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The purpose of this study was to identify what were Taiwanese University English as a Foreign Language (EFL) learners' perceptions about learning communication strategies. This study collected qualitative data about students' beliefs and attitudes as they learned communication strategies. The research question guiding the study was: What are Taiwanese University EFL learners' perceptions about learning communication strategies? Twenty-four university students were trained for 10 weeks to use strategies in Faerch and Kasper's (1983a) taxonomy, and seven volunteers were interviewed. None of the students majored in English but were enrolled in a required Basic English course in a Freshman English Non-Majors' (FENM) program in Agriculture College at Tunghai University. In the middle and at the end of the training period, participants were interviewed and videotaped for 90 minutes. The results were displayed clearly with details in Chapter four. In Chapter five, significant themes associated with topic avoidance (1.), message abandonment (2.), meaning replacement (3.), interlanguage (4.), and cooperation (5.) strategies, mentioned by seven participants were revealed through the constant method of analysis. They were comprehension, politeness, intentionality, native language, face-saving (losing-face), interlanguage system, time-saving, and keywords. Chapter six includes a summary of this study, further discussions for the important issues mentioned by previous studies of this field and by participants of this research, and at the end, several important issues recommended as topics for further studies. The issues suggested to readers for future researches were variables in the learners and trainers, students' acceptance level of non-native like language, training pedagogies, the relationship between English proficiency and using strategy, the correlation between gender and strategy, communication strategy in a working situation, and examples through the interlanguage strategy.
Language Education Today: Between Theory and Practice is a collection of essays that appeal to teachers of modern languages (almost exclusively English) regardless of the level of instruction. The essays deal with three main aspects of the opposition Linguistic Identity vs. Multilingualism: language education (mother tongue – Turkish, Kurdish, and Serbian; contact linguistics – the impact of Slavic and of German on modern Romanian; the opposition L1 vs. L2 – Arabic, Farsi, Urdu and Serbian vs. English; and contrastive studies – German and Macedonian); English language teaching and learning (English as a Foreign or Second Language taught to Serbian and Ruthenian students; English for Specific Purposes – Business English, Information Technology English, the English of hotel terminology, and the English of business media taught to Romanian students; English language teaching and assessing methods to Thai, Italian, Malaysian, and Croatian students; and the profile of the language teacher in the universities of the F.Y.R. of Macedonia and of Romania); and linguistic issues (with focus on some English word histories and on some English modal verbs, on French spelling and on some French verbs of animal communication, and on the Latin Plesiosauria Nomenclature).
English speaking is arguably the most problematic aspect for adult learners in Taiwanese EFL environments. The gap between the curricular objectives and the results of the General English Proficiency Test (GEPT) indicates that younger generations outrun college students in learning to speak English. Moreover, the exchangeable use of terms such as English as a Second Language (ESL) and English as a Foreign Language (EFL) reveals the conceptualization of Second Language Acquisition (SLA) which assumes that learners learn to speak the target language in a naturally occurring language environment. This is manifested in Language Learning Strategy (LLS) theories focusing on communication/compensation strategies. However, the initial pursuit of 'universally effective' LLS has been called into question and there is a need for the contextualization of LLS research. To begin with, this study differentiates the concept of ESL and EFL in order to unravel the hidden assumption of SLA/LLS. Next, in adopting a sociocultural-ecological perspective, strategies for learning to speak English are considered as niches rather than fixed entities presented in mainstream LLS survey research. Specifically, because this study aims at depicting five non-English majors' qualitatively different ways of perceiving and experiencing in their local environment (i.e., their constructed reality), phenomenography is used to examine the person-environment relationships. Lastly, qualitatively different SLSEs will be discussed in hopes of facilitating a more reflective way of learning to speak in EFL environments.