| dc.contributor.advisor | 黃麗儀 | zh_TW |
| dc.contributor.advisor | Huang , Li-yi | en_US |
| dc.contributor.author (Authors) | 謝函軒 | zh_TW |
| dc.contributor.author (Authors) | Hsieh, Han-hsuan | en_US |
| dc.creator (作者) | 謝函軒 | zh_TW |
| dc.creator (作者) | Hsieh, Han-hsuan | en_US |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 17-Sep-2009 16:28:54 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 16:28:54 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 16:28:54 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0915550162 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33399 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 語言學研究所 | zh_TW |
| dc.description (描述) | 91555016 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 在使用外國語言表達的時候，語言學習者經常會遇到不會說的單字。為了使溝通能夠繼續下去，語言學習者經常會採用溝通表達策略(C.S)來幫助自己表達意見。除了口語之外，人們還可以用書面語來溝通。但目前尚未有研究關於溝通表達策略在這兩種語言形式中有何異同之處。比較溝通表達策略在這兩種語言形式中有何不同之處是我們其中的一個目標。另外，我們還檢視受試者說的能力(speaking ability)與寫的能力(writing ability)如何影響兩種形式的溝通表達策略。結果顯示只有情境策略(situation strategy)和同義字策略(synonym strategy)在兩種語言形式中呈現顯著差異。受試者說的能力只會影響策略數量上(number)的使用，並不會影響到種類上(type)的選擇。而寫的能力則與策略數量上(number)的使用以及種類上(type)的選擇都沒有關聯。策略種類上(type)的選擇不會隨著說的能力或寫的能力增加的結果使我們提出英文老師應該加強學生溝通表達策略的概念與使用的建議，期使學生提升他們的溝通能力。 | zh_TW |
| dc.description.abstract (摘要) | Communication strategies (C.S.) are the strategies used by language learners to deal with lexical problems when they are using a target language for communication. In addition to oral language, people can also communicate in written language. However, no study has looked into the similarities and differences of the C.S. used in the two modes. An aim of our study is to compare the use of C.S. in the two modes. The second aim is to examine the use of C.S. in the two modes through speaking proficiency and writing proficiency respectively. Subjects were asked to express prompted words to the native English interlocutor and then to write down the same set of the prompted words without using the exact words. Results shows that only situation strategy and synonym strategy display significant differences in the two modes. Besides, speaking proficiency influences the number of C.S. but is unrelated to the types of C.S. Writing proficiency does not affect the number and the types of C.S. The result that the types of C.S. do not increase according to proficiency level makes us suggest English teachers to enhance learners’ awareness of C.S. with an aim to developing learners’ communicative competence. | en_US |
| dc.description.tableofcontents | Chapter One: Introdction.......................................11.1 Research background, motivation and goals......... ........11.2 Research questions and hypotheses..........................51.3 The significance of the study..............................81.4 The organization of the thesis.............................9Chapter Two: Literature Review................................102.1 Differences between spoken and written language...........10 2.1.1 Unplanned discourse and planned discourse..............11 2.1.2 Involvement and detachment.............................16 2.1.3 Contextualized and decontextualized....................202.2 Framework of the study of communication strategies........22 2.2.1 Interactional framework and its definition.............25 2.2.2 Psycholinguistic framework and its definition..........272.3 Taxonomies of communication strategies...................32 2.3.1 Interactional taxonomies...............................322.4 The relation between L2 proficiency and the use of C.S....40 2.4.1 Bialystok’ study (1983): insignificant relation ......40 2.4.2 Nijmegen project: negative relation....................43 2.4.3 Paribakht’s study (1985): with relation in the proportion of C.S......................................452.5 Summary of Chapter Two....................................48Chapter Three: Methodology and Experimental Design............503.1 Subjects and participants.................................513.2 Materials.................................................533.3 Procedure.................................................563.4 Coding system.............................................603.5 Data analysis and statistical methods.....................633.6 Summary of Chapter Three..................................65Chapter Four: Data Analysis...................................674.1 C.S. adopted by Taiwan EFL college learners...............67 4.1.1 The influence of word types on the selection of C.S....764.2 The comparison of C.S. used in the two modes..............81 4.2.1 The differences of C.S in the two modes................82 4.2.2 The preferences of C.S. in the two modes...............86 4.2.3 The types of C.S. in the two modes.....................92 4.2.4 The number of C.S. in the two modes...................101 4.2.5 Summary of the comparison of C.S. in the two modes....1084.3 The relation between L2 proficiency and the use of C.S...110 4.3.1 The influence of proficiency on the selection of C.S in the two modes.........................................112 4.3.2 Speaking proficiency V.S. C.S. in spoken language.....120 4.3.3 Writing proficiency V.S. C.S. in written language.....128 4.3.4 Summary of the relation between proficiency and the use of C.S................................................132Chapter Five: Conclusion.....................................1355.1 Summary of the findings..................................1355.2 Pedagogical implications.................................1405.3 Limitations of the study and suggestions for future study .........................................................144 | zh_TW |
| dc.format.extent | 52707 bytes | - |
| dc.format.extent | 140302 bytes | - |
| dc.format.extent | 33929 bytes | - |
| dc.format.extent | 118836 bytes | - |
| dc.format.extent | 58541 bytes | - |
| dc.format.extent | 377454 bytes | - |
| dc.format.extent | 40461 bytes | - |
| dc.format.extent | 24543 bytes | - |
| dc.format.extent | 110951 bytes | - |
| dc.format.extent | 118322 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0915550162 | en_US |
| dc.subject (關鍵詞) | 口說語與書面語 | zh_TW |
| dc.subject (關鍵詞) | 溝通表達策略 | zh_TW |
| dc.subject (關鍵詞) | 口說能力與寫作能力 | zh_TW |
| dc.subject (關鍵詞) | spoken language & written language | en_US |
| dc.subject (關鍵詞) | communication strategies | en_US |
| dc.subject (關鍵詞) | language proficiency | en_US |
| dc.title (題名) | 台灣的大學生在英語口說語與書面語溝通表達策略的比較 | zh_TW |
| dc.title (題名) | A Study of Communication Strategies in Taiwan EFL College Learners` Spoken Language and Written Language | en_US |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Asao, Kojiro (2002) Communication strategies of EFL Learners: A | zh_TW |
| dc.relation.reference (參考文獻) | Corpus-based Approach. In Toshio Saito, Junsaku Nakamura and | zh_TW |
| dc.relation.reference (參考文獻) | Shunji Yamazaki (Eds) English Corpus Linguistics in Japan. | zh_TW |
| dc.relation.reference (參考文獻) | Amsterdam, Netherlands: Rodopi | zh_TW |
| dc.relation.reference (參考文獻) | Bialystok, E., & Frohlich, M. (1980). Oral communication strategies for lexical difficulties. Interlanguage studies bulletin, 5, 3-30. | zh_TW |
| dc.relation.reference (參考文獻) | Bialystok, E. (1983). Some factors in the selection and implementation of communication strategies. In C. Faerch & G. Kasper (Ed.), Strategies in interlanguage communication (pp. 110-118). London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Bialystok, E. (1993). Communication strategies--a psychological analysis of second language use. Oxford: Blackwell. | zh_TW |
| dc.relation.reference (參考文獻) | Bongaerts, T., & Poulisse, N. (1989). Communication strategies in L1 and L2: Same or different? Applied linguistics, 10, 253-268. | zh_TW |
| dc.relation.reference (參考文獻) | Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches in second language teaching and testing. Applied linguistics, 1, 1-47. | zh_TW |
| dc.relation.reference (參考文獻) | Chafe, W. L. (1982). Integration and involvement in speaking, writing, and oral literature. In D. Tannen (Ed.), Spoken and written language. Norwood, N.J.: Ablex. | zh_TW |
| dc.relation.reference (參考文獻) | Chafe, W. L. (1985). Linguistic differences produced by differences between speaking and writing. In D. R. Olson, N. Tarrance, & A. Hildyard (Ed.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 105-123). Cambridge: Cambridge University Press. | zh_TW |
| dc.relation.reference (參考文獻) | DeVito, J. A. (1966). The encoding of speech and writing. Speech Teacher, 15, 55-60. | zh_TW |
| dc.relation.reference (參考文獻) | Drieman, G. H. J. (1962). Difference between written and spoken languages: an exploratory study. Acta Psychol., 20, 36-57. | zh_TW |
| dc.relation.reference (參考文獻) | Ellis, R. (2002). The study of second language acquisition. Oxford: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Faerch, C., Kapser, G. (1983). Plans and strategies in foreign language communication. In C. Faerch & G. Kasper (Ed.), Stretegies in interlanguage communication. (pp. 20-60) London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Faerch, C., & Kasper, G. (1984). Two ways of defining communication strategies. Language learning, 34(1), 45-63. | zh_TW |
| dc.relation.reference (參考文獻) | Haastrup, K., & Phillipson, R. (1983). Achievement strategies in learner/ native speaker interaction. In C. Faerch & G. Kapser (Ed.), Strategies in interlanguage communicaiton (pp. 140-158). London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Horwitz, E. K., M. B. Horwitz, and J. Cope (1986). Foreign language classroom anxiety. In Modern Language Journal, 70(2), 125-32. | zh_TW |
| dc.relation.reference (參考文獻) | Kellerman, E., Ammerlaan, T., Bongaerts, T., & Poulisse, N. (1990). System and hierarchy in L2 compensatory strategies. In R. Scarcella, E. Anderson & | zh_TW |
| dc.relation.reference (參考文獻) | S. Krashen (Ed.), Developing communicative competence in a second language. New York: Newbury House. | zh_TW |
| dc.relation.reference (參考文獻) | Kroll, B. (1977). Combining ideas in written and spoken English. In E. O. Keenan, & Bennett, T. L. (Ed.), Discourse across time and space (pp. 69-108). Los Angeles: Dept. Linguist. Univ. South. Calif. | zh_TW |
| dc.relation.reference (參考文獻) | Lakoff, R. T. (1982). Some of my favorite writers are literate: The mingling of oral and literate strategies in written communication. In D. Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 239-260). Norwood: ABLEX. | zh_TW |
| dc.relation.reference (參考文獻) | Olson, D. R. (1977). From utterance to text: The bias of language in speech and writing. Harvard educational review, 47(3), 257-281. | zh_TW |
| dc.relation.reference (參考文獻) | Ochs, E. (1979). Planned and unplanned discourse. In T. Givon (Ed.), Syntax and semantics 12: Discourse and syntax (pp. 51-80). New York: Academic Press. | zh_TW |
| dc.relation.reference (參考文獻) | O` Donnell, R. C. (1974). Syntactic differences between speech and writing. Am, Speech, 49, 102-110. | zh_TW |
| dc.relation.reference (參考文獻) | Poulisse, N. (1990). The use of compensatory strategies by Dutch learners of English. Dordrecht: Foris. | zh_TW |
| dc.relation.reference (參考文獻) | Paribakht, T. (1985). Strategic competence and language proficiency. Applied linguistics, 6,132-146. | zh_TW |
| dc.relation.reference (參考文獻) | Raupach, M. (1983). Analysis and evalution of communication strategies. In C. Faerch & G. Kasper (Ed.), Strategies in interlanguage communication strategies (pp. 199-209). London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Schils, E. & Poulisse, N. (1989). The influence of task and proficiency related factors on the use of compensatory strategies : a quantative analysis. Language learning, 39, 15-48. | zh_TW |
| dc.relation.reference (參考文獻) | Selinker, L. (1972). Interlanguage. International review of applied linguistics, 10, 219-231. | zh_TW |
| dc.relation.reference (參考文獻) | Tarone, E. (1977). Conscious communication strategies in interlangauge. In H. D. Brown, C.A. Yorio, R.C. Crymes (Ed.), ON TESOL`77. Washington, D.C.: TESOL. | zh_TW |
| dc.relation.reference (參考文獻) | Tarone, E. (1980). Communication strategies, foreigner talk and repair in interlanguage. Language learning, 30(2), 417-431. | zh_TW |
| dc.relation.reference (參考文獻) | Tarone, E. (1981). Some thought on the notion of communication strategies. TESOL Quarterly, 15(3), 285-295. | zh_TW |
| dc.relation.reference (參考文獻) | Tannen, D. (1982). Oral and literate strategiesin spoken and written narratives. Language, 58(1), 1-21. | zh_TW |
| dc.relation.reference (參考文獻) | Varadi, T. (1980) Sreategies of target language learner communication: message adjustment. In International Review of Applied Linguistics 18: 59-71 | zh_TW |
| dc.relation.reference (參考文獻) | Varadi, T. (1983). Strategies for target langauge learner communication : Message adjustment. In C. Faerch & G. Kasper (Ed.), Strategies in interlanguage communication. (pp. 79-99). London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Yule, G., & Tarone, E. (1997). Investigating communication strategies in L2 reference: pros and cons. In G. Kapser, & E. Kellerman (Ed.), Communication strategies: psycholinguistic and sociolinguistic perspectives (pp. 17-30). London; New York: Longman. | zh_TW |
