHAPTER III
METHODOLOGY
Qualitative method:
1. To collect accurate facts and test the theory in a more
rigorously way (Glaser & Strauss, 1967).
2. Less manipulation on subjects and a greater level of

respect for the subjects (Smith, 1983; 1986).
Face-to-face interview, videotaping, open questions, case

study, thick description, open-coding, and
comparison/contrast coding.

CHAPTER III
METHODOLOGY
1. Case study makes clear the complexities of the context
and the ways these interact to form whatever it is that the
case report portrays. (Guba & Lincoln, 1985, p. 214)
2. Videotaping: proves the consistency between the collected

data and the research results videotaped raw data and the
written findings can be preserved, reviewed, and
examined by the field workers ( Guba & Lincoln, 1985).
3. The second round of interviews are required (Holstein &

Bubrium, 1995).

CHAPTER III
METHODOLOGY
Interview either in English or in Mandarin in order to
express their perceptions more easily and precisely.
Data collected through face-to-face interviews had been

transcribed and coded into several themes.
This study showed whether Taiwanese learners

perceptions were related to some of the issues discussed
by previous scholars of communication strategy.

13
CHAPTER III
METHODOLOGY
Research Design:
1. Designed the notebook
2. Trained the teacher
3. Each week, students learned one strategy
4. At the end of week five, face-to-face interview
5. Reviewed the five communication strategies for another five weeks
6. Interviewed the seven students again
Data Analysis: Comparison is the engine through

which we can generate insights, by identifying patterns of
similarity or differences within the data (Dey, 2004).

CHAPTER III
METHODOLOGY
Validity and Reliability :
Using conventionalized methods (Schwandt, 2001).
A typical methodology with a series of instruments repeated

(e. g., Ansarin & Syal, 2000; Corrales, 1989; Faerch & Kasper, 1984;
Kocoglu, 1997; Ogane, 1998; Stewart & Pearson, 1995)
Classification: Faerch & Kasper, 1983.
Using daily life topics: to interact was a conventionalized method

recommended by Rababah (2002). Discussion topics from an
English learning website (The Internet Journal, 2005).

CHAPTER III
METHODOLOGY
Assumptions of the Study

1. Comments on this kind of foreign-like
language.
2. The training might not be necessary due

to their various types perceptions.

14
CHAPTER III
METHODOLOGY
Limitations of the Study

1. The findings might not echo the whole population of
Taiwanese university EFL learners, because this study had
been conducted in only one class of freshmen.
2. Faerch & Kaspers classification does not represent all the

other important taxonomies in the field of communication
strategies.
CHAPTER IV
FINDINGS
Qualitative Findings: rarely included in previous
studies.
Analysis of the Interview:

The students statements were video-taped,
converted into a DVD format, coded, compared,
contrasted, and conceptualized into several
themes.

FINDINGS:
Perceptions about Topic Avoidance
Strategy?
An applicable strategy.
7 students asserted that the skill of keeping silence in this
strategy was not appropriate. (embarrassment, no respect,
not pass the signal, my partners thought offended me )
Students suggested: talking politely, finding topics

suitable to your partners background, and not totally
changing the main topic
15
FINDINGS:
Perceptions about Message
Abandonment Strategy?
Two contrary attitudes:

1. It was more positive try to explain a difficult word
with the other strategies.
2. It must be applied for reasons of time limitation,

reducing anxiety in communication
, and vocabulary limitation.

FINDINGS :
Perceptions about Meaning Replacement Strategy?
Four among the seven students that it is a worthy

strategy.
1. More continuous and silver-tongued.
2. According to their own cultural and language
background.
3. Used interlanguage strategy/ guess the
others intended meaning.

FINDINGS:
Perceptions about Interlanguage Strategy?
Six of the seven students admitted that Interlanguage
strategies enhanced their communication ability.
1. The skill of word coinage is based on
my mother tongue.
2. It is like deconstruct a Chinese word
and translate them into English.
Light bulb ()/ electric () light ()
bubble ().
Glasses ()/ eye () lens ().

16
FINDINGS:
Perceptions about Interlanguage Strategy?
3. Perceived he was confident about the others would understand.
It is able to fly and spiral, and it is an invader with wings.
4. Perceived learning from it.
5. Interlanguage strategies as suitable strategies for her to use when

talking to people with similar backgrounds.
6. Refer to the method of Tsang-Chieh.

militaryis combined with two words of stop () and
halberd (), which means a soldier should stop the wrong thing
happening with his halberd.

Perceptions about Cooperation Strategy?
1. It proved our comprehension and do the

comprehension check/ it had a function of learning
2. Used Interlanguage to explain and then used
cooperation strategy to ask the others if they know
how the correct word is
3. A perception of attainment
4. Gained more opportunity of interaction, learning, and
assisting/ losing face
5. For emergency/ used in high motivation situation/
perceived losing face when ask a simple word

No verbal response Use simpler

abstract word
Maintain the
concept and topic
Change topics
Topic
avoidance Meaning
replacement
Avoid difficulty C. S. : Reduction

in pronunciation, Use general abstract
tense, word, etc expression
Message
abandonment Do not give up
communication but give up
an original difficult concept
Give signal
that a concept or a topic
will be abandon

17
Generalization:
use subordinate words Word Coinage:
make up a new word
Paraphrase: describe,
exemplification
Interlanguage Based
Restructuring:
in the middle
of sentence,
change a plan
C. S.: Achievement
Mutually attempt
to agree on a meaning
Cooperation
Signal to interlocutor
Share problems a communicative
and resolve the problems problem and
by joint efforts he needs assistance

1. Change topic: inevitable 1. Change topic: useful

/ gradually /stimulant & Smooth
1. Keep silence: impolite Changing topic
according to partners
Backgrounds
2. Keep silence: improper
1. Change topic:
aware of the pause/
honest/
respond with similar topic 1. Change topic:
then change topic Changing to a smaller one
2. Keep silence: no respect, space & freedom
inactive, polite patterns needed 1. Change topics: 2. Keep silence:
Make the conversation did not pass
keep going/ changing The signal
1. Change topics:
Against telling arduous and private topics
the others secrets/ / change the topic politely
1. Changing topics: gradually/
sensitive & private topics 2. Keep silence:
Right topics based on
Protect himself/ if angry or uncomfortable/
individuals background
Some knacks Politely
2. Keep silence: felt guilty/
2. Keep silence: Did not hint the need

ignore/ despise
Inevitable
Stimulant Necessary
Gradually Interlocutors
Interlocutors
K.S: impolite K.S: impolite K. S.: no signal
T. A.
Necessary
Privacy Useful
Gradually
Privacy
Tricks Interlocutors
K. S.: no respect Polite pattern
Polite pattern
K. S.: feeling despised
K. S.: feeling angry?
K. S.: no signal
18
Free,
Cast away
easier to talk, Deny and reject,
Saving face, Blocks, saving time,
Before abandoning, Unfriendly,
Not worry how to Abandon terms,
A struggle process,
Explain, High-level words,
Not to worry people After abandoning feel
Relaxing, Not abandon key words.
wonder she explains Abandon abstract nouns
Longer discussion time,
a simple word. or adjectives, e.g. flat.
No abandon.
Abandon difficult Not abandon

topic, so abandon key word,
Wont be used, Save time Talk with a right topic &
Never leave a blank and clear doubts, right individuals,
In the exam Key words can made him free
not be abandoned from using it.
For surviving,
It made the conversation cant use it,
Stop, check key in the e.g. car accident
dictionary,
Without ignoring word

Inevitable Necessary
Stimulant
Interlocutors
K. S.: no signal
K.S: impolite K.S: impolite
T. A.
Necessary Useful
Privacy Privacy
Polite pattern
Tricks
K. S.: no respect Polite pattern
K. S.: feeling despised K. S.: feeling angry?

K. S.: no signal
Higher level, Not a perfect

Find a closer word Outgoing & creative way to express,
Instead of a too vague word, Not easy for her, Similar as slang
e.g. car drink=gasoline, e.g. Mummy=Dead King (easier, understandable,
house= palace=chateau =preserved body, lower level),
Surviving language, Pyramid=kings tomb e.g.: highball glass/
Similar to slang: informal, causal With a closer word, Strait glass=glass
Correct grammar, Indistinct
Accurate pronunciation & confusing
From individuals
Own perspectives,
It is like paving
e.g. Red haired
A road, brings
Barbarian Fort Vs. Similar to
you slowly to
Formosa First Generalization,
the destination, it like
Government Hall e.g. fruit= Kiwi,
doing difficult homework,
Using in translating
Find the closer answers and
Chinese idiom,
Finally find the correct ones.
Lower level use it, West culture interpret things
Use Interlanguage to Differently from the east.
Make compensation for it,
Use it to guess and reconfirm
the others
meaning.
19
Closer word High level
Slang
Not easy
Surviving language
Grammar/Pronunciation Indistinct
Slang
M. R.
generalization
Gradually achieving goal
Individual Interpretation Interlanguage
Chinese idiom
Cultural Differences
Reconfirm
For introducing Taiwanese Paraphrase, e.g.: apple=

More comprehensible for people Cultures e.g. puppet show, ball/red/delicious/Newton,
from the Same culture, Funny, Taiwanese opera, e.g. eagle= fly, spiral.
fresh, humor, creative, courage, Stimulating imagination, Paraphrase: like teachers
New words might spread far e.g. Jade mountain, Pan, lectures, e.g.: Carbon
and wide, not use it in the Formosa, tomato. Based on Positive Ion
public (losing face) Tsang Jei, deconstruct words, invader, American symbol
Would be misunderstood Describing: x axis/y axis
Paraphrase by foreigners Word coinage: joke, baby-talk
words in
A scientific way, Tsang Chieh/
e.g. house/donkey Mars Language/
e.g. Panda/ Koala Paraphrase:
Some skills to
Non-native like, accurate
be used Cooperatively,
Learn new words. Invisible things:
e.g., Koala, Whale,
time consuming/ worthy, Difficult
For introducing culture, e.g. stop halberd
Words not in the dictionary, e.g., Comprehensible by people
From the same culture, Language & Culture
Oyster noodle/ oamishua/ Background
oyster, , starch, cilantro, e.g. people mountain people sea,
Word coinage: brave, creative, think three times Before you do it
Paraphrase: knowledgeable, teacher talk, Games: carrot=vegetable, red, rabbit
e.g., diamond, atom Hammer=knocking nail
Restructuring: allowed
under a status of learning
Culture Introducing Culture

Paraphrase : lecture
Humor/Courage Tsang Chieh/foreigner
Spread Describe/ x,y axis
Interlanguage
Face/public
Tsang Chieh/foreigner
Introducing Culture
Words not in dictionary Skills used

Paraphrase/scientific way Cooperately
Brave/ creative
Paraphrase /knowledge Culture
20
The male classmates
have same problem,
Learning & friendship Comprehension check, Ask teacher, not peers,
After graduation, more confident
Higher motivation, Lower level,
Happy. Exchanging information Sense of humor needed/
& knowledge let me test you
Reconfirm thinking Rely on me/ passionate
Not losing face/ Friendship
a purpose of learning Opportunity of interaction
Abashed & frustrated,
Clarify a
vague meaning, Talking motivation,
Using it after Face issue, not in working,
using Emergency,
Interlanguage, Not in a serious topic,
A springboard, Colleagues, Observe if the Observe partners talking
Immediately interlocutors Feel comfortable to Willingness.
upgrade answer, Sufficient time to answer, Felt shy to explain
English Advance level, Describe & request simple words.
proficiency, a word Basketball, draw on Like in class discussion,
Win-win, the strength of each. Different from daily life
Conversation,
Like talking in a seminar,
Exchange information,
Learn from classmates.
Comprehension Check
Learning/Friendship Face/Gender
Learning/not losing face
Cooperation
With Interlanguage Seminar

Learn new words
Comfortable/time Face/Working
Advance level?
CHAPTER V
CONCLUSIONS
Faerch and Kapser (1983) mentioned,
Communicating is a problem-solving activity and
one which requires skilful planning and choice on
the part of the speaker. (p. 12)
Krashen (1982, 1983) argues, that a positive attitude
is definitely necessary during learning.
A sense of confidence, lower anxiety, and higher
motivation= increase the input (higher language
acquisition)

21
CHAPTER V
CONCLUSIONS/ Discussions
What follows will discuss the issues of
comprehension, politeness, intentionality, native
language, face-saving, and teachability addressed
in the previous studies (Wannaruk, 2006; Dornyei,
1995; Bialystok, 1990; Faerch & Kasper, 1983,
1984; Vygotsky, 1987; Selinker, 1972).
Some issues seldom discussed: Interlanguage
system in mind, affective filter, face problem, time-
saving, and key word issues.

CHAPTER V
1. Comprehension in Speeches:
Addressed by Vygotsky (1987), Chomsky
(1965) & Tarone (1983).
Mentioned by seven students: Topic
avoidance/ Interlanguage/ Cooperation (Vs.
Non-native like language & losing face)
CHAPTER V
Comprehension in Speeches:
Vygosky noted (1987), Speech cannot be
separated from understanding. This
inseparability of speech and understanding
is manifested identically in both social use
of language as a means of communication
and in its individual use as a means of
thinking.(p. 50)

22
Politeness
Addressed by Confucius (551-479 BCE) in the east,
Brown &Levinson (1987), Watts, Ide, & Ehlihs
(1992) and Leech (1983) in the west.
Seven Students mentioned this issue, especially in

their feelings of T. A.
E. g., Derek felt embarrassed if he kept his silence.
Sandy felt she had to politely say I might not like
this topic. Sara felt that the requester should to
say Excuse me. or I am sorry.
Intentionality:
Faerch and Kasper (1983) emphasize, There would

be systematic relations between the use of specific
communication strategies and specific conditions of
the communicative situation. (p. 5)
1. combined the usages of interlanguage &

cooperation/ selected appropriate topics according
to his interlocutors background. 2. created new
words by systematic translation 3. time 4. after an
unsuccessful usage

Native Language
Interlanguage utterances which were actual
utterances produced by native speakers of the
Native language when attempting to produce this
target language norm. (Selinker, 1972)
Bialystok (1983), The communication strategies

are revealed through linguistic analyses of the
learners Interlanguage. These strategies indicate
the extent to which the learners utterances in the
target language are affected by the native
language.

23
Native Language
1. Talked about how he 2. She borrowed the
implemented
word-creating
Interlanguage
through Tsang- method of Tsang-
Chiehs methods of Chieh.
creating through
pronunciation,
3. Translated
and creating
through Chinese idioms
deconstruction. into English.

Face-Saving:
Faerch and Kasper (1984) described higher

level learners, because of their clearly
marked foreigner roles their need for face-
saving is often greater than is the case with
less advanced learners. Covertly used
communication strategies are ideally suited
for such learners. (p. 61)
Face-Saving:
1. Perceived the abandonment strategy had a

wondrous function of keeping her from losing face.
2. Chinese males language are more powerful than

the females. (Consistent with Watzel (1988) &
Siennickis (2000)s findings. )
3. Lost face ( because of anxious appearance & fully

explanation not understood).
24
Affective Filter
Krashen (1983) pointed out that when learning
language, the affective factor was one of the
key factors in language acquisition. When the
learners anxiety is lower, the input in
language learning can be higher.
The message abandonment strategy provided

a function of reducing students anxiety in
communication.

Affective Filter
She pointed out that she Her struggling status

perceived free when could be released
abandoning a message. immediately after he
decided to use the
She did not have to message abandonment
worry whether a word strategy.
she explained to her
classmates were easy She perceived free after
for them. using it.

Time-Saving
When the discussion time is longer, message
abandonment strategy should be used less frequently
by the students.
When the students were allowed to speak in a formal

way for a longer time, the other strategies should be
applied.
Suggestion: English teachers remind the students they

should be aware of how much time they are allowed to
speak.

25
Key Words and WTC
When the difficult intended key word is created or
explained, one willing of communication (WTC) in
MacIntyre, Clement, Dornyei, and Noels triangle model
would be fulfilled.
WTC in MacIntyre, Clement, Dornyei, and Noels

triangle model, they included the WTC with the desire
to communicate with a specific person, self-confidence,
interpersonal/intergroup motivation, communicative
competence, intergroup climate, and personality. (p.
547)

In Conclusion
Summary:
1. Sharing students psychological level to the
curriculum designers has become one of the
most significant issues, since the educators
need to respect students feelings in learning.
2. Krashen (1981) has mentioned Higher

motivation predicts more acquisition. (p.
56)
CHAPTER V
Further Research Topics
1. Variables in the Learners & Trainers:
Attitudes Motivation
of training of learning
English
Personality Career Plans

of the future
English proficiency
expectation
gender
The years of
learning English Various
age Backgrounds:
Gender/ Areas

26
Acceptance of Non-native Like
Language & Training Pedagogies
The consistent and stable results from many previous
scholars studies focused on the effectiveness and
efficiency of the speech productions created through
strategies (Chen, 1990; Littlemore, 2003; Rababah, 2002;
Kendall, et al, 2005; Yoshida-Morise, 1998).
Seldom discussing non-native like issue mentioned by

Tarone (1983), and Faerch & Kasper (1983).
Acceptance of Non-native Like

Language & Training Pedagogies
Native-like & Longer Time: Non-native like & Fluent:

Andre/David/Luke/Sera Derek/Hugo/Sandy
The English educators and researchers should help the

students to ascertain If the Standard English
should be unattainable in a short time, how much
Non-native like language can be allowed in their
English conversation?

Training Pedagogies
The pedagogy of training is a significant issue
discussed by many previous researchers
(Ansarine & Syal, 2000; Dornyei, 1995; Rababah,
2002; Wannaruk, 2006).
The training process with the tasks of story

telling, picture describing, face-to-face
conversation, and writing were emphasized
by Ansarine and Syal (2000) and Wannaruk
(2006).

27
Training Pedagogies
This plan proposed that different types of
pedagogies need to be designed for trainers to test
the effectives of different methods.
Through the face-to-face interview for obtaining the
teachers opinions of different pedagogies and their
comparison of the learners learning effect through
different teaching methods.
The results should reveal which types of training
methods are the best ones.

3. The Relation between English

Proficiency and Strategy Application
The selection of specific strategies and their

application frequency, and incongruent levels
of language learners (e.g., Corrales, 1989;
Rababah, 2002; Yoshida-Morise, 1998;
Wannaruk, 2006).
Homogenous outcomes obtained in a class of

only one proficiency level. (Limitation: Three
levels in Tunghai)

4. The Correlation between Gender

and Strategy Application
This study suggested that a future study related to
gender differences should be conducted in
Taiwan.
Since there are significant differences between

male and females communication strategies
(Watzel, 1988).
28
The Correlation between Gender and
Strategy Application
Teachers need to know Single Gender high-

anticipation and schools (Top schools:
inflexible impression of The best school in each
each genders category, city of Taiwan, E.g.,
which influence students Taipei First Female High
willingness to apply School).
Working Situation
A student expressed that in the working
situation, the cooperation strategy should be
applied more often in order to enhance the
effect of working together.
Another student stated the cooperation

strategy should be only advisable at school,
but not in various working situations.

Working Situation
Based on this controversy, a survey or an

interview should be conducted through
inquiring the jobholders and the bosses in an
office or in an occupation field, in order to
discover findings closer to the truths.
29
Working Situation
Research questions : 1. If a superior would feel his

employee is an inept staff because s/he asks her/ his
colleagues words or things s/he does not know?
2. If a colleague would give a hand to his/her peers in
order to complete their tasks when they appealing for
assistance of unknown language or information?
Would they assume that it is a behavior impeding
his/her own promotion for the same higher position?
Example through Interlanguage
The most common examples through

Interlanguage can be grouped into three types,
which were Chinese idioms, particular
things in Taiwan, and foreign words
imported to Taiwan.
Examples of People Mountain

People Sea. and Long Time No
See. recommended that the researcher might
conduct a study, which looks into and reveals
how the idioms of each country could be
expressed through Interlanguage strategy.
30
It would be interesting Sofa is Safa, and
if a research study could Pan is Pan.
be conducted to delve inspired that It would be
into particular things in an important study to
each country and how compare how a certain
people convey them good is called in its
through Interlanguage. origin country and the
countries it is imported.
31
CURRICULUM VITAE
Grace Hui-chin Lin
E-mail Addresses: Lingrace_us@yahoo.com, Lingrace_us@hotmail.com
Home Address: 5F. No. 3, 317 Lane, Ming-Hsang Road, Chang-hua, 50045,
Taiwan 317 3 5
Ways of Contact: (886) 4 728 3321 (Tel), (886) 4 722 6123 (Fax)
(886) 933 503 321 (Mobile)
Family: Parents: Lin Ming-hsung & Linda Jan Lin-chou

Sisters & Brothers in Law: Lin Hui-wen & Perng Tseng
Diane Lin Hui-hwa & Michael Hui-fang Liu
RESEARCH INTERESTS
Teaching English as a Second Language (TEFL/ EIL/Englishes/TESOL), Psychoanalysis

Literature, Cultural Studies, Multicultural Studies, English Literature, French Literature,
Linguistics, Sociolingustics, Research Methodology
EDUCATIONS
Ph.D. Curriculum and Instruction, Texas A&M University,

College Station (, ), 2007
F 250702786 No 7-090
M.S. Teaching English as a Second Language, University of Southern
California (), Los Angeles, 2001
No. B-790
B.A. French Literature, Tam-kang University (), Tam-sui,
Taiwan, 1992 (81) 019138
Senior High National Chang-hwa Girls Senior High School (),
Changhua, Taiwan, 1986
Junior High Private Ching-cheng High School (), Changhua, Taiwan,
1983
Elementary Ming-Hsang Elementary School (), Changhua,
Taiwan,1970
Master of Science University of Southern California & PhD Texas A&M University College Station 263
PROFESSIONAL LICENSES
England Certificate of University of Cambridge ESOL Examinations,

Teaching Knowledge Test (TKT, 2007), Module 1, 2, 3-Band 3
(Module 1. #0017599700, 2. #0017942500, 3. #0018861476)
Texas, USA Certificate of Completion for Craft of Grant Writing Seminar in

VPR of Texas A & M University, College Station, 2005
Certificate of Completion (#08412): 39th Annual Tesol Convention

and Exhibit, San Antonio, Texas, 2005 (03, 30/2005-04, 02/2005)
California, USA Certificate of Completion, American Language and Culture Program

in California State University, Dominguez Hills, 2000
(05/2000~08/2000)
Taiwan National Certificate of Assistant Professor. 2007, (#021741)

O
National Certificate of Lecture. 2002, (#070-680)

O O O
EDUCATIONAL EXPERIENCES
National Sun Yat-sen University, Kaohsiung
2009 July -2008 Aug. Assistant Professor, Department of Foreign Languages and Literature
Mingdao University, Peetow
2008- 2007 Assistant Professor, Department of Applied English Studies
Tunghai University, Taichung
2003-2002 Lecturer, Department. of Foreign Languages and Literature
Chaoyang University of Technology, Taichung
Master
264 of Science University of Southern California & PhD Texas A&M University College Station
2003-2002 Lecturer, The Department of Applied Foreign Languages
Southern Taiwan University of Technology, Tainan

2003-2002 Lecturer, Department of Applied English
Columbia Consultant Company, Changhua
2003-2001 Language Consultant
Ming-Dao High school, Language Center, Taichung
2003-2002 English Teacher
Global Village Language Institution, Changhua
1995 1998 English Teacher
Washington American Preschool, Changhua
19961996 Director of Academic Affairs
AWARDS AND HONORS
Awards
Outstand Kindergarten director of Washington American Preschool, Changhua, Taiwan, 1996
Honors
Honor of Perfect Attendance, Language Academy of College of Letters, Arts and Science.
USC, LA., California, U. S. A. 2001
Honor of the Best Report Prize, Dale Carnegie Training, Taichung. Taiwan, 1999
Moral Prize, Changhua Girls Senior High School, Changhua, Taiwan,1983
EDITORSHIPS/REVIEWER
Editorial Board, Asian EFL Journal (Indexed in the SSCI Journal/ Social Science Citation Index),
2009-2010
Reviewer Committee Member, Mingdao Journal of General Education, Vol. 3, 2007
Editorial Board, International Journal of Communication, India, 2007
Editorial Board, Taiwanese Student Association, 2003-2006
Editor, Week Paper of Washington American School, Taiwan, 1996
PUBLICATIONS in English
Lin, G. H. C. (2010) Book Review of Strategies in Interlanguage Communication, C.

Faerch and G. Kasper. (Eds.). New York: Longman. 1983., Pp. xxiv+248.
Foreign Language Studies. Vol. 11.
Lin, G. H. C. (2009, Nov. 6) Interactive Approaches for Vocabulary Teaching, The 2009
AE Conference Committee. , , 2009

Lin, G. H. C. (2009, Nov. 6) An Exploration into Equitable Language Assessment, The

2009 AE Conference Committee. , , 2009

Lin, G. H. C. (2009, Nov. 6) Taiwanese Jokes from Views of Sociolinguistics and

Language Pedagogies, The 2009 AE Conference Committee. ,
, 2009
Lin, G. H. C., Larke, P. J. & Jarvie, D. S. (2009) Cultural Study of American Education,
Vol. 18, . P. 149-166
Lin, G. H. C., Ho, M. M. H., Chien, P. S. C., Tseng, J. C. W., Purcell, J. A., Larke, P. J.,
Perkins, L. L. (2009, May, 22). Impacts of Globalization on EFL,Incorporating World
Topics in University Classrooms, 2009 , P.
312-324
Lin, G. H. C., Ho, M. M. H., & Chien, P. S. C (2009, May, 16,17). Listening, Speaking and
Reading for Writing: EFL Holistic Pedagogies for a Composition Course in Taiwan,
The 26th Conference of English Teaching and Learning,
. P. 560-569
Lin, G. H. C., & Chien, P. S. C. (2009, May, 16). Strategic Application from Aspects of
Psycholinguistics, 2009 National Conference on ESP. Department of Applied English.
,Kainan University, Taoyang, Taiwan. Abstract in P. 51-52
Lin, G. H. C., Chien, P. S. C., & Ho, M. M. H. (2009, May 14). Bilingual Phonology,
Phonological Reduction System, 2009 International Conference on Across
Master
Language/Culture Foreign Language Education Learning and Teaching.
, Cheng Shiu University, Kaohsiung, Taiwan. P. 190-200
Lin, G. H. C. (2009, April, 25). An Investigation of Effectiveness of Peer Feedback in an

English Majors Advanced Writing Course, 2009 () ,
,, 200912th International Conference on
Language and Teaching, Kaohsiung, Taiwan. P. 79-87
Lin, G. H. C. (2009, March. 28). An Exploration into Foreign Language Writing Anxiety
from Taiwanese University Students Perspectives. 2009 NCUE Fourth Annual
Conference on Language Teaching, Literature, Linguistics, Translation, and
Interpretation. p. 307-18, National Changhua University of Education,
, Department of English, Taiwan. P. 307-318
Lin. G. H. C., Su, S. C. F., & Ho, M. M. H. (2009). Pragmatics and Communicative
Competences. 2009 . P. 54- 60.
Lin, G. H. C. (2008). Oral translation of poetry in Tung dynasty through communication

strategies. (Conference Presentation Paper, 2008 International Conference on
TESOL & Translation, Dec. 12th, 2008, Da-Yeh University, Changhua,
Taiwan) P. 132-145.
Lin, G. H. C. (2008). Pedagogies proving Krashens theory of affective filter. Hwa Kang
Journal of English Language & Literature, Vol, 14. P.113-131
Lin, G. H. C. (2007). The significant of pragmatics. Mingdao Journal, Vol, 3,2. P. 91-102
Lin, G. H. C. (2007). A case study about communication strategies. Boca Raton, Florida:
Dissertation.com Publishing, ISBN Number: 158112374-4
Lin, G. H. C. (2007). The correlation between Taiwanese EFL learners application of

communication strategy and their general communication proficiency. ,
(Conference Paper, Teaching English in the Global Village: 2007 (10th)
international Conference on ESL/EFL, Kaohsiung, Taiwan. sponsored by Ministry
of Education, National Science Council.) Vol, 10, p. 113-127
Lin, G. H. C., & Larke, P. J. (2006). A chapter of great harmony in Confucianism. TAMU
Taiwanese Student Association Website. Retrieved September, 31, 2006, from
http://taiwan.tamu.edu/modules.php?name=Forums&file=viewtopic&t=965
Lin, G. H. C., & Larke, P. J. (2006). My feelings toward Afrocentric epistemology. TAMU
Taiwanese Student Association Website. Retrieved September, 31, 2006, from
Lin, G. H. C., & Larke, P. J. (2006). English education in Texas.

TAMU Taiwanese Student Association Website.
Retrieved September, 31, 2006, from
Kendall, S., Jarvie, D. S., Lin, G. H. C., & Purcell, J. (2005). An overview of
communication strategy. Indian Journal of Applied Linguistics, Vol, 31(2), 113-27
Kendall, S., Lin, G. H. C., & Perkins, L. (2005). Cross-cultural discourse of giving and
accepting gifts. International Journal of Communication, Vol, 16 (1-2), 103-12
PUBLICATIONS in Mandarin
(2009) , , ISBN 978-957-41-6584-1
(2009) : , , ,
P.127-129
(2009)
, , ,
http://www.cavesbooks.com.tw/e_magazine/e_magazine.aspx?identify=vnqxt&pag
e_link=main
(2007) , EJEE,
37 , http://ejee.ncu.edu.tw/articles.asp?period=37&flag=37
(2007)
, EJEE, 32 ,
http://ejee.ncu.edu.tw/articles.asp?period=32&flag=32
(2006) 2005 - :
, 59 ,
http://www.cc.ncu.edu.tw/~journal/59/report_592.htm
Master
(2006) 2004 - :
, . 59
, http://www.cc.ncu.edu.tw/~csa/journal/59/report_591.htm
(2006) :
, 58 ,
http://www.cc.ncu.edu.tw/~csa/journal_book_54.htm
(2006) , EJEE, 28
, http://ejee.ncu.edu.tw/showarticles.asp?CO_no=811
(2006) :
, EJEE, 28 ,
http://ejee.ncu.edu.tw/showarticles.asp?CO_no=865
(2006) , EJEE,
27 , http://ejee.ncu.edu.tw/showarticles.asp?CO_no=777
(2006) , EJEE,
(2006) :
, EJEE, 26 ,
http://ejee.ncu.edu.tw/showarticles.asp?CO_no=773
(2006)
EJEE, 26 , http://ejee.ncu.edu.tw/showarticles.asp?CO_no=772
(2006) EJEE,
(2006) -
EJEE, 25 , http://ejee.ncu.edu.tw/showarticles.asp?CO_no=556
(2003) -,
,, P. 166-78
(2003) -,
, , P. 209-28
PRESENTATION FOR LOCAL INSTITUTIONS
Lin, G. H. C. (2009). Krashen's Five Hypotheses of Language Acquisition, The

Department of English Language Literature and Linguistics, Providence
University.
OVERSEAS TESOL & LINGUISTICS CONFERENCE PRESENTATIONS
Lin, G. H. C. (2009, Feb. 25). Mandarin Idioms through Interlanguage Strategies and the
Strategy User's Consciousness of Strategy Application, California Association for
Bilingual Education (CABE) 2009 Annual Conference at the Long Beach
Convention Center, Long Beach, California, USA
Lin, G. H. C. (2009, Feb. 25). Teachability of Pragmatics, California Association for

Bilingual Education (CABE) 2009 Annual Conference at the Long Beach
Convention Center, Long Beach, California, USA
Lin, G. H. C. (2009, Feb. 21). Interlanguage Communication in a Global Setting, 38th

National Association for Bilingual Education (NABE) Annual Conference at
Austin Convention Center in Austin, Texas, USA
Lin, G. H. C. (2008, Nov. 8). Replacement Strategies from Taiwanese University Students
Aspect. Tex-TESOL V State Conference at Richardson, Texas, USA
Lin, G. H. C. (2006, Oct. 27). Globalization Challenge: Global Issues Should Be Applied
as Discussion Topics in ESL Classroom, Curriculum & Pedagogy Conference,
Balcones Conference Center, Marble Falls, Texas, USA
Lin, G. H. C. (2006, Nov. 10). Cross-Cultural Discourse of Giving Gifts, 4th Annual
TAMUS Pathways Student Research Symposium, Poster Exhibition, Prairie Views,
Texas, USA
Lin, G. H. C. (2006, Oct. 14). An Overview of Communication Strategies, Tex-TESOL IV

State Conference at John J. Harera Elementary School, Huston, Texas, USA
CULTURAL & HISTORY STUDY PRESENTATIONS
Master
Lin, G. H. C. (2005, Nov. 10). Four Hundred History of Taiwan, College of Educational
Human Resource Development, International Cultural Sharing, Texas A&M
University, College Station, Texas, USA
Lin, G. H. C. (2006, Nov. 10). Folk Story of Susan, A Character in Chinese Opera. College
of Educational Human Resource Development, International Cultural Sharing,
Texas A&M University, College Station, Texas, USA
COMMITTEE MEMBERSHIPS
America Membership of Illinois Teachers of English to Speakers of Other

Languages-Bilingual Education (TESOL.BE) #4652, Illinios State,
America, 2008-2010
Certificate of Membership: Teachers of English to Speakers of Other
Language, Texas, America, 2005-2006
Taiwan Dale Carnegie Training, Taichung. Taiwan, ROC, 1999
OTHER ACTIVITIES
Cultural Introduction
Instructor for International Culture Exhibition, MSC, Texas A&M University, College
Station, TX. 2003- 2005
Instructor for International Cultural Week, College of Educational Human Resource

Development, Texas A&M University, College Station, TX.
Music Performance
Soprano, Solo performance, In A Bleak Mid-Winter, Our Savior Lutheran Church, College
Station, TX, Dec. 2006
Soprano, Solo performance, The Greatest Love of All, for Taiwanese Students
Association at George Bush Conference Center, College Station, TX, 2006
Soprano, Solo performance, Come Home, for Taiwanese Students Association at George
Bush Conference Center, College Station, TX, 2005
Soprano, Solo performance, Taiwanese Folk Songs, for Taiwanese Students Association
at George Bush Conference Center, College Station, TX, 2005
Soprano, Solo performance, You Raise Me Up, Our Savior Lutheran Church, College
Station, TX, 2003
Master

/ 2009/8/27
: SS Press, Changhua
ISBN 978-957-41-6584-1 ()
1. 2. 3.
805 103 98015261
Translation Edition of
A Case Study about Communication Strategies by Grace Hui Chin Lin
(/)
(PhD, Texas A&M University, College

Station/ Master of Science, University of Southern
California)

(Linda Lin Chou Jan)
500 154
04 728 3321
0933 503 321
Email: Lingrace_us@yahoo.com, Lingrace_us@hotmail.com
500 29-3

04 724 7074
270 NTD
2009
____________________________________________________________
980819-0098

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Faerch Kasper ....41

(Adult English Learners)

(World Health Organization/ WHO)(World

Heath Association/ WHA) (United Nation/ UN)

(Communicative/ Oral Proficiency)

(Teaching English as a Second/ Foreign Language,

Dell Hymes 1972Hymes Canale ( 1980, 1983) Swain (1980)

(Sociolinguistics) (Discourse) (Strategic)

(Language Communicative Competence)

(Comprehensibility) (Ansarin & Syal, 2000 Bialystok, 1990

Faerch & Kasper, 1983, 1984) (Communication Strategy)

(Overcome Communicative Obstacle)

(Rababah, 2000, 2003)(Communication Strategy)

Faerch Kasper (1983)

Linguistics Knowledge) (Global

(Communication Strategy) (Compensate)

(Linguistics Knowledge) (Communication

(Non-native Like) (Tarone, 1980; Faerch & Kasper,

(Non-native Like Language

Production) (Face Problem)

(Psychological Status) (Attitude)

(Perception) (Thinking Processes)

(Humanized) (e.g., Alsop & Watts, 2000;

Heaton, 1951; Rogers, 1972) Alsop Watts (2000)

(Affective Interference) Alsop Watts (2000)

Psychological Needs) (Important Factor in Successful

Southern California, Los Angeles, U. S. A.) Stephen Krashen (1982)

( Affective Factors) (Confidence)

(Anxiety) (Second Language Acquisition)

(Krashen, 1982, 6) Stephen Krashen

(Non-native Like Language) (Discussion Issues)(Faerch & Kasper,

(Freshman English for

Non-Majors Courses/ FENM) (Learners & Strategy Users )

Faerch and Kasper (1984)

61) Tarone (1980)

(Foreign-like, Informality & Inappropriateness)

(Case Study)(Language Communication Strategies)

(Intrinsic & Extrinsic Motivations)

(Feedbacks and Reflections) (Patterns of Conceptions)

(Perceptions) (Qualitative Study Reports)

Faerch Kasper (1984) Tarone (1980)

(Issue of Saving Face ) (Foreign-Like Language)

(Strategic Learners and Users)

Douglas S. Jarvie Faerch Kasper (1983)

1. (Topic Avoidance Strategy)

2. (Message Abandonment Strategy)

3. (Meaning Replacement Strategy)

(Language Communication Strategies)

(Strategy Learners and Users)

(Interactive Discussion Activities)

(Cognizant Formats) (Perspectives)

(Linguistics) (Sociolinguistics) (Psychology)

(Neutral/ Impartial) (Non-Misleading)

Fearch Kasper (1984) Tarone (1980) (Face)

(Faerch & Kasper, 1983, 36)

(Richards, Platt & Platt, 1998, 444)

( Keep Silence) (Signal/Hint)

Kasper, 1983; Tarone, Frauenfelder & Selinker, 1976)

(Corder, 1983; Faerch & Kasper,

1983; Tarone, Cohen & Dumas, 1983)

Tarone, Frauenfelder & Selinker, 1976)

(Interlanguage Strategies) (Generalize)