The major purpose of this qualitative research was to find out how the Taiwanese university EFL learners felt about learning the five communication strategies of reduction and achievement sets. Besides displaying their teachability (Maleki, 2007; Ogane, 1998) in university classrooms, this study collected qualitative data about students’ feelings and their reflections as they learned the five communication strategies. The samples of this training were twenty-four Taiwanese university students, none of whom majored in English in a Freshman Non-English Majors’ class. The results showed, for the reduction set of communication strategy, seven respondents tended to feel topic avoidance was an applicable strategy, but they disagree with the skill of topic avoidance due to the politeness concerning. Students hold three sorts of attitudes in abandonment strategy. Two students felt not appropriate to use it, three students supported its usage, and two students had a neutral position toward it. For the achievement set of communication strategies, four students felt they facilitated their communication, but three students provided their vague attitudes. About Interlanguage strategy, six students felt it offered a function of enhancing the comprehensibility, and one student’s feelings did not show any obvious attitude. About the cooperation strategy, most students felt it assisted them to achieve the purpose of learning English, and two students felt losing face when using it. The study implies communicative competences can be enhanced by applying communication strategies.
- Interlangauge Communications,
- Communication Strategies,
- Reduction Strategies,
- Achievement Strategies,
- Qualitative Researches
Available at: http://works.bepress.com/gracehuichinlin/7/